We started today with opening devotions, a short read, and a journal comment on "whose shoulders do you stand?" This assignment was a response to the purpose for studying church history; we study history to stand on the shoulders of those who have gone before us that we may look back and learn, define better who we are today, and set our course for the future. The Native American liturgy started with a meaningful procession (accompanied by flute and drums) with students wearing clothing items from their tribes. I thought of wind chimes when the "bell" dress jingled. How the Spirit of God blows. That we seek not to harness the wind, but rather allow it to "lift" us. Father Frank's homily reminded us that Godly love is the greatest enduring force of all.
In 7th grade geography, we read our textbooks as we discussed how geography is aligned to 5 main categories: place, location, region, human/environment interaction, and movement. Many times the categories overlap. Geography is not limited to the elements of the earth, but rather it is a course that looks at how people live in response to the resources of the earth.
In 6th grade math, students started with division-drill flashcards. Students earned paper slips to write their names on to be put into the Friday drawing. Students then worked on math problems 20-50 (p. 20-21); they are to do the even number problems and this is due by class time tomorrow. These problems allow students to practice estimating (rounding numbers) up and down. Ask your student if he/she completed this in class and handed it in. If not, they should have it at home.
In World History, students worked on their hunter-gatherer visuals. They are choosing a tribal name, symbol, animals they hunt, and the work role of each member. Each visual will include a summer migration to the mountains with a shift to the prairie in the winter.
8th grade English started with instruction about the development of main characters in fictional literature: static vs. dynamic. Students worked with a partner to compare three textual examples regarding new information and growth of the "old man" (up to p. 41). Partners compared cited text and chose the best three to be shared in class tomorrow. Groups made a visual to help us see as well as hear what they learned.
It now feels like we are beyond "getting our feet wet" in the new school year, but rather we are swimming in the academic stream. We feel the tug of the challenges and sometimes want to head for shore. But we share this journey and I believe by swimming together we will do great things! Stay with us. We need you.

p.s. Thank you Mrs. Marita, for providing the info. I needed to edit published posts.