Personal Style Within the Structure of the Plans, Part 2

Can you encourage personal style within the provided structure of Heart of Dakota's plans?  

You certainly can!  In fact, as I shared last week, the opportunity for personal style is already part of Heart of Dakota’s plans.  You may be wondering, how are both included then?  Well, the daily plans provide specific guidelines for each school subject, which gives structure for each assignment.  Structure might include which kind of oral narration to give, how many sentences to write, what headings to use, etc.  So, needed parameters are given, but they need not squelch the creativity of personal style!

How can students get creative with their personal style then?

Excellent question!  Well, blessedly personal style is a natural part of a living books approach to homeschooling.  Better yet, a living books approach to learning is already included in every Heart of Dakota guide!  Narrations have structure, like which book to read, which pages to narrate upon, and which kind of narration to give.  But, they also encourage personal style.  Students can choose which parts to retell, what manner to retell them, and what connections they’ve made.  This is the opposite of a textbook and workbook approach, which includes a more encyclopedia-like 'facts only' response.  Similarly, the different assessments included in the structure of the plans are the opposite of ‘test and forget it’ assessments. 

Do you have some examples of personal style being encouraged within the structure of the plans?

I sure do!  I’m so glad you asked because this is what I wanted to share with you in my weekly check-in.  Let's chat about my son, Riley, this week, who is using World Geography this year.  I’ll start with the Living Library one-sentence summary assignment.  This assignment is harder than it seems!  In fact, as Riley is my detailed narrator, trying to respond to his reading with a one-sentence summary is difficult.  At the start of the guide, he chose the option to write 3 sentences on scratch paper first.  Then, he took each of the most important parts from the 3 sentences and consolidated them into one sentence.  Twenty-three units into the year, he no longer chooses to start with 3 sentences.  In fact, he has become adept at writing a one-sentence summary with every part the guide asks him to include.  This assignment is the perfect follow-up to his Living Library reading.  It does not ‘get between the child and the book,’ as Charlotte Mason would applaud.  Keep in mind, this isn’t a required part of earning credit, but rather a way to earn extra credit.  So, as a follow-up to the already extra reading of the Living Library, the assignment is kept appropriately short.

Living Library One-Sentence Summary Assignment


Structure in the Plans: 

• certain pages must be read
• a one sentence summary must be written
• the main character(s), the main action taken, any important conflict, the goal, and the setting must be included

Personal Style:           

• option to write 3 sentences on scratch paper first
• chose what to include in summary
• chose to read aloud summary to me

A Few Things to Remember:

This is an extra credit option in the plans, so if the summary isn’t the exact sentence you would have written - in the name of personal style - let it be!  However, structure demands the summary is limited to one sentence and includes the main character, a main action taken, a conflict, a goal and a setting.

World Geography Written Narration Assignment

Structure in the Plans:

• read assigned Mapping the World with Art pages
• must be 3-4 paragraphs long
• must be read aloud to try to catch any mistakes
• must stick to the topic, support it with details, write in the author’s style, include a strong opening and closing
• must use the Written Narration Skills in the Appendix to edit

Personal Style:

• chose his own details to retell
• chose whether to write 3 or 4 paragraphs
• chose whether to write in print or in cursive
• chose his own way to open and close his narration

A Few Things to Remember:

This isn't a quiz!  So, if your student didn't write what you’d have written - for the sake of personal style – let it be!  However, structure demands reading, writing at least 3 paragraphs, reading it aloud, including noted parameters, and editing.  If it’s not legible enough for the student to read aloud, that’s not ok either.  This is just one more reason not to skip this step!

Geography Activities Assignment:

Structure in the Plans:

• must watch DVD Scenic Cruises of the World
• must make bulleted list of important things to experience or see
• must make lists for 3 provided topics

Personal Style:

• chose his own details to include in his bulleted lists
• chose whether to write list in phrases or in sentences
• chose whether to write in print or cursive
• chose to read his notes aloud to me

A Few Things to Remember:

This isn't a composition assignment for English credit.  It’s a response to a DVD viewing of geographical places being studied.  So, if your student didn't write complete sentences or certain facts – for personal style - let it be!  However, structure demands the DVD is viewed and bulleted notes are written pertinent to each provided topic.

World Religion and Culture’s Assignment:

Structure in the Plans:

• must read the assigned pages of the book
• must answer each of the provided questions
• must answer the questions over multiple days as assigned

Personal Style:

• chose how much detail to include in his answers
• chose whether to write in phrases or in sentences
• chose whether to write in print or cursive
• chose to read his answers aloud to me (he orally shared his page numbers/quotes for #2)

A Few Things to Remember:

This isn't a composition assignment for English credit.  It’s a response to a DVD viewing of geographical places being studied.  So, if your student didn't write complete sentences or certain facts – for personal style - let it be!  However, structure demands the DVD is viewed and bulleted notes are written pertinent to each provided topic.

Next week, I'll share Part 3 of this series on personal style within the structure of the plans.  That final post will be in regard to my son, Wyatt, who is completing U.S. History II this year.  Hope you had a good week, ladies!

In Christ,

Julie

Personal Style Within the Structure of the Plans, Part 1

Can you encourage personal style within the provided structure of Heart of Dakota's plans?  

Absolutely!  In fact, the opportunity for personal style is naturally part of the plans already. How are both included, you may ask?  Well, the daily plans provide specific guidelines for each school subject, which gives structure for each assignment.  This type of structure might include how many sentences a written narration should be, what topics need to be narrated upon, which timeline entries need to be made, etc.  Structure gives needed parameters, but it need not squelch the creativity of personal style!

How can students get creative with their personal style then?
Good question!  Well, the good news is personal style is completely a natural part of a living books approach to learning, and a living books approach to learning is part of every Heart of Dakota guide.  Narrations include structure in the plans, such as which books to narrate upon, which pages within that book to narrate upon, and which kind of narration to give.  But, they also encourage personal style by letting each student choose what to retell, which parts to give more attention, and what connections are made.  This is the opposite of a textbook/workbook approach, which include "just the facts ma'am."  Likewise, the varied assessments included in the structure of Heart of Dakota's plans are the opposite of a worksheet, quizzes, and tests only plan for assessments, which include just one right answer.

Do you have some examples of personal style being encouraged within the structure of the plans?
Well, yes I do!  Glad you asked because this is what I wanted to share with you this week in my weekly check-in!  Let's start with my son, Emmett, in Creation to Christ.



Timeline Entry Assignment

Structure in the Plans: 

• 3 timeline entries must be made
• specific pictures must be drawn
• captions must be written

Personal Style:

• drew his own pictures
• colored the pictures how he wanted
• chose to write his labels in either cursive or print

A Few Things to Remember:

This isn't a drawing assignment, so if the timeline pictures are not of art quality - in the name of personal style - let it be!  However, structure demands the right 3 things are drawn labeled with the proper captions.

Geography Travel Log Assignment

Structure in the Plans:

• Geography of the Holy Lands must be read
• writing must show something learned
• drawing must show something learned

Personal Style:

• chose his own Travel Log template
• chose his own 3 topics to write about
• chose his own picture to draw

A Few Things to Remember:

This isn't a quiz, so if your student didn't write a summary of what was learned - in the name of personal style - let it be!  However, structure demands the 3 written topics and the 1 drawing must be pertinent to the geography reading.

Poetry Appreciation Assignment:

Structure in the Plans:

• must read the poem pausing at punctuation marks
• must write the given stanza
• must follow the steps to watercolor paint

Personal Style:

• chose his own way of doing the painting (no 'perfect' model was given for him to look at, which encourages personal style as opposed to exactly duplicating someone else's painting)
• chose his own small picture to draw
• chose where to place his index card

A Few Things to Remember:

This isn't an art appreciation assignment (it's a poetry appreciation assignment), so if your student didn't paint a jaw-dropping picture - in the name of personal style - let it be!  However, structure demands the steps for creating the painting and the steps for creating the card be followed.

Next weekly check-in, I'll share Part 2 of this series on personal style within the structure of the plans in regard to my son Riley, who is completing World Geography this year.  Then, the following weekly check-in, I'll share Part 3 of this series in regard to my son Wyatt, who is completing U.S. History II this year.  For now, I'll just sign off saying... Happy Valentine's Day to all you lovely ladies!  

Heart of Dakota Week-in-Review Feb. 5-9

Heart of Dakota Week-in-Review
Feb. 5-9

 In USII, Wyatt has been reading I'll Watch the Moon for his living library selection.  This book is a page-turner that just cannot be put down!  The characters have so much depth to them, and his favorite is a holocaust survivor who brings hope and peace to all who know him.  There are some hard things to read in this book!  But then life is hard sometimes, especially in the aftermath of the holocaust.  He worked ahead and did multiple journal entries each day at the end of the book because he just had to know how it ended.  I'll Watch the Moon is a gem of a book that is a rare find - thank you Carrie for choosing so carefully!

In USII History, Wyatt has been learning about "I Like Ike," the end of the Korean War, Billy Graham, and McCarthyism.  He did a detailed high-lighted written narration about his reading from America: The Last Best Hope. Answering some wonderful critical thinking questions really got him thinking deeply about what he read.  The critical thinking question "State Department Worker:  What should you tell the Senate Foreign Relations Committee?" put him in the role of decision maker.  Reading the actual outcome is always interesting as well!!!

In World Geography, Riley wrote a persuasive essay for Essentials in Writing Grade 10. He researched and wrote about the dangers of chewing tobacco.  We know some young adult men not much older than Riley that chew tobacco, and it really worries Riley.  It would be wonderful for them to stop!  His essay explains the dangers of chewing tobacco, and he did an excellent job researching it.  I like that he can choose his own topics within the realm of the requirements of the assignment. This allows him to be personally invested in his essay right from the start!

World Geography History has had Riley learning about Davis' polar journeys, Hudson's and Baffin's Bay, and Raleigh's Ed Dorado.  He drew and labeled a picture of Davis' invention of the backstaff, which allowed navigators to have more accurate latitude readings. An important quote from Davis was also copied in the notebook.  Earlier he wrote a written narration about Martin Frobisher as well. He is truly loving learning about all of these brave explorers!

 In Creation to Christ, Emmett first learned about Alexander the Great conquering Persia and then moved on to learn about Alexander's entire empire.  He used strips of paper to make his own ancient map of the places he has been reading about.  He also drew the famous horse Bucephalus. Timeline entries on the Peloponnesian War, Philip of Macedonia gaining control of Greece, and the Reign of Alexander the Great were added to his notebook as well. He researched Olympia, which was so fitting as the winter olympics are soon beginning here!  Don't you just love it when the Lord makes neat connections between HOD history and real life like this?!? Finally, he drew the famous Lighthouse of Alexandria.

One of his favorite activities this week was painting a lovely sunset to go with his Robert Frost poem "Acceptance." He also enjoyed adding to his plant notebooking booklet.  Researching and drawing the dead nettle plant, as well as copying a Bible verse beneath it, added another lovely entry to his growing plant book.  Finally, we all enjoyed getting together at our house to watch the Superbowl!  Here is a picture of my mom, Nana, with all 7 of the boys!

What a terrific week!  Hope you had a good homeschooling week too!!!

In Christ,
Julie

Welcome to the Olympics

Welcome to the Olympics!

Ancient Greece was the living book Emmett read for Creation to Christ this week, so of course his History Project included bringing to life the most popular Olympic events.  Naturally, all of our sons insisted on joining in the fun!  Events competed in were the...

• shot-put (launching a cotton ball across our living room)
• broad jump (jumping as far as possible from a given starting point)
• discus throw (tossing a paper plate to send it hurtling into the air)
• javelin toss (throwing a straw torpedoing through the room)
• long jump (taking a running start to jump as far as possible)

Put on Your Game Face!

In preparation for the Olympics, Emmett created a chart with 3 trials for each event.  Using a tape measure to determine each distance in inches, he recorded the data for each trial in his chart.  The results?  Competition was fierce, but laughter could often be heard even during the most heated of battles!  Each son showed prowess in different events, and though age was often a benefit it did not always ensure victory.  Favorite events were the long jump, the broad jump, and the discus throw.  Given the chance, I do believe each of them would gladly compete in the Olympics again tomorrow.  However, a new history project will surely offer another opportunity for fun!  

'Fun Mama' Makes a Rare Appearance!

As always, Heart of Dakota's hands-on projects leave my sons with the impression that this homeschool mama is loads of fun.  The rest of you homeschool moms know the truth; I'm just a mom doing what's in the guide. But for now, I'm basking in the moment of being 'fun mama'.  No need to point out the obvious... that Carrie Austin actually transformed this ordinary mama into a witty, merry, creative mama with a swoosh of her magic writing wand.  I'll be back to working, cleaning, cooking, boring, Cinderella mama tomorrow, but for this Olympic moment, I was at the ball.