Drama Levels 2,3,4, Summaries for 10/29/13

Drama 4:
We heard the remainder of our speeches in class, very good examples of the things we discussed in class last week!
This week we began to talk through the work we will do for our presentation during our Christmas class!

Assignment - Find a speech, or a large portion of one (from the time period of our timeline Luther? Explorers? Pilgrims? Founding Fathers?). Email me (baggsfamily5@gmail.com), print, and bring into class next week!  Use these links below to get you started.
www.gutenberg.org and type in a name (james madison, thomas jefferson, etc.)
http://www.learnoutloud.com/Content/Topic-Pages/Ten-Famous-Speeches-in-American-History/187  some can be found here
http://oll.libertyfund.org/?option=com_staticxt&staticfile=show.php%3Fcollection=27&Itemid=28 for reformation
use these to begin, but please feel free to search around!

Drama 3:
GREAT work by all on our speech assignment!  Amazing to see some come out of the shadows and conquer this task.
We worked on assignments to begin our work for our class presentation for the Christmas party!
Assignment - here are the links to the poems we will be working on...
http://www.poetry-archive.com/h/landing_of_the_pilgrim_fathers.html
Rachel - first two phrases
Asa - phrases 3-5
Caroline - phrases 6-8
Cassia - phrases 9 and 10
http://www.poetryexplorer.net/poem.php?id=10056199
Sofia - start "The band of Pilgrim..." end "And the wide, wide waste of waters..."
Adalie - start "Around, the loved and..." end "But they knew..."
Kylie - start "There is a God..." to the end.

The Song of the Pligrams

T.C. Upham

The breeze has swelled the whitening sail,

The blue waves curl beneath the gale,

And, abounding with the wave and wind,                             Ana

We leave Old England’s shores behind.

                Leave behind our native shore,

                Homes, and all we loved before.

The deep may dash the winds may blow,

The storm spread out it’s wings of woe,

Till sailors’ eyes can see a shroud                                         Mahayla

Hung in the folds of every cloud:

                Still, as long as life shall last,

                From that shore we’ll speed us fast.

For we would rather never be

Than dwell where mind cannot be free.

But bows beneath a despot’s rod,                                    Abby

Even where it seeks to worship God.

                Blast of heaven, onward sweep!

                Bear us o’er the troubled deep!

Oh, see what wonders meet our eyes!

Another land and other skies!

Columbian hills have met our view!                                  Lauren

Adieu! Old England’s shores, adieu!

                Here, at length, our feet shall rest!

                Hearts be free, and homes be blessed!

As long as yonder firs shall spread,

Their green arms o’er the mountain’s head, –

As long as yonder cliffs shall stand,                                  Luke

Where join the ocean and the land, -

                Shall those cliffs and mountains be

                Proud retreats for liberty.

Now to the King of Kings we’ll raise

The pean loud of sacred praise.                                       Elise

More loud then sounds the swelling breeze,

More loud than speak the rolling seas!

                Happpier lands have met our view!

                England’s shores, adieu, adieu!

Drama 2:
Today we put to work our storytelling abilities.  Each student had the opportunity to share a story (truth, fiction, made up, or one they knew) and share it in front of the audience!
Assignment - I am working on their contribution to our Christmas show, I will print and bring them to class next Tuesday!

Music Summary for 10/29/2013, All Levels

Younger Classes: Instruments of Native Americans-Resourcefulness and Creativity

Basic Rhythm and Tempo/the Metronome

Older Classes: History of Native American Music- Styles, Instruments, and Themes

Rhythm and Tempo/the Metronome

 Projects:

Younger Classes: Draw an invention of an instrument that would be made of items from nature.

“Jesus Loves Me” with Cup Song Rhythm

Older Classes: Creating a Rhythm pattern

“Jesus Loves Me” with Cup Song Rhythm

 

Assignment:

Levels 1 & 2: Each student needs to find and bring in a “Y” shape stick to class next week. Also, any families that have any yarn that we can use for our project, please also bring to class next week.

Levels 3 & 4: Create own “Cup Song” Rhythm using a household object(s). Please bring object to class next week to demonstrate rhythm.

Art Summary Levels 1 & 2, 10/29/2013

Map Making in the Colonial Times

We touched on the beauty of early maps and showed map examples of Virginia and New England in the 1600's and talked about how when the colonists would travel upon an uncharted territory, they would add it to their journals (maps). We discussed what we would see on every kind of map...a compass rose and a map key. We also discussed in a bit more detail how a key would be used and what would be appropriate symbols for roads, paths, waterways, etc. The maps project we started in class was a rough draft. The students practiced a compass rose and map key for items that applied to their neighborhoods.

We attempted to have a project make up day. It was mostly successful :) We're almost there. You may see a project come home next week for your child to finish there as we move on.

Assignments: Each child will be responsible for mapping out their neighborhood on the paper they brought home from class. It can be as detailed as they would like it to be and can be colored with either markers, colored pencils, or crayons. Taking a walk through the neighborhood should spark some creative juices. Each map should include a key and a compass rose. Please remind children to bring projects back next week.

History Level 4, 10/29/2013

The students were told to take any event we have covered so far this year and create a skit, or a TV show or a radio show that involved all of the members of their group. Two groups chose skits and one a radio program.

Assignment:
1. Was trade with England something good or something bad or something else?
2. How did the French and Indian War prepare the way for the War for Independence?
3. Pretend you are a lawyer defending the British side of the taxes. Make the best argument you can for taxing the colonists.

History Level 3, 10/29/2013

The students were told to take any event we have covered so far this year and create a skit, or a TV show or a radio show that involved all of the members of their group. All three groups chose skits.

Assignment:
1. What goods did the British and Colonies trade?
2. What colonists were most involved in the French and Indian War?
3. Why were the colonists upset by the taxes King George placed on them?

Art Summaries for Levels 3 & 4, 10/29/2013

Books in colonial America were important and scarce.  Children were given hornbooks because they were thought to be too careless to handle real books.  People lent and borrowed books from each other because there were practically no libraries.  People affixed bookplates inside their books to show ownership or to remind lenders to return their books. 

Many bookplates include the words ex libris which in Latin means “from the books.”  Most colonial boys were expected to learn Latin in school. 

Assignment:  Make a set of bookplates including your name, decorative borders, and pictures.  Use ink, markers, calligraphy pens, colored pencils.  Finish before class.  Each student should have a colored paper folded into 8 rectangles to work on.  It may be helpful to have them use the fonts they typed out (pathfinders). Pathfinders and Navigators could experiment typing their name in different fonts and copy them for the bookplates.

For fun:  choose a font you like and find out who designed it and when it came about.

 

 

7 Years War - History Levels 1&2, 10/29/13

French and Indian War

France and Britain went to war several times over territory and trade.  The French and Indian War (also known as the 7 Years War) broke out in 1754 when British colonists, led by militia colonel George Washington, tried to prevent the building of French forts in PA.  Fighting spread to Europe in 1756, becoming the first truly global war as battles erupted throughout West Africa and India.  Native Americans were significant participants primarily on the side of the French.

In the end, the Treaty of Paris, signed in 1763, gave Britain control of nearly all of Canada, Florida, and the French areas east of the Mississippi River. The peace treaty also limited French presence in the Caribbean, and India.

The Native Americans were the biggest losers of the 7 Years War. The greatly reduced French presence on the continent meant that the natives could no longer play the French and British against one another to protect themselves from encroaching colonists. 

The Death of General Wolfe
Benjamin West
1770
oil on canvas
National Gallery of Canada
Public Domain

In class activities 10/29/13:

• Assembled a tee-pee then listened to the story of the French & Indian War while inside
• Discussed the difference between the Native American and European understanding of land ownership
• Mapped the various battle locations around the world
• Made tiny bows and arrows
• Discussed the consequences of  English colonists no longer needing the protection of the British against the French 
• Added to our history notebooks
  

Optional Lesson Extension Activities:

• Think of one question you have about the French and Indian war, and see if you can find the answer in this video:  http://education-portal.com/academy/lesson/the-french-and-indian-war-causes-effects-summary.html
• Explore an interactive timeline of the French and Indian War online.  
• Make your own George Washington shadow puppets and act out the battles of the 7 Years War.

Assignment: 

• Read history cards #17 & 18 covering the colonists growing discontent with England
• Practice your timeline!

Music Summary for 10/22/2013, Levels 1-4

Summary:

Early American Music: Folk Songs

"Over the Hills and Far Away"

 Project:

Rewriting "Over the Hills and Far Away" with own lyrics

Dona Nobis Pacem

 

Homework:

Levels 1-4- practice Dona Nobis Pacem. Next week we will be putting all the classes and parts together!

Levels 3 & 4- Choose a folk song/traditional children's song 

(e.g. Yankee Doodle, Home on the Range, etc.)

Find the following information about the song:

When was it written? Who wrote it? Why was it written?

13 Colonies - History Levels 1&2

The Massachusetts Bay Colony grew in numbers like no colony previously had.  As a result of this great growth, there became a need for more land which led to the Connecticut Colony.  In addition, settlers from England continued to flood the country creating new colonies.

Disagreement was not tolerated in these Puritan colonies.  This caused a split and founded the Rhode Island colony. Roger Williams preached that the church should be separate from the government.  In the fall of 1635 he was banished, and after many weeks of traveling he purchased land from the natives (whom he called the true owners of the land, rather than England) and founded the town of Providence, RI.  

Eventually the settlements were split into 13 different colonies. The first Great Awakening swept through the new world de-emphasizing church rules and focusing instead on the need for a personal relationship with Jesus.  Preachers like Jonathan Edwards and George Whitfield taught many that salvation comes from God alone, and oversaw many conversions.  This change unified the colonies and created a bold spirit of willingness to confront authority.  

In class activities 10/22/13:

• discussed the expansion of the MA Bay colony into multiple colonies
• mapped the 13 colonies
• made our own mini-quilts
• learned about every-day life in the colonies, including trade
• discussed the first great awakening
• added to our history notebooks

Optional lesson extension activities:

• Read the story of Dorothy's hornbook (page 13) from Everyday Life in the Colonies - free online
• Click and drag to label all 13 colonies
• Learn about the various trades in the colonies.

Assignment: Read the next history card # 16.

Art Summaries for Levels 1 & 2 for October 22, 2013

This week we discussed the Wampanoag Indians which occupied the south-eastern Massachusetts and eastern Rhode Island areas where they still reside today. We discussed everyday clothing and how the Wampanoag made their clothing out of the skins of moose, elk and deer. The principle piece of clothing for both men and women was a deerskin breechcloth, which was all the Wampanoag people wore at home in the summer months. The women also wore knee length deerskin skirts. In the winter, they would wear deerskin leggings to keep warm. You can read more about Wampanoag clothing and culture at http://www.bigorrin.org/wampanoa.kids.htm.  The Wampanoag people today dress much like you and I, yet still wear moccasins on their feet. Click here for a link to the website.

The Wampanoags didn't wear long headdresses like other tribes. Their headband was decorated with beads and wampum with a feather or two in it. A chief may have worn a headdress with many feathers pointing straight up from the headband. The headdresses were often decorated with patterns and even told stories of the Wampanoag people. Today they wear a traditional headband yet reserve feathers for special occasions such as a dance.

As many of you may have noticed, we made Wampanoag headdresses out of cloth, designed a pattern and covered with beads and completed with feathers. Some did not finish and will do so next class.

October 22, 2013 History Summaries for Levels 3 & 4

We started to make framed pictures of the colonies with quotes from their founding documents that demonstrate that each colony existed to spread the good news about Jesus. This is history that they will not easily find many places. We talked a bit about why the colonies strayed from this last week and how the Great Awakening created a base for the American Revolution. We will come back to that theme again this coming week as we explore the basis for the American Revolution.

Assignment:  Finish your picture with the quotes and bring it to class this week.
Optional for the research addicted: 

Get a copy of the Declaration of Independence and read the first paragraph. Write down what you think it means in your own words.
Look over the cards about trade with England up to the Revolution.

Art Summary for October 22, 2013, Level 3 & 4

The Art of Writing

On a recent visit to Plymouth Plantation I came across a wonderful little book in the gift shop Understanding Colonial Handwriting by Harriet Stryker-Rodda.  Since we had planned to make quill pens this semester I thought it would be a good resource.  It turned out to be exactly what I needed.  Below is the history piece I shared with the students.

Handwriting done during the American colonial period was deeply influenced by the standards of writing in Europe, where writing was considered an Art.  Until the middle of the 16^th century in Europe the ability to write was left entirely to scribes, secretaries, or cloistered priests who studied to perfect themselves in the art which then closely followed precise, hand-printed forms.

As the printing press in the mid-15^th century gradually displaced the scribe and the illuminator of manuscripts, these skilled people found it necessary to change their occupations.  Some became writing masters.  Some found employment in expanding government offices where good handwriting was a requisite.  A natural result of this was the development of copybooks for instruction.  From 1600 there was a continuous stream of copybooks published in Europe.  They were small and were illustrated with woodcuts showing the author’s own style of writing.  There were as many styles of handwriting as there were authors.  Each had his own style, held his pen in his own way and taught handwriting in the bounds of his own geographical area. 

Eventually, it became necessary to systematize and standardize the forms.  One of the highly revolutionary ideas of the Commonwealth in 1649 in England was that English should become the official language for all domestic administrative purposes.  It was ordered that records of all kinds were to be written “in an ordinary, usual and legible hand and character.”

In the thirteen colonies it has been estimated there were about 52,000 persons at this time, few of whom knew how to write much more than their names.  If education was extended to children in their settlements, at home or in schools, reading, writing and ciphering were all it was believed most of them would ever need.  Very often the teacher sewed together a copybook or wrote sentence models and letters on a child’s slate by the teacher and the child copied them below.

Early handwriting required three tools: the quill pen, the ink, and the paper. In class we further discussed the tools and examined the colonial alphabet.  We made quill pens and practiced copying the colonial alphabet. 

Assignment:

Level 3:  The students were asked to go home and use the computer to type out the alphabet.  Please pull up a blank work document and let them choose a font that is new to them.  Let them look through the huge variety of fonts.  We talked about how in England with different Copybooks each teacher had a different style, much like we have different fonts today.  Have them choose One Font and type out the letters size 36 both capital and lower case.  Bring this to class.

Not everyone went home with ink this week because not all the jars had lids.  I have a few I can bring in next week, that way everyone can use their quill pen and ink at home.

For fun have them do some colonial arithmetic. http://www.educationworld.com/a_lesson/TM/WS_colonial_arithmetic.shtml. Click here for a link to the website.

Level 4:  The students took home everything they need to finish copying the colonial alphabet at home.  They should all have ink and a quill pen.  The ink soaks through so have them use a stack of newspaper under their work.  Please bring this back to class.  They also took home colonial arithmetic, this is more for fun, both worth a try.

Extension Activities:

http://www.educationworld.com/a_lesson/lesson166.shtml is a great site explaining colonial schooling with many extension activities (including the answers for the arithmetic). Click here for the link.

Also, a list of colonial manners.  Read these through as a family, there are some good ones.  George Washington, sometime before the age of 16, transcribed Rules of Civility & Decent Behavior In Company and Conversation.  The link below will get you there. http://www.history.org/Almanack/life/manners/rules2.cfm  Choose one, copy it down with pen and ink and illustrate it. Click here for the link.

The Bible was often a families’ only book and highly regarded.  Consider with your children the abundance we have in comparison with the colonial Americans.  Take time to cherish the Word of God by reading it together.  Copy a favorite verse or passage with pen and ink.  Parents give it a try too!

 

Drama 2, 3, 4 - 10/22/13

What makes a good speech?  Today we began to discuss the parts of delivering a good speech!  During the time of colonial America there were many wonderful speeches given, many were even part of reviving our passion for the Lord as well as the beginning of our nation!

In class we watched this...

we began to work on and, in some cases, gave them in class...

Assignments:  Drama 4,  those that didn't present already, please work on your short (EASY) paragraph about something interesting about you!

Drama 3:  Each student is going to work on one (two at most) paragraphs about their chosen topic (see below)

Lauren - fostering dogs

Rachel - talking her parents into getting a dog

Acaeia  - how awesome her dog is

Sofia - hawk or raptor

Kylie - Bobcat or lynx

Adalie - mouse or rabbit

Caroline - ballet

Mahayla - Archery

Cassia - Horseback riding

Asa - Swimming

Ana - Gymnastics

Abby - Diving

Drama - Explorers 10/22/13

Even I enjoy listening to a good story...and so our snack time has been an opportunity for me to share great books with the children.  This week we read "The Quilt Story" by Tony Johnston illustrated by Tomie dePaola.  It is a lovely story of a family and a home made quilt.  We were able to identify some historical changes based upon the text in addition to it being a great book!

After reviewing the pieces that make a good story I gave the class a challenge.  My challenge to the kids this week was to see if they could take random props, create a story, and perform the story they created.  They did it!  We worked in 2 groups and it went quite well.  The group dynamics in this class are quite fascinating.  I am pleased to see them working together, taking and sharing ideas, using positive encouragement with one another and taking direction.

Timeline - 10/22/2013

Treasure Hunters 10/15/13

All about the Mayflower and the Pilgrims first year here in Plymouth, Massachusetts!  We read the "Pilgrim's First Thanksgiving" by Ann McGovern.

We all sat titghtly-packed in the Mayflower eating hard-tack while listening to the story.  We played marbles and learned how to play "draughts" which is also known as checkers, and spoke some "Gliffes" (tongue-twisters).

We painted candle-holders, and made bees-wax rolled candles.  We held our entire class with the lights off! ~Pilgrims couldn't flip a switch to turn on the lights.

We encourage parents to read a story by candle-light before bed one night.

Questions you can ask your children:
"What is Hard-tack?"
"What was life like on the Mayflower"
"How many Pilgrims returned to England on the Mayflower?"

Art Summary for Levels 1 & 2 for October 15, 2013

We attempted to finish the sewing of the flags. Most flags went home, some to continue with their sewing at home and some to finish next week in class if they have time. If your child brought their project home to finish, they may bring it back on Tuesday and we will finish off an edge with a stick. Some have sticks and so there is no need to bring finished flags back, they are complete.

A reminder to parents of the Trailblazer (Level 2) class that your children have a quick snack after timeline in art. Please keep these snacks on the simple side as it takes quite some time to transition from snack into art.

Drama 2,3,4, - 10/15/13

This week we had some great fun with characterization!  We talked about what it means and why we create a full, well rounded character.  We learned the questions we ask as we read our scripts to learn more about the person we will become on stage and we talked through was this helps our audience to lose sight of the actor and see only the character!  We also did some word association with emotions that we will be asked to exhibit as various characters and the threads were really neat!!

In class with 3 and 4 we also watched these two videos to begin our discussions:

Art Summaries for Levels 3 & 4 for October 15, 2013

For class we continued working on our needle hitching project.  We learned how to end the hitching around the base of the jar.  Most students finished and took their jars home.  A few took home directions to finish at home.  If they are unable to figure it out please have them bring in the jar and we will help them.  Please take care of the jars until a future project when we will use the jars to hold ink.  As students finished we worked on a large knot tying project, like what would be done to create a fishing net or hammock.  

History Levels 3 & 4 Summary for October 15, 2013

In class this week we looked at how the colonies were impacted and changed because of the lives and ministries of three people - Jonathan Edwards, John Wesley and George Whitefield. Lessons I wanted them to learn were:
1. The Great Awakening united the colonies and set the stage for the Revolution. Without the GA there would have been no revolution.
2. It is time for another Great Awakening in the United States.

Homework We have seen how North Carolina and Massachusetts began.
1. How did each of the other eleven colonies begin?
2. Did Christianity and freedom of religion play a part in their founding? If so how?
3. How did the idea of Freedom of Religion develop as the colonies were planted?
4. Which of the thirteen colonies would you like to go back in time and visit? Why? Pick only 1 :)

Items needed for class next week A picture frame - 8 x 10 or larger for a project we will create in class.
A map of the thirteen colonies (colored is preferable) that is small enough to fit in the frame with other information

Music Summary for Levels 1,2,3 & 4 for 10/15/2013

Overview

Brief History of Psalmody into Early America, the Bay Psalm Book

Syllables, Lyrics, and Musical Meter

Project

Putting a Psalm to Music, Dona Nobis Pacem

Homework

Sing and practice Dona Nobis Pacem at home

Drama - Explorers 10/15/13

Back by popular demand - a book during snack time!  We began the day reading Just in Case You Ever Wonder by Max Lucado!

We spent some time getting the wiggles out learning a movement song and then broke into groups to continue our skills practice from last week.  Games for today focused on keeping attention and memory work.  Patterns of numbers, colors, and random words were practiced as well as a fun ending with the "telephone game!"

Next week we will use props to inspire our creativity to produce a play!

Puritans, History Levels 1&2, 10/15/13

Puritans in Massachusetts 

In 1630 the Puritans founded the Massachusetts Bay Colony.   Unlike the Pilgrims/Separatists, the Puritans wanted to establish a perfect religious community while still having some loyalty to England.   They were a theocracy (a government led by religious leaders) and were very strict in their beliefs. The Puritan colony grew quickly and, despite their intolerance of other religious groups, soon became the economic and religious center of Massachusetts. 

Unfortunately, a witch craze swept through the small Puritan community of Salem Village in 1692. It began when a group of girls suffered from convulsions and high fevers.  The doctor could find nothing physically wrong with them and suggested their condition might be the result of witchcraft.  This was not uncommon at the time.   The girls confessed that they had listened to magical stories and played fortune-telling games, which were strictly forbidden by the Puritans. With the seed of paranoia planted, a stream of accusations followed for the next few months. By the end of the trials in 1693, 24 people had been killed (19 hanged, and several others died in jail). 

In class activities 10/15/13:

• Reviewed the religious conflicts happening in England
• Added King Charles to our Leaders of England timeline and learned about his dismissal of Parliament
• Discussed the founding and growth of MA Bay Colony
• Held our own mock witch trials
• Cut out paper dolls

Optional lesson extension activities:

• Add to your colonial family paper dolls - patterns can be found at the bottom of the page.  For best results print characters on card stock and clothes on paper.
• Compare your paper dolls to the portraits of the people of the Massachusetts Bay Colony
• Consider visiting the Salem Witch Museum.  (Parents, please be aware that they glamorize the idea of witches, and this may not be an appropriate trip for all families)

Assignments:

In preparation for next week's class please review history cards #13-15, covering the 13 colonies, first great awakening, and colonial trading with England.  

Also, if you child brought their paper dolls home to complete, please ensure that they bring them back to class so that they can be added into their history notebook.

Little Treasure Hunters Summary 10/8/13

Corn, Corn, All About Corn!

Treasure Hunters pounded dried corn into corn meal at the Discovery Table with a stone mortar and pestle like Native Americans and Pilgrims would have done.  We then mixed up corn bread and popped it into the oven!

Children also learned to tie a basic knot to be used in their project.

Treasure Hunters read This is the Feast by Diane Z. Shore and Megan Lloyd and learned how Pilgrims found dried corn under the earth left by Indians that helped them survive their first winter.  They also learned about Squanto and his method of growing corn with fish.  

Several children played the role of Pilgrims finding corn under the ground and Squanto teaching how to plant corn using props including baskets, dried corn, play silks, and cornstalks.

The children continued working with rhythms while singing the Rhythm Song:

"Rhythm makes a pattern of sounds. . .

[clap, clap,     clap, clap, clap,     clap, clap, clap]

Pulse will make a steady beat

Sounds like slowly marching feet

Rhythm makes a pattern of sounds. . .

[clap, clap,     clap, clap, clap,     clap, clap, clap]"

Children were introduced to a new rhythm card "two-oo" (half note shown with index finger like "blue" and other fingers forming an empty circle)  to add to jel-lo, jel-lo(eighth note shown by 2 fingers both hands)- 

 (eighth note 2 fingers),  rest (quarter rest, 2 fingers crossed, whispered), and pine-ap-ple (eighth note 3 fingers).  

We enjoyed beautiful weather playing relay games, leap frog, and stick and ring like Native American children and Pilgrim children would have played.  Each child was given a "stick and ring" to take home.  

Treasure Hunters made Corn Husk Dolls of their very own using their new-learned knot tying skills!  Both girl and boy dolls were made. 

Things to ask your little Treasure Hunter about:

What is it called when corn is pounded into flour.    (cornmeal)

Where did the Pilgrims first find corn on the new land?  (in baskets buried in the ground)

How did Squanto teach the pilgrims to plant corn?   (One kernel with a fish for fertilizer in each mound).

Art Summary for Explorer and Trailblazer Class on 10/8/13

This past week we continued with the making of our flags.  The students picked out their choice of fabric for the flag and began cutting pieces for the design.  The kids are doing great and most seem to be really enjoying the activity.  We will finish these in class next week and tie up any projects that are still in the works.

Some students took their work home to cut, pin, and sew.  This is great and will prevent them from rushing through our class time and they will still have something to do in class if they do finish. If your child didn't take theirs home, that's because they are probably well along and will be fine finishing on Tuesday.

Please have your child bring their flag and materials back Tuesday.  Also, fabric scissors will be helpful if you have them.  

Looking forward to seeing their creative masterpieces!  If you have any questions, please feel free to email me @ fordmassage@yahoo.com.

Thanks,

Leah

Music Summary Levels 3 & 4 for 10/8/2013

Class Overview

The Fantastic Four: The Romantic Period, 1815 to 1900

Characteristics

Emotional, Piano/Orchestra/Voice, Literature/Art, All Classes/ International

Composers

Tchaikovsky, Bizet, Chopin,  Clara Schumann

Music

Romance in A minor, Habanera, Grand Waltz Brilliant, Overture of 1812

Projects
Dona Nobis Pacem
Written quiz reviewing the four classical periods

Assignment:
Each student need to choose their favorite complete or section of a Psalm. They then need to either print out the complete Psalm or bring a Bible with the Psalm marked for class next week.

Music Class Summary Levels 1 & 2 for 10/8/2013

Class Overview

The Fantastic Four: The Romantic Period, 1815 to 1900

Characteristics

Emotional, Piano/Orchestra/Voice, Literature/Art, All Classes/ International

Composers

Tchaikovsky, Bizet, Chopin,  Clara Schumann

Music

Romance in A minor, Habanera, Grand Waltz Brilliant, Overture of 1812

Projects
Dona Nobis Pacem
Matching Quiz of all Four Classical periods

Assignment

Each student needs to choose a favorite verse from Psalms, and write the complete verse down on a piece of paper to bring into class next week.

 

 

Art Summary Levels 3 & 4 for 10/8/2013

In connection with the sailing ships used for exploration we are learning the art of needle hitching, more commonly known as square-knots or macramé. It is the same knots used to create friendship bracelets and fish nets.  Needle hitching was used to make covers for needle cases, knife holders, and tool handles.  Oarlocks were covered with hitching on whaling ships so they wouldn’t make noise on a whale hunt.

Macrame, the modern art of decorating with knots, is believed to have originated with 13th-century Arabian weavers. They knotted the excess thread and yarn along the edges of hand-loomed fabrics into decorative fringes on bath towels, shawls, and veils. The original meaning of the Arabic Migramah, from which the word macrame is derived, is variously rendered as "striped towel," "ornamental fringe," and "embroidered veil." As a result of the Moorish conquest the art of macrame was taken to Spain, and from there it spread throughout Europe. It was first introduced into England at the court of Queen Mary, the wife of William of Orange, in the late 17th century.

Sailors played an important part in keeping alive and spreading this exported Arab art. From China to the New World they sold or bartered their own novel macrame objects made during the long months at sea. Macrame remained a popular pastime with 19th- century British and American seamen, who called it square knotting after the knot they most preferred in making their hammocks, bell fringes, and belts.

Here are some images of needle hitching. Click here for the link

In class we began needle hitching around a jar.  Some incorporated beads into their design.  We will be working on these again next week, hoping to finish.  If your kids want to learn how to macramé a bracelet here is a good website with photo instructions.  There are a variety of knots to choose from.

Click here for the link.

History Summary Level 4 10/8/2013

 

The students had a pop quiz on the Massachusetts Bay Company and the rest of the class was spent discussing this colony and the reasons they were successful.

 

Assignment for next week:

Who was Roger Williams? How did his teachings and beliefs increase religious freedom in the colonies?

Read the Witch Trial card. What caused the fear of "witches" to spread?
Who was John Wesley? How did he come to know Jesus as savior?
Who was George Whitefield? How did his preaching affect Ben Franklin?
How did the Great Awakening begin?
What part did Jonathan Edwards play in the Great Awakening?
Who was Jonathan Edwards?
 

How did the Great Awakening prepare the colonies for the Revolution?

 

 

History Summary Level 3 for 10/8/2013

The class had a pop quiz on the Massachusetts Bay Company and subsequent discussion on the same subject

 

Assignment Questions:

 

Who was Roger Williams? How did his teachings and beliefs increase religious freedom in the colonies?

Read the Witch Trial card. What caused the fear of "witches" to spread?
Who was John Wesley? How did he come to know Jesus as savior?
Who was George Whitefield? How did his preaching affect Ben Franklin?
How did the Great Awakening begin?
What part did Jonathan Edwards play in the Great Awakening?
Who was Jonathan Edwards?

 

 

 

Drama - Explorers 10-8-2013

Today's Focus

"Put it into practice!"
"Try out a new skill!"
"Get out of your comfort zone!"

I have to say that this class has challenged me in many ways.  I am grateful for all the challenges because it has forced me to be creative and accept help from others!  All of these things create  stronger program for your children!

Today I challenged your children with some fairly difficult improv games.  Each of these games required that they combine their knowledge of the alphabet, spelling, rhyming words and the ability to create lines on the fly to play the games.

We split into 2 groups and spent the remainder of the class completing improv assignments such as, "Create a conversation that makes sense. Be sure that your line begins with the letter of the alphabet that comes after the one your partner used."  The conversation would continue until someone could not come up with a line that made sense of was with the right letter.

Another assignment was, "I am thinking of a word that rhymes with cat.  Raise your hand if you think you know.  Instead of speaking the answer, act it out!"  This game encouraged self control, creativity, and knowledge of rhyming words!  They did quite well!

Drama 2,3,4 - 10/8/13

This week we covered the Golden Age in theater history!  This time of Renaissance for the theater in Spain.  With the influx of fortune to many in Spanish trading, there was a large boon in wealthy benefactors giving many the opportunity to write live plays like never before!  During a period of less then 100 years there were more then 10,000 plays written, many of which are still considered classics!  The lower classes were also able to go and see live theater making this time in theater a wonderful span of the classes.

In our practical discussion we talked about what the 4th wall is, how to use it, and what it helps actors create for the audience.  Then we were able to do a speed drill working on the 4th wall and working on our audience skills!

Mayflower Voyage - History levels 1&2, 10/7/13

Pilgrims at Plimoth (Plymouth) 

The religious quarrels between Catholics and Protestants led to serious wars.   In order to escape persecution, a group we now call the Pilgrims moved to the Netherlands then to the Americas. These colonists along with other travelers established a democratic government based on the Mayflower Compact.

Although they planned to land near the Hudson River, the ship encountered storms and so they went back to the Cape and settled at the site of the former Patuxet colony which had been wiped out by illness. Historians estimate that disease killed at least 90 percent of the native population. 

In 1621, Massasoit, the Wampanoag leader, sent Squanto (a former Spanish slave) to meet with the English settlers at the Plymouth colony. He befriended them, and helped them to survive the harsh winter.

In class activities 10/7/13:

• Created pilgrim scenes out of stickers
• Made beaded indian corn
• Discussed the difficulty of the Mayflower voyage
• Learned about Squanto
• Added to our history notebooks

Optional Lesson Extension Activities:

• The kids asked for more cartoons, so here you go!
• Charlie Brown's The Mayflower Voyagers (this is just a clip - check your library for the entire video, it is excellent)
• The Mouse on the Mayflower
• There are lots of fun books at the library on this topic, but my absolute favorite is William Bradford Pilgrim Boy by Bradford Smith.  It captivatingly and accurately dramatizes the life of William Bradford from his childhood all the way through his governing of Plimoth Plantation.
• Another great book is Squanto, Friend of the Pilgrims by Robert Bulla

Assignment: 

• In preparation for our next class please read history cards #10-12 covering MA Bay Colony, Rhode Island, and the Salem Witch Trials.  
• Don't forget to review your timeline

Timeline - 10/1/2013

Little Treasure Hunters Summary 10/1/13

Native Americans of the North!   Taught by Mrs. N, Mrs. Walden, and Mrs. Lowne

Treasure Hunters read North American Indians by Marie and Douglas Goodine and were asked three questions of each tribe:  

What did these Native Americans live in?

What animals do you see in the pictures?

Can you tell what they ate? 

The children continued working with rhythms while singing the Rhythm Song:

"Rhythm makes a pattern of sounds. . .

[clap, clap,     clap, clap, clap,     clap, clap, clap]

Pulse will make a steady beat

Sounds like slowly marching feet

Rhythm makes a pattern of sounds. . .

[clap, clap,     clap, clap, clap,     clap, clap, clap]"

Children were introduced to a new rhythm card "jel-lo, jel-lo" (eighth note shown by 2 fingers both hands)- 

to add to jel-lo ( eighth note 2 fingers),  rest (quarter rest, 2 fingers crossed, whispered), and pine-ap-ple (eighth note 3 fingers).  

We sang and visualized parts of the Grand Staff including, Treble and bass clefs, lines, spaces, and brace.  

Children drummed to a Native American beat and marched to a Bible passage set to colonial music.

We enjoyed beautiful weather playing several games Native American children would have played.

Andrew Post, an Americorps volunteer from Parks and Recreation http://www.nhstateparks.org/whats-happening/discover-the-power-of-parks/fall-outreach.aspx  ,

came  to discuss  characteristics of indigenous animals and Native American relationships to these animals.  The kids felt pelts of beaver, coyote, fox, and many more!  They played matching and sensory games and examined the animals' skulls!  

Children were provided with tracking kits to identify tracks and make a plaster of paris animal print at home!

We are loving these little ones!  I think Andrew enjoyed interacting with them, too!  They knew so much already (camouflage and nocturnal were mentioned by the kids)!

Things to ask your little Treasure Hunter about:

How do:  waddlers move?  bounders move?   walkers with four feet move?

Jesse Remington Faire!

Join us for a fun interactive exploration of the early modern time period! 

Many of us usually attend the fair on Friday.  It is fairly casual, and you can come and go at any time.  We'd love to see you there.

Jesse Remington Humanities Fair

182 High St, Candia NH

Friday October 18th to Sunday October 20th
Friday 9:30AM-12:30PM

Saturday 1-4PM

Sunday 1-4PM

Children 5 and under: Free

Ages 6-12: $5.00

Adults: $10

Family Cap: $25

Tickets at the door

BANQUET- 

Friday

6PM

Children 3 and under: Free

Children 4-7: $5

Regular ticket: $10

Advanced Tickets Required!

This is an excellent Historical fair. Come experience the costuming and charactors of the same period that we are learning about!