|
1st Grade
-Home Tanglewood -Home Click here for 2003/4 schedule |
(2004/5 schedule)
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| At the start of
each day: 1. Say Morning
Prayer/Rosary 2. Read Bible story or selection *or practice memory verse 3. Read short saint or hero story 4. Sing the National Anthem/Say Pledge |
| During afternoon
tea: 1.
Review manners 2. Read poetry selections 3. Enjoy polite conversation |
Ancient
History:
Text: Our Young Folks'
Josephus
(unless otherwise noted)
Week 1:
Mapwork: On a world map or
globe, locate
the Mediterranean Sea.
Then notice
the Tigris and Euphrates
Rivers, the
Caspian Sea, and the
Persian Gulf.
See where Syria and
Iraq are and
note that this area used to be called
Mesopotamia. Find Egypt,
Nile River,
Red Sea. If possible,
find a small map
on which to locate and label these
places.
Gilgamesh the King
-(parent: Read cover mater-
ial, preface, and intro in order to give
child brief summary of why this story is
important.) Read the book.
(Modern Rhymes)
Ancient Egypt - p. 8-9 :Upper & Lower Egypt
Pharaohs & Pyramids: p. 4-7 -Egypt & Nile
Ancient Egypt - p.26 :Nile River
Ancient Egypt - p. 11 :Menes
PDF- Menes -Click here for download
Ancient Egypt - p. Pyramids
PDF- Cheops -Click here for download
Ancient Egypt - p. 4 :Sphinx
Ancient Egypt - p. 10 :Pharaohs
Chp. 1: Abraham, the founder of the Jewish race
Chp. 2: Isaac
*Make a BOC page for Menes
and a BOC page
for Abraham.
(Include Isaac on your Abraham page.)
Week 2:
Chp. 3: Rebekah
Chp. 4: Jacob & Esau
Chp. 5: Jacob flees from Esau
Chp 6: Jacob and Esau meet
Chp 7: Joseph & brothers
Chp. 8: Joseph is sold
*Make a BOC page for Isaac & Rebekah's
family
Week 3:
Chp. 9: Joseph, famous in Egypt
Ancient Egypt - p. 22 :Hyksos
PDF- Hyksos Click here
Chp. 10: Sufferings of children of Israel
Chp. 11: Bravery of Moses
Chp 12: Moses flees
Chp 13: Ten plagues
Ancient Egypt
- p.34 :Ramses II
*Many scholars think Moses, Hatshepsut, and Thutmose were
contemporaries, rather than Moses and Ramses II, which is the popularized
view. There are several hypotheses concerning the chronology of
Egyptian history. One view is that Hatshepsut etc. occurred later
(1000s) and that it really was not under the reign of Ramses that Moses
lived. This is the view that we take, but have inserted Ramses II
memory poem here, since it is the popular view.
Chp. 14: Crossing of the Red Sea
*Make a BOC page for Joseph
Week 4:
Chp. 15: Manna
Chp. 16: Victory over Amalekites
Chp. 17: Moses and Jethro
Chp 18: Moses receives the laws
Chp 19: Building the tabernacle
Chp. 20: Twelve Spies
Chp. 21: Israelites complain
*Make a BOC page for Moses
Week 5:
Chp. 22: Israelites defeat enemies
Chp. 23: Balaam
Chp 24: Death of Moses
Chp 25: Joshua makes war
Chp. 26: People of Gibeon
Chp. 27: Destruction of the Benjamites
*Make a BOC page for Joshua
Week 6:
Chp. 28: Deborah and Barak
Chp. 29: Gideon
Chp 30: Judges
(This is a possibility: we recommend putting Hatshepsut during the time of Solomon.)
Modern Rhymes)
Ancient Egypt - p 30 :Hatshepsut
PDF- Hatshepsut
Ancient Egypt - p12 :Mummies
Pharaohs & Pyramids: finish book
*Some chronologies put Hatshepsut in the 1500s or 1400s. We follow the chronology which puts her around the time of Solomon.
Chp 31: Samson
Chp 32: Ruth
(*Make a BOC page for Hatshepsut if you want to put her in this time period)
*Make a BOC page for
a (some) Hebrew person(s)
(You can combine people on the same
page, if you want)
*Try to read the same Stevenson
poem(s) at least three times a week.
*Note an unfamiliar word (no more than two) at each sitting
*Mention something (no more than one thing) that you like about the poem
Week 1: Poetry:
-(3) poems from Fav Poems Old & New
-read "Time to Rise" (Stevenson)
-read "Bed in Summer" (Stevenson)
-read first 3 paragraphs of bio (Stevenson)
Lit : boy: The
Littles pp. 1-74
(2 chapters per day)
girl: Raggedy Ann
Preface, Introduction, and first 4 chapters
Reading:
-review the sounds
of the consonants
for 3 days
-work on short vowel sounds for 2 days
-then start on Tanglewood's Really Reading!
program, moving at your child's own pace
Spelling: Lesson 1
Phonics: 1 or 2 pp. per day until finished
Copywork: Practice
writing letters of the alphabet,
both upper and lower case, using
handwriting
paper. Parent should demonstrate how to
form the letter on the chalkboard, placing
the
letter on the 3 lines (like on handwriting
paper).
Make a big deal about how upper-case
letters
reach the top line and touch the bottom
line
and how lower case letters touch the
middle line and bottom line. Make
mistakes
on the board (like floating or squished
letters)
and have your child tell you what's wrong.
(Language Practice 1: I suggest starting it in January-- good practice for standardized tests)
Week 2: Poetry:
-(3) poems from Fav Poems Old & New
-read "Happy Thought" (Stevenson)
-read "Whole Duty of Children" (Stevenson)
-read "Singing" (Stevenson)
-read "Rain" (Stevenson)
-read paragraphs 4 & 5 of bio (Stevenson)
-Pick one
poem from last week to
copy into a poetry notebook and
to illustrate using pencils, crayons,
or paint. Memorize the poem (or a portion
of it this week. (This weekly activity is called
the "Poem of the Week")
Lit : boy: The
Littles pp. 75-80
girl: Raggedy Ann (finish)
The Boxcar Children Chps 1-5
Reading:-do
Tanglewood's Really Reading!
program, moving at your child's own pace
-If your child is ready to read aloud, have him
do so. However, stop at first sign of
frustration
or at 5 minutes- whichever comes first.
Spelling: Lesson 2
Phonics: 2pp per day until finished
Copywork: Continue
to practice writing letters. Have
child write each assigned letter five times
perfectly. Also enforce correct hand &
paper positions.
Week 3: Poetry:
-(3) poems from Fav Poems Old & New
-read "Summer Sun" (Stevenson)
-read "The Swing" (Stevenson)
-read paragraphs 6-7 of bio (Stevenson)
-"Poem
of the Week"
Lit : The Boxcar Children Chps 6-10
Reading:
-do Tanglewood's
Really Reading!
program, moving at your child's own pace
-If your child is ready to read aloud, have him
do so. However, stop at first sign of
frustration
or at 5 minutes- whichever comes first.
Spelling: Lesson 3
Phonics: 1 or 2pp per day until finished
Copywork: 2 or 3
times this week, write out a short
sentence from your child's literature onto
a piece of handwriting paper, forming the
letters and words exactly as you want him
to write them. Have him copy the sentence.
Afterwards, go over the sentence with him
complimenting nice letters and noticing
capital letter at the beginning and period
at end (if not there, have him correct it.)
Week 4: Poetry:
-(3) poems from Fav Poems Old & New
-read "At the Sea-Side" (Stevenson)
-read "A Visit From the Sea"
-read paragraphs 8-9 of bio (Stevenson)
-"Poem
of the Week"
Lit : The Boxcar Children Chps 11-13
Reading:
-do Tanglewood's
Really Reading!
program, moving at your child's own pace
-Child
reads aloud 5-10 min/day
Spelling: Lesson 4
Phonics: 1 or 2pp per day until finished
Copywork: -2 or 3 times
this week, following
week 3's
directions
-Try to pick sentences with words
corresponding to the phonics studies
Week 5: Poetry:
-(3) poems from Fav Poems Old & New
-read "Time to Rise" (Stevenson)
-read paragraph 10 of bio (Stevenson)
-"Poem
of the Week"
Lit : The Blue Fairy Book
-Prince Hyacinth and the
Dear Little Princess
Reading:
-do Tanglewood's
Really Reading!
program, moving at your child's own pace
-Child
reads aloud 5-10 min/day
Spelling: Lesson 5
Phonics: 1 or 2pp per day until finished
Copywork: -do 2 or
3 times this week
-Try to pick sentences with words
corresponding to the phonics studies
-Use sentences w/ varied endmarks
(! . or ?)
and discuss what they are for.
Week 6: Poetry:
-(3) poems from Fav Poems Old & New
-read "Night and Day" (Stevenson)
-read paragraphs 11-12 of bio (Stevenson)
-"Poem
of the Week"
Lit :
The Velveteen Rabbit (all)
Reading:
-do Tanglewood's
Really Reading!
program, moving at your child's own pace
-Child
reads aloud 5-10 min/day
Spelling: Lesson 6
Phonics: 2pp per day until finished
Copywork:
-do 2 or 3 times this week
-Try to pick sentences with words
corresponding to the phonics studies
-Use sentences w/ varied endmarks
and discuss what they are for.
*remember to watch letter formation,
hand & paper positions
1. The Burgess Bird Book: Read one chapter per week
2. Nature Walk/outing:
Aim for one long outing per week.
(We have a day-long nature outing every Friday -weather
permitting).
a. Bring clipboard with
one thick unlined piece of paper clipped on and a pencil.
b. Write/Draw all notes and sketches on the paper. Later,
arrange and re-draw items neatly into nature
notebook.
c. I recommend having All the Birds of North America & North
American Wildlife handy for reference.
On one of the outings, have your child
focus on one particular group of living things (i.e. mammals, insects,
birds, flowers, etc) Briefly read to yourself one or two lessons about
that group in the Handbook of
Nature Study and share some interesting fact concerning it with
your student at some point during the outing.
3. Science study w/book: Nature Smart
| (Science studies should be combined between all of your children. The studies based on the craft books are interchangeable between all grades! However, make sure that your child also reads the supplemental books which are arranged according to grade level.) |
*Look over the following projects' "ingredients" in order to gather them in time.
Week 1:
a. Study movement of sun and time
b. Project: make a sun clock p. 171 (you can make
this out of paper instead, if you want)
c. (start collecting scrap paper to use in week
6)
Week 2:
a. Notice leaves p. 176
b. Project- make leaf print p. 175-6
Week 3:
a. Study leaves p. 180
b. Project- leaf collection box p. 205
Week 4:
a. Project- collect and identify
(5) leaves to put in box
Week 5:
a. Study mushrooms p. 181-2
b. Project: mushroom spore prints p. 181-2
Week 6:
a. Project- make paper with inlaid leaves p. 209
*great for
Christmas presents!
2. review old lesson & introduce new lesson, preferably using a big wall-mounted chalk board
3. child does 1 lesson per day (except perhaps on nature-outing day)