Thanks, Cami!
"Yesterday, at the study group you asked me if I had information on
character T charts. Well, this morning as I was browsing the information
from Family School (put out by American Heritage School) that I will be
using with my youngers this school year I found this great concise
direction.
Character Charts
Character charts are useful tools in examining characters in history,
literature, and poetry. Elder Richard G. Scott instructed, “Faith will
forge strength of character available to you in times of urgent need.
Such character is not developed in moments of great challenge or
temptation. That is when it is used. Character is woven patiently from
threads of principle, doctrine, and obedience” (“The Transforming Power
of Faith and Character.” Ensign. November 2011). One purpose for
creating character charts is to reason or evaluate the development of
characters. Another purpose for this method is the development of
character in the reader as the noble character of others is examined. A
third purpose is to develop the reader’s ability to reason, particularly
from cause to effect.
Instructions: Elementary Grades
1. The child folds the sheet of notebook paper down the middle.
2. Then a line is drawn along the title line of the paper. On the title
line or the top of a “T,” the child writes “External.” The child reasons
from the source the external characteristics of the character, or what
the character looks like externally.
3. The same is done for the right side of the fold in the paper or stem
of a “T,” as the child writes “Internal.” The internal character
qualities are reasoned and listed.
4. Both lists should contain exact language from the text, including
page number. This is an opportunity to teach precision and the use of
quotation marks.
Instructions: Upper Grades
The goal in the upper grades is to intensify the reasoning from the text and the discerning of internal character.
1. It is not necessary to fold the paper or draw a “T”. The Chart can simply consist of two columns.
2. Rather than “External” over the left column, the title “Internal
Characteristics” is used. The child reasons the characteristics. Some
children have a tendency to list actions rather than characteristics.
The instruction to use an intransitive linking verb rather than an
action verb typically solves this problem.
3. The right-hand column is titled “Evidence.” Exact language from the text and proper citations are required.
I hope that helps getting a vision (like I said this was from American Heritage School, so their vision of character T charts.)"
Showing posts with label classes. Show all posts
Showing posts with label classes. Show all posts
Monday, August 12, 2013
Saturday, May 25, 2013
Coming up with a unique Creed for your group
We started doing this the first year, but I didn't follow-through like I should have to make it good.
Basically, we were going to put the following idea together on a poster board or some other medium, and put it on the wall to remind the youth what they committed themselves to do. My friend Marni put the process and reasoning behind this well:
"[This idea] came from a marriage/family mini class I went to at a stake RS night a few months back. They talked about their family creed, and gave out copies. It lists several things things they will do every day, things they will do every week, every month, every year, and that they always strive to do. At the top it says, "As part of the Johnstun Family, I'll do my part and help every member of our family, so we will have no empty chairs in the celestial kingdom." It would be cool to have the youth take time to come up with a Vanguard Youth Creed, totally created by the youth. If they are setting the goals and expectations together themselves (like 'Every week come prepared with Apprentice inspirements,' 'Every month we go to the temple'), hopefully they would be more willing and excited to keep them."
Basically, we were going to put the following idea together on a poster board or some other medium, and put it on the wall to remind the youth what they committed themselves to do. My friend Marni put the process and reasoning behind this well:
"[This idea] came from a marriage/family mini class I went to at a stake RS night a few months back. They talked about their family creed, and gave out copies. It lists several things things they will do every day, things they will do every week, every month, every year, and that they always strive to do. At the top it says, "As part of the Johnstun Family, I'll do my part and help every member of our family, so we will have no empty chairs in the celestial kingdom." It would be cool to have the youth take time to come up with a Vanguard Youth Creed, totally created by the youth. If they are setting the goals and expectations together themselves (like 'Every week come prepared with Apprentice inspirements,' 'Every month we go to the temple'), hopefully they would be more willing and excited to keep them."
Friday, May 24, 2013
Overview of the Year 2010-2011
Overview
of Year Concepts
2010-2011
Sept.:
LIFE & PURSUIT OF HAPPINESS 5,000
Year Leap Principles #1,6-8,22-24,28
What does
it take to make a meaningful life? What is “true happiness”, and are we
entitled to it or just the pursuit of it?
CONTINENT:
SOUTH AMERICA
F2F bio:
Biography:
Helen Keller and Anne Sullivan
BOOK:
"Carry On, Mr. Bowditch"
SCRIPTURE:
Ecclesiastes 3:1-8
MOVIE: "The Ultimate Gift"
October:
LIBERTY
5,000
Year Leap Principles #2, 8-9, 22,26
What is
true freedom? Who decides that?
CONTINENT:
AFRICA
Art:
Freedom/Scribble art/variety
F2F bio:
Biography:
Equiano—Slave ships
BOOK:
Equiano: "The Kidnapped Prince"
SCRIPTURE:
2 Timothy 1:7
GAME
NIGHT: Fugitive!
November:
PROPERTY
5,000
Year Leap Principles #7,14,15,27
What is
the value of work and ownership?
CONTINENT:
NORTH AMERICA
Art:
Music
F2F bio:
Biography: Handel
BOOK:
"Miracles on Maple Hill"
SCRIPTURE:
Doctrine & Covenants 58: 26-27
OUTDOOR
ACTIVITY: Geo-caching
GAME
NIGHT: “The Farming Game”/ Settlers
MOVIE:
"Snowball Express"
December:
No Vanguard!
Family Activity/Service:
TBA
January:
GOD
5,000
Year Leap Principles #4,5
What is
the role of "natural law" and God in society?
CONTINENT:
ASIA
Art:
Inspiring Art
F2F bio:
Eratosthenes
Biography:
Mother Theresa
BOOK:
"The Alchemist"
SCRIPTURE:
Proverbs 3:5-6
OUTDOOR:
Snowshoeing
MOVIE:
"Inn of the Sixth Happiness"
February:
LEADERSHIP
5,000
Year Leap Principles #3,20
Ego-centric
versus service-oriented?
CONTINENT:
WESTERN EUROPE
F2F
bio:DaVinci part II
Biography: Ghandi
BOOK:
"The Lost Prince": Burnett
SCRIPTURE:
Doctrine & Covenants 6:8
GAME
NIGHT: Risk
FAMILY
NIGHT: Leadership/cooperation games
March:
SOCIETY
5,000
Year Leap Principles #12,13,16-18,19,21
Security
versus freedom: where to draw the line?
CONTINENT:
CENTRAL/EASTERN EUROPE
F2F bio:
DaVinci part II
Biography: Hannah Szenes
BOOK:
"Angel on the Square"
SCRIPTURE:
2 Kings 6:16
MOVIE:
"Lagaan"
April:
CITIZENSHIP
5,000
Year Leap Principles #10,11
Who is
responsible to determine what is right, and how can they do what needs to be
done?
CONTINENT:
AUSTRALIA & ANTARTICA
F2F bio:
Biography: Harriet Tubman
BOOK:
“Princess Academy”
SCRIPTURE:
Joshua 1:9
GAME
NIGHT: Game choice night
May: End
of Year Summaries!
Oral
Presentations & Elections for new Presidency
Backpacking
Trip
Family
Cultural Dinner
Thoughts on boy-girl relationships in class
The following is something included in "new student" info and as a general class policy for the Silhouette Ballroom Dance team:
Here is a letter Karen sent our youth two years ago addressing the same issue:
"Lol, did I grab your attention with my catchy title?
I was reading today an article by Neal A. Maxwell (Jesus, the Perfect Mentor - excellent talk by the way) when a totally unrelated, but powerful thought kept coming to my head about the environment at Vanguard. I have noticed that you guys share personal experiences, are not too afraid of making mistakes or saying the wrong things, and share a spirit of caring for one another. I love that it is a safe environment where we can feel that we can try, fail, and move on - since we are all there to learn from each other and from our mistakes. I think this safe environment is crucial for real learning to take place and real discussion to happen.
I love how you interact with one another and the kindness and respect that you show. I really don't want anything to get in your way!
So here is what I'm getting at - some of you (okay, maybe all) are at an age where you may have noticed that certain people of the opposite sex are somewhat...interesting? That is a good thing - it's how Heavenly Father lets us know that we need to start preparing to be spouses and parents someday. You can use that desire to work hard and learn a lot to prepare adequately for this great calling that will be yours faster than you even realize.
Satan has a way of using all of these good things for his purposes though, and one way he does that is by getting us to focus too much on these feelings and distracting us from the learning that is supposed to take place because of them! Do you see what could happen in Vanguard if people started telling each other who they "liked" and who they thought was "cute". Eventually those people are bound to find out and then things would get awkward between certain people, or there would be exclusivity with some people and the safety we feel at Vanguard would be replaced with self-consciousness, and instead of an environment of learning we would have... public school (just kidding - this preoccupation with the opposite sex is pretty prevalent at lots of schools, but not everyone is taken in by it![;)]()
)
No, but instead of a safe environment where we are all friends that
encourage one another, help one another, and learn and grow together -
we'd have a bunch of twitterpated youth in la-la land ![:x]()
.
So, I guess what I'm saying is please try to be good friends with everyone, keep fostering an environment of kindness to young men and women alike, and please don't get too caught up in "crushes" or other things that may distract you (and those around you) from really learning and sharing your incredible insights from one another. Maybe it's a lot to ask, but from what I've seen in the respect you have towards one another, I think you're up to it.
Sorry if I'm out of place writing to you guys like this, but it's your own fault for making Vanguard such a safe place for me to share what's on my mind ;);)!"
Because we are focusing on the character and virtue of each student rather than their dancing, we believe that all youth in our program should proactively work towards developing solid friendships with everyone else in this program. As a result, not only will teamwork abound, but youth will feel safe and surrounded by those who care about them.
This is an important issue, which I suggest each group take their own prayerful approach with using it as policy or suggestion.Because friendship and teamwork is so important in our Studio, we prohibit exclusive dating between any two members of our youth. Students are welcome to date a variety of friends from our studio for fun and are encouraged to spend time as groups, but on a friendship level only. Pairing up results in part of the group being excluded and when things go bad, parts of the group taking sides. We want our youth to have good friendships and unity with one another and be able to enjoy their time without this concern.--Silhouette
Here is a letter Karen sent our youth two years ago addressing the same issue:
"Lol, did I grab your attention with my catchy title?
I was reading today an article by Neal A. Maxwell (Jesus, the Perfect Mentor - excellent talk by the way) when a totally unrelated, but powerful thought kept coming to my head about the environment at Vanguard. I have noticed that you guys share personal experiences, are not too afraid of making mistakes or saying the wrong things, and share a spirit of caring for one another. I love that it is a safe environment where we can feel that we can try, fail, and move on - since we are all there to learn from each other and from our mistakes. I think this safe environment is crucial for real learning to take place and real discussion to happen.
I love how you interact with one another and the kindness and respect that you show. I really don't want anything to get in your way!
So here is what I'm getting at - some of you (okay, maybe all) are at an age where you may have noticed that certain people of the opposite sex are somewhat...interesting? That is a good thing - it's how Heavenly Father lets us know that we need to start preparing to be spouses and parents someday. You can use that desire to work hard and learn a lot to prepare adequately for this great calling that will be yours faster than you even realize.
Satan has a way of using all of these good things for his purposes though, and one way he does that is by getting us to focus too much on these feelings and distracting us from the learning that is supposed to take place because of them! Do you see what could happen in Vanguard if people started telling each other who they "liked" and who they thought was "cute". Eventually those people are bound to find out and then things would get awkward between certain people, or there would be exclusivity with some people and the safety we feel at Vanguard would be replaced with self-consciousness, and instead of an environment of learning we would have... public school (just kidding - this preoccupation with the opposite sex is pretty prevalent at lots of schools, but not everyone is taken in by it
So, I guess what I'm saying is please try to be good friends with everyone, keep fostering an environment of kindness to young men and women alike, and please don't get too caught up in "crushes" or other things that may distract you (and those around you) from really learning and sharing your incredible insights from one another. Maybe it's a lot to ask, but from what I've seen in the respect you have towards one another, I think you're up to it.
Sorry if I'm out of place writing to you guys like this, but it's your own fault for making Vanguard such a safe place for me to share what's on my mind ;);)!"
Help for Writing Inspirements
The following is a link to information on writing inspirements to accommodate different learning styles:
Notes on learning styles from Gardner's Multiple Intelligences27 Ways to Flip the Classroom
Here is a link to a sample newsletter:
Sample newsletter
Sample: Overview for 2009-2010 year
Overview
of Year:
September:
LIFE! 5,000 Year Leap
Principles #1,6,23,24,28
What does
it take to make a meaningful life?
PURSUIT
OF HAPPINESS 5,000 Year Leap
Principles #7-8, 22
What is
“true happiness”, and are we entitled to it or just the pursuit
of it?
CONTINENT:
SOUTH AMERICA
BOOK*:
“The Door in the Wall & (BOOK: “Sassafrass Springs”)
FAMILY
ACTIVITY: “Get to know you” (to be held in August)
MOVIE*:
Joe vs. Volcano
Field
Trip to Art Museum*
October:
LIBERTY 5,000 Year Leap
Principles #2, 8-9, 22,26
What is
true freedom? Who decides that?
CONTINENT:
ASIA
BOOK*:
“The Red Scarf Girl”
MOVIE*:
“Amazing Grace”
November:
PROPERTY 5,000 Year Leap
Principles #7,14,15,27
What is
the value of work and ownership?
CONTINENT:
NORTH AMERICA
BOOK*:
“Little Britches”
OUTDOOR
ACTIVITY*: Geo-caching
GAME
NIGHT*: “The Farming Game” & Settlers
December:
Optional
service, family activity, or Christmas social; Optional Movie night: meaningful
Christmas movie
January:
GOD 5,000
Year Leap Principles #4,5
What is
the role of religion and God in society?
CONTINENT:
EUROPE
BOOK*:
“The Boy in the Striped Pajamas”
OUTDOOR*:
Snowshoeing
MOVIE*:
“Forever Strong”
February:
LEADERSHIP 5,000 Year
Leap Principles #3,20
Ego-centric
versus service-oriented?
CONTINENT:
EUROPE (continued)
BOOK*:
“The Whipping Boy”
GAME
NIGHT*: Risk
FAMILY
NIGHT*: Leadership/cooperation games
(Movie
opt*.: “Searching for Bobby Fischer”)
March:
SOCIETY 5,000 Year Leap
Principles #12,13,16-18,19,21
Security
versus freedom: where to draw the line?
CONTINENT:
AFRICA
BOOK*:
“The Giver” by Lois Lowry
MOVIE*:
“The Truman Show”
April:
CITIZENSHIP 5,000
Year Leap Principles #10,11
Who is
responsible to determine what is right, and how can they do what needs to be
done?
CONTINENT:
AUSTRALIA & ANTARTICA
BOOK*:
“City of Ember”
GAME
NIGHT: Game choice night
May: End
of Year Summaries!
Oral
Presentations & Elections for new Presidency
Backpacking
Trip & Cultural Dinner
A few class and inspirement writing thought-provokers
I found these articles on BYU's Center for Teaching and Learning
website. There are several other articles that are also interesting on
there, but wanted to point out these especially.
Developing Learning Outcomes
http://ctl.byu.edu/collections/developing-learning-outcomes
Active Learning Ideas
http://ctl.byu.edu/content/active-learning-ideas
Developing Learning Outcomes
http://ctl.byu.edu/collections/developing-learning-outcomes
Active Learning Ideas
http://ctl.byu.edu/content/active-learning-ideas
Master Class suggested book ideas
The Real Thomas Jefferson
The Real George Washington
1984 (preview for appropriateness for age level or editing)
The Real George Washington
1984 (preview for appropriateness for age level or editing)
Up from Slavery
War and Peace
Count of Monte Cristo
Aristotle
Locke
Plato
Bastiat
Adam Smith "Wealth of Nations"
Les Miserables
Jane Eyre
Do Hard Things
The Fourth Turning
Left to Tell
To Destroy you is no Loss
Wild Swans
Cellist of Sarajevo
The Great Books list (Marx, Machievelli: The Prince)
The Apology
The Illiad
The Abolition of Man
Alas, Babylon
Please feel free to include your ideas for more books in the reply section :)!
Please feel free to include your ideas for more books in the reply section :)!
2009-2012 Lens Record Overview
Link for more downloadable/edit-able version:
Lens Record
Lens Record
Vanguard Youth by Lens (Thanks, Marni, for pooling this info together!)
THEMES
2009-2010
September – Life and Pursuit of
Happiness
October – Liberty
November – Property
December-Pursuit of Happiness
January – Worshipping God
February – Leadership
March – Society – security vs. freedom: Where to draw the line?
April – Citizenship
2010-2011
September – Meaningful Life and
Pursuit of Happiness
October – Liberty
November – Property – value of
work and ownership
January – God – Duty to God,
Finding Your Mission
February – Leadership
March – Society – what is the
government responsible for and what are the people responsible for?
April - Citizenship
2011-2012
September – Meaningful Life and
Pursuit of Happiness
October – Role of “natural law”
and God in society
November – Property – lessons
learned through work
January – Service-Oriented
Leadership
February – Liberty – What is true
freedom? Who decides that?
March – Society
April – Citizenship – role of a
good citizen
LEADERSHIP
(numbers listed are principles
from “5000 Year Leap,” books were mentioned in the inspirements)
2009-2010
September – MLK, Jr., “Life’s
Pathway,” Elder Eyring’s April 2009 message, “Door in the Wall”
October – Thomas Jefferson, “Red
Scarf Girl”
November – Lincoln, “Little
Britches”
December-Pres. Hinckley, “Seven
Wonders of Sassafrass Springs”
January – Joseph Smith, #4, “Boy
in Striped Pajamas”
February – George Washington, #3,
“The Whipping Boy”
March – #12, 13, 16-18, 19, 21,
“Common Sense” by Thomas Paine, Bastiat’s “The Law” and “Essays on Political
Economy”
April - #10, 11, “Who is
responsible to determine what is right, and how can they do what needs to be
done?” Esther, David, Moroni, etc., “
2010-2011
September – Hellen Keller, Anne
Sullivan, Nathaniel Bowditch, #1, 6-8, 22-24, 28
October – Olaudah Equiano, #2, 8,
9, “Uncle Tom’s Cabin”
November – Handel, #7, 14, 15,
27, “Up from Slavery” by Booker T. Washington
January – Mother Theresa, #4, 5,
“The Alchemist”
February – Gandhi, #3,
“Autobiography of Gandhi”
March – Hannah Szenes, #10, 13,
19, “Proper Role of Government,” Bastiat’s “The Law” and “Essays on Political
Economy”
April – Harriet Tubman, #11,
“Uncle Tom’s Cabin”
2011-2012
September – Mormon
October – Socrates, #4, “The
Apology”
November - Alexander
January – Confucius, #3, “Core
and Crust of Leadership”
February – Buddha, “Jataka Tales”
March – Jesus Christ, #13
April – Augustine of Hippo, #10,
“Confessions of Saint Augustine”
MATH/SCIENCE
2009-2010
September – Pythagorus
October – Archimedes
November – Sir Isaac Newton
December-Beginner’s
Guide-Universe Ch. 1
January – Hypatia
February – Amalie Emmy Noether
and Algebra
March – Evariste Galois - algebra
April – John Napier
2010-2011
September – Fermat, Andrew Wiles
October – Marie Curie, Galen,
Pasteur
November – Edison, Franklin
January – Eratosthenes
February – Da Vinci, Sarah
Flannery
March – Da Vinci
April - Pascal
2011-2012
September – Archimedes
October – Thales and the
Egyptians
November – Pythagoras and early
Greeks
January – Ancient roots of math –
abacus, Lui Hui, Brahmagupta, Arabhata I
February – Zhang Heng
March – Mayan Mathematics
April - Aristotle
HISTORY
2009-2010
September – South America: Inca/Aztec/Maya
October – Buddha (Asia)
November – Native American tribes (North America)
December-Mansa Musa (Africa)
January – Romans (Europe)
February – Joan of Arc (Europe)
March –James Cook (Oceania)
April – Ernest Shackleton (Antarctica)
2010-2011
September – Simon Bolivar, Jose
De San Martin
October – Egyptian Pharaoh
November – Lewis and Clark
January – Chinese Dynasty
February – Celts, Franks
March – Russian Czars (lots of
“Greats” and “Terribles”)
April – James Cook
2011-2012
September – Ether
October – Battle of Troy and the
Olympics
November – Caesar, Mark Anthony,
Augustus Caesar, Ciscero
January – Shi Huangdi and the Qin
Dynasty
February – David
March – 3 and 4 Nephi
April – Joseph of Egypt
Possible outline for a month for a smaller group/Master class
I am currently doing Vanguard with just my two "scholar phasers." It
is both interesting and challenging, but I think it fits right in with
the model suggested for a superb leadership education in "TJEd for
Teens":
--Small class size :)
-- Individual mentoring
--Mission-tailored classes and subjects
--Personally driven
The line that stuck out to me this time in reviewing it with my youth was that "leadership comes more naturally to those who have had a chief hand in their own education." (pg 3)
My daughter is 15 turning 16 and my son is 14 1/2, just for context...
We just looked again through the list of 100 books in the "TJEd for Teens," as my daughter and I decided we both want to finish that list as part of our scholar phase. However, there were some books we hadn't finished yet, so we outlined which books we wanted to finish up from the 13 and 14 year old list, which will take us through the end of the year. We paired up the books with the monthly themes I have in my house (they coincide with the themes suggested for a school year study in Vanguard, with more during the summer). Voila!
So, here's the game plan for the month:
Each week we have what I have called "Core and Crust" (see article about the Core and Crust of Leadership, link on this blog). We rotate who leads this segment and it includes the following:
1-Devotional
2-Lead a discussion on a chapter (or two) of a Leadership skill book (the ones we have picked to do this year are "TJEd for Teens" and "7 Habits of Highly Effective Teens"; we will move onto "One-Minute Manager" after that if we run out of weeks). I always encourage my kids to make this a fun experience to teach, including object lessons, media, and games/activities
3-Review poem for the month, as well as a poem from the "Best Loved Poems of the American People," as recommended on the "TJEd for Teens" list
4-Latin class (always by me)
5-Synergy of the Mind challenge that (ideally) goes along with the topic of discussion
-Week 1: Leadership-Article/Scripture and Biography
-Week 2: Geo-conquest...we each do a "prezi" or powerpoint focusing on a particular continent that month. We then come up with questions for our Geo-challenge game the fourth week. We also each prepare a cultural dish from that continent for dinner that night. (Our teams for the Geo-challenge game change up each month, with Dad and my 11-year old also participating.)
-Week 3: Apprentice/Journeyman-level Book Discussion
-Week 4: Geo-Challenge and then Master class following with Master book discussion and project sharing.
We have science on Tuesdays with Dad, with science and math classics integrated into our reading schedule, history on Thursdays covering the time period of the year, and art on Fridays that complement the theme for the month, so our lenses are not all incorporated on one day to make it a little simpler with me being the only mentor and lots of little kids underfoot.
Hopefully we will have more outlines of how groups incorporate these concepts to give people ideas on how to run their own group, with their own, unique situation.
For instance, our "Core and Crust" classes include poetry and Latin, both things that my kids really like. We also chose not to attack the Leadership skill books in one book discussion, as it is harder for all of us to grasp the varied concepts in them by reading and discussing them all at once. Others might have different needs for their scholars or want to focus on different areas during their own "Core and Crust" topics.
Thinking back, it was more of a Master class, structured to include the monthly themes, "core class" elements, and geographical/historical monthly focus.
--Small class size :)
-- Individual mentoring
--Mission-tailored classes and subjects
--Personally driven
The line that stuck out to me this time in reviewing it with my youth was that "leadership comes more naturally to those who have had a chief hand in their own education." (pg 3)
My daughter is 15 turning 16 and my son is 14 1/2, just for context...
We just looked again through the list of 100 books in the "TJEd for Teens," as my daughter and I decided we both want to finish that list as part of our scholar phase. However, there were some books we hadn't finished yet, so we outlined which books we wanted to finish up from the 13 and 14 year old list, which will take us through the end of the year. We paired up the books with the monthly themes I have in my house (they coincide with the themes suggested for a school year study in Vanguard, with more during the summer). Voila!
So, here's the game plan for the month:
Each week we have what I have called "Core and Crust" (see article about the Core and Crust of Leadership, link on this blog). We rotate who leads this segment and it includes the following:
1-Devotional
2-Lead a discussion on a chapter (or two) of a Leadership skill book (the ones we have picked to do this year are "TJEd for Teens" and "7 Habits of Highly Effective Teens"; we will move onto "One-Minute Manager" after that if we run out of weeks). I always encourage my kids to make this a fun experience to teach, including object lessons, media, and games/activities
3-Review poem for the month, as well as a poem from the "Best Loved Poems of the American People," as recommended on the "TJEd for Teens" list
4-Latin class (always by me)
5-Synergy of the Mind challenge that (ideally) goes along with the topic of discussion
-Week 1: Leadership-Article/Scripture and Biography
-Week 2: Geo-conquest...we each do a "prezi" or powerpoint focusing on a particular continent that month. We then come up with questions for our Geo-challenge game the fourth week. We also each prepare a cultural dish from that continent for dinner that night. (Our teams for the Geo-challenge game change up each month, with Dad and my 11-year old also participating.)
-Week 3: Apprentice/Journeyman-level Book Discussion
-Week 4: Geo-Challenge and then Master class following with Master book discussion and project sharing.
We have science on Tuesdays with Dad, with science and math classics integrated into our reading schedule, history on Thursdays covering the time period of the year, and art on Fridays that complement the theme for the month, so our lenses are not all incorporated on one day to make it a little simpler with me being the only mentor and lots of little kids underfoot.
Hopefully we will have more outlines of how groups incorporate these concepts to give people ideas on how to run their own group, with their own, unique situation.
For instance, our "Core and Crust" classes include poetry and Latin, both things that my kids really like. We also chose not to attack the Leadership skill books in one book discussion, as it is harder for all of us to grasp the varied concepts in them by reading and discussing them all at once. Others might have different needs for their scholars or want to focus on different areas during their own "Core and Crust" topics.
Thinking back, it was more of a Master class, structured to include the monthly themes, "core class" elements, and geographical/historical monthly focus.
"Compasses or Shoulder Angels?"--A lesson on why God matters...
This is an outline for a Leadership class (and books and poems) that
we did for the month we studied "The Role of God and Religion in
society" Jan 2013
Article focus: The Church: Scaffolding for our lives by Elder Tom Perry
Biography: Joan of Arc
Book: Pollyanna
Master-level book: Joan of Arc
Poem: "I never saw a moor" by Emily Dickenson
Master poem: "Be Strong!" By Maltbie Davenport Babcock
"Compasses or Shoulder Angels?"
Devotional: watch segment of "Joseph Smith's First Vision"
TJEd for Teens discussion (Ch 1 & 2): Elements of Leadership Education and being born for times like this...and doing something about it (fits well with Joan of Arc)
-We made three signs to post on the wall, covering the concepts in the paragraph before "The Youth Lead the World" and the points in #1 and #2 below (pg 3)
Article Discussion: Scaffolding (link above, and notes below)
Synergy of the Mind project: use toothpicks and duct tape to create a scaffolding. Test to see how much it can hold!
"What we build for our personal scaffolding that will hold us in place in these last days is a matter of CHOICE!" (watch Enemy Territory, by Boyd K. Packer )
"What is it that makes us do what we do:
-an inner compass?
-scaffolding?
-voices (like Joan)?"
"I like to think of it more as 'shoulder angels'!" (Links for fun: Krank's shoulder angels, Donald's Better Self)
I told them that their "shoulder angels" are only as effective as the amount of attention we give them, and then I asked them what they are doing to "feed" or sustain their shoulder angels? :)
Then I asked them how Joan of Arc treated her angels, or her voices...and what made her effective in fulfilling her mission. I talked a lot about how she and other people in history were sent to the earth as babies at just the right time to be where they needed to be to complete their missions...and then I would make the connection to the youth, that they were born at a certain time and in a certain place so that they, like Joan of Arc, Joseph Smith, and so many others, could fulfill their mission.
We then did projects on Joan, covering her life with my daughter making a Jeopardy game out of the info she read in Landmark series book about Joan.
As people have their own ideas, successes and failures, it would be great if they could share!
Article focus: The Church: Scaffolding for our lives by Elder Tom Perry
Biography: Joan of Arc
Book: Pollyanna
Master-level book: Joan of Arc
Poem: "I never saw a moor" by Emily Dickenson
Master poem: "Be Strong!" By Maltbie Davenport Babcock
"Compasses or Shoulder Angels?"
Devotional: watch segment of "Joseph Smith's First Vision"
TJEd for Teens discussion (Ch 1 & 2): Elements of Leadership Education and being born for times like this...and doing something about it (fits well with Joan of Arc)
-We made three signs to post on the wall, covering the concepts in the paragraph before "The Youth Lead the World" and the points in #1 and #2 below (pg 3)
Article Discussion: Scaffolding (link above, and notes below)
Synergy of the Mind project: use toothpicks and duct tape to create a scaffolding. Test to see how much it can hold!
"What we build for our personal scaffolding that will hold us in place in these last days is a matter of CHOICE!" (watch Enemy Territory, by Boyd K. Packer )
"What is it that makes us do what we do:
-an inner compass?
-scaffolding?
-voices (like Joan)?"
"I like to think of it more as 'shoulder angels'!" (Links for fun: Krank's shoulder angels, Donald's Better Self)
I told them that their "shoulder angels" are only as effective as the amount of attention we give them, and then I asked them what they are doing to "feed" or sustain their shoulder angels? :)
Then I asked them how Joan of Arc treated her angels, or her voices...and what made her effective in fulfilling her mission. I talked a lot about how she and other people in history were sent to the earth as babies at just the right time to be where they needed to be to complete their missions...and then I would make the connection to the youth, that they were born at a certain time and in a certain place so that they, like Joan of Arc, Joseph Smith, and so many others, could fulfill their mission.
We then did projects on Joan, covering her life with my daughter making a Jeopardy game out of the info she read in Landmark series book about Joan.
As people have their own ideas, successes and failures, it would be great if they could share!
Cooooooool possible class theme!!!
I came across an amazing string of connections that I thought would serve as a brilliant theme for a week of study in Vanguard.
My kids and I are studying the history of gravitational theory in Exploring Creation with Physical Science from the Apologia Series. On page 278-280 is a brief history of the development of the gravitational theories to date. There are several people mentioned so it could fit into any of the four time periods, I imagine. You could use their biographies or explore more of the scientific side or both.
On page 276-277 there is a fun experiment that helps explain one of the current theories of gravitation using tennis balls (or baseballs) and it could easily be turned into a game, as well as it's original use. The games is basically where the kids stand far apart and "exchange" particles by throwing balls back and forth simultaneously, and how it gets easier when they get closer. Similarly, this theory of gravitation states that objects that exchange particles are naturally drawn closer together.
They also mention telescopes which could open up an activity with telescopes or a field trip. There is also the following website that my brother recommended at Celestia :/"... The free space simulation that lets you explore our universe in three dimensions."
But the really cool part was...
This afternoon I felt prompted to listen to a BYU devotional address given by Bruce C. Hafen on Karen's blog or on youtube titled "A Disciple's Journey."
In his talk, he compares the journey of a disciple to the orbits of the three celestial bodies God uses to describe the three degrees of glory: sun, moon, and stars, and then Satan's "realm" in outer darkness. It was so closely tied to the whole concept of gravitation!!!!!!!! He talked about how, like in the tennis ball analogy, we are drawn towards that which we listen to and progress across certain orbits by taking on different covenants and commitments. For instance, the more we listen to God the closer we get to Him; the more we listen to Satan, the closer we get to him.
I think it could fit really well in the month of "God". It would work with "Work" since the people had to work to figure out the theory, or it could be "Responsible Citizenship" as the talk discusses our personal accountability in drawing near to God and benefits of that.
It was sooooo cool! I should take the time to make it more coherant, but I don't have it :), so at least it is written down and here. Have fun!
My kids and I are studying the history of gravitational theory in Exploring Creation with Physical Science from the Apologia Series. On page 278-280 is a brief history of the development of the gravitational theories to date. There are several people mentioned so it could fit into any of the four time periods, I imagine. You could use their biographies or explore more of the scientific side or both.
On page 276-277 there is a fun experiment that helps explain one of the current theories of gravitation using tennis balls (or baseballs) and it could easily be turned into a game, as well as it's original use. The games is basically where the kids stand far apart and "exchange" particles by throwing balls back and forth simultaneously, and how it gets easier when they get closer. Similarly, this theory of gravitation states that objects that exchange particles are naturally drawn closer together.
They also mention telescopes which could open up an activity with telescopes or a field trip. There is also the following website that my brother recommended at Celestia :/"... The free space simulation that lets you explore our universe in three dimensions."
But the really cool part was...
This afternoon I felt prompted to listen to a BYU devotional address given by Bruce C. Hafen on Karen's blog or on youtube titled "A Disciple's Journey."
In his talk, he compares the journey of a disciple to the orbits of the three celestial bodies God uses to describe the three degrees of glory: sun, moon, and stars, and then Satan's "realm" in outer darkness. It was so closely tied to the whole concept of gravitation!!!!!!!! He talked about how, like in the tennis ball analogy, we are drawn towards that which we listen to and progress across certain orbits by taking on different covenants and commitments. For instance, the more we listen to God the closer we get to Him; the more we listen to Satan, the closer we get to him.
I think it could fit really well in the month of "God". It would work with "Work" since the people had to work to figure out the theory, or it could be "Responsible Citizenship" as the talk discusses our personal accountability in drawing near to God and benefits of that.
It was sooooo cool! I should take the time to make it more coherant, but I don't have it :), so at least it is written down and here. Have fun!
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