I like you soooooooo much!

Ancient Literature

• Reading Assignment:
  • Complete the “Reado” assignment that was handed out in class
  • AL Reading Bingo Sheet
  • Remember to write me a letter about your “Reado” experience
  • Both sheets are due on December 3rd
• Literature Interactive Notebooks are due on December 3rd
  • Make sure you have completed all of the pages we began in class
• Next Literature Book:
• Detectives in Togas by Henry Winterfeld
• A reading assignment will be given for this book during Christmas Break

Ancient History

 *Read MOH Lessons 49-51 (Rise of Athens and Sparta, Manasseh, The Powers of Mesopotamia)

• Complete the following assignments:
  • Complete Notebooking pages for: Manasseh, and Powers of Mesopotamia
• Maps
  • Map 2 “Greece”: You do not need to color this map
  • Label the map by using the answer key to help you
• Map 6 “The Middle East”:
  • Label the map by using the answer key to help you
  • Color the Assyrian empire light orange
  
  Science
  
  
  
  HOMEWORK DUE 12/3
  NJ-pg. 87 Draw or find a picture of each type of fish shape

  NJ-pg.92-93 crossword puzzle

  NJ-pg. 85 WDYR

  Lesson 6 Test - I will email this out before tomorrow morning

You're awesome. And, cute. And I love you tons.

From Monie:

Today was another wonderful day at co-op! I really enjoyed listening to the students’s reports today in Ancient Literature. I also enjoyed discussing what the students discovered during their research about refugees and how to help them. I loved seeing their hearts and how much they care about people. In history class, we filled in a map to show where the Ancient Native Americans lived. Please have your child review this map this week. I will give them a test to label the map next week. I have attached the other worksheets I handed out in class to this email. I have also posted them on the class blog.

Literature

• Read Chapter 22-26 of God King
• Complete the following on the same page: It may be typed.
• Define the following vocabulary words:
  • usurp, herald, cat burglar, contemptuous, deviltry, plume, regalia, portens
  • Answer the following questions: Answer questions for Chapter 22-26 using complete sentences. It may be typed.
• Questions: It would be best to save these for after you have finished reading God King.
• Describe King Hezekiah.
• Do you think Taharka made the right decision when he sent Shabataka away? Explain.
• Read the Author’s Notes, tell how Shabataka was really punished.
• Explain how Taharka was more Pharaoh now than before.
• Read 2 Kings 19:9 tell about the report Sennacherib receives and what it causes him to do.

History

• Read MOH Lessons 46-48 (Hosea, Hezekiah and Sennacherib, and Ancient Native Americans)
• Complete the following assignments:
  • Complete Notebooking pages for: Hosea and Ancient Native Americans
• Watch these videos about Native American Mound Builders
  • https://www.youtube.com/watch?v=Yg9ZXvulMQE  (5 min.)
  • https://www.youtube.com/watch?v=Uc6oKVJR2cs  (8 min.)
• 5th-6th Graders:
  • Write a letter to Isaiah: You may use the attached worksheet or write/type it on another sheet of paper.
    • Pretend you are Hezekiah and write a letter to Isaiah describing what the Lord did to protect Judah from Sennacherib’s army.
    • AH Letter from Hezekiah to Isaiah
• 7th-8th Graders: 
• You may use the attached worksheet or write/type it on another sheet of paper.
• Complete Compare and Contrast Chart “Blessings of Faithfulness” vs. “Consequences of Unfaithfulness”
• AH Blessings of Faithfulness vs. Consequences of Unfaithfulness

Science

Homework Due 11/19

Read pages 94-101

NJ pg 90 or 91 copy work 

NJ pg A31-A36 Follow instructions and then attach to pg 94 in NJ 

READ IT ALL, DEARIE! ALL MAGIC COMES WITH A PRICE!!!!

History

Over the weekend a couple of parents ask about the Latin and Current Events assignments so let me explain a little more clearly. For the Latin assignment, I only expect a paragraph or maybe two that just lists the fields of study you discover and that tells about the benefits of knowing Latin. Not to make excuses but I wasn’t feeling well on Thursday afternoon and all weekend and this morning when I was reading over the Current Events assignment I noticed a mistake. I do not expect the students to write/type a two page paper about refugees. I would like for them to write/type 1-2 paragraphs about refugees. Please still follow the instructions on the blog that gives questions to think about and answer. Please forgive me for any stress I may have caused you and your children.

Science

Read pgs. 87-94 (Stop before Bouncing Buoyancy)

NJ-pg. 78 crossword puzzle

NJ-pg. 71 WDYR

Literature

• Read Chapter 16-21 of God King
• Complete the following on the same page: It may be typed.
• Define the following vocabulary words:
  • mirth, tabernacle, mallet, din, ramblers, shrew, prodigal, inexorable, quailed, sheol, jauntily, lithe
  • Answer the following questions: Answer questions for Chapter 16-21 using complete sentences. It may be typed.
• Chapter 16-21 Questions:
  • Who is Rab Shaka?
  • Why was the caravan taken to Lachish?
  • What were the Assyrian horsemen compared to?
  • At first, Taharka was told he was to stay with the Assyrians because he was a physician. What was the real reason?
  • How did Taharka and Amos get into the city?
  • What were the people of Jerusalem doing?
  • How did King Hezekiah show wisdom?
• Research Project Due November 12th:
• Each student has received a topic to research
• Please click on the button below for the instructions
• Ancient Literature God King Research Paper
• Research Booklet Instructions

• History
• 
  
• Read MOH Lessons 43-45 (The City of Rome, Isaiah & Micah, Israel Falls to Assyria)
• Complete the following assignments:
• • Complete “The City of Rome” Notebooking page:
  • Complete Map 6 by using “Somewhere In Time” instructions for Activity #2 of “Take Another Look! Review 15: Lessons 43-45”
  • Research:
    • Investigate which fields of study still use Latin today
    • Write about the benefits of knowing Latin
  • Current Events:
    • Look into the news by using a newspaper or the TV to follow any present day story of refugees made homeless by natural disaster or war. If you are unable to find any current events, look into researching past events.
    • Write/type 1-2 paragraphs about the following:
      • challenges faced by refugees, tell how their lives are affected
      • Brainstorm 10 practical things a community could offer a group of refugees
      • What does the Bible instruct us to do for those in need?
  • Video:
    • Watch this video about Assyria. It is about 5 minutes long.
      • www.youtube.com/watch?v=WmO4Zgov6pw

ANCIENT LITERATURE

yodel leh heee hooooo

• Literature

• Read Chapter 7-15 of God King
• Complete the following on the same page: It may be typed.
• • Define the following vocabulary words:
    • sacrilege, foreboding, tribute, insolence, envoy, conscripted, expeditionary, precinct, abase, incantations, throng, apprentice, contingent, kilts, moored, retinue, cudgel, bedouin, ominous, stolid
    • Answer the following questions: Answer questions for Chapter 7-15 using complete sentences. It may be typed.
  • Chapter 7-15 Questions:
    • Describe the Assyrian king, Sennacherib?
    • Describe the Assyrian army?
    • What can you infer from the conversation Shepnuset overheard? Does it show that Taharka is in danger?
    • What excuse was given for the marriage being postponed?
    • Why do you think Shabataka did not alert his soldiers when he saw Taharka?
    • What became of Shepnuset?
    • Why was the farmer being beaten? How did Taharka help?
    • Why do you think Shabataka was traveling at night?
    • What happened to the woman Amos loved?
  • Research Project Due November 12th:
    • Each student has received a topic to research
    • Please click on the button below for the instructions
    • Ancient Literature God King Research Paper

History

• Read MOH Lessons 40-42 (India & Hinduism, The Olympic Games, Jonah & Amos)
• Complete the following assignments:
• Watch the following videos about The Olympic Games
  • https://www.youtube.com/watch?v=K8ztMlmavBw (5 minutes)
  • https://www.youtube.com/watch?v=wZlKFw7a9Ko (5 minutes)
• Complete the following Notebooking pages:
  • India/Hinduism
  • The Olympic Games
• Complete Map 4 by using “Somewhere In Time” instructions for Activity #2.
• 5th-6th Graders:
  • Research the Taj Mahl and write a paragraph that tells:
  • when it was built, who built it and why it was built
  • The paper may be typed. Please use “Arial or Times New Roman” font size 12 with 1.5 spacing.
• 7th-8th Graders:
• Research Hinduism and write an essay that compares Hinduism to Christianity
• The paper may be typed. Please use “Arial or Times New Roman” font size 12 with 1.5 spacing.

science

Read pgs. 81-85

NJ-pg. 76 or 77 Copy work

NJ-pg. A27-A30 Prepare as instructed, then glue on pg. 79 in NJ – will finish the notes for this in class

Read about leviathan in Job 41 and then complete Venn diagram on pg. 74 of your notebook journal.  On pg. 75 draw a pic of what you think a leviathan looked like



MAKE UP WORK for monie

Ancient History List: (Listed most recent to beginning of quarter)

Divided Kingdom Map

Elijah Fact Sheet

David Fact Sheet

Saul & David’s Kingdom Map

1st quarter Review (We completed this together in class but she didn’t turn it in before she left)

Redeemed & Bought with a Price

Priam’s Treasure

Trojan War Fact Sheet

Ancient Literature List: (Listed most recent to beginning of quarter)

Children’s Homer Chapter 14-23 Vocab & questions

Children’s Homer Chapter 1-13 Vocal & questions

If you go to the blog site, you will find the sheets and instructions for the assignments

You're gonna be the prettiest NYMPH EVER!!!!!!

Ancient History

Read MOH Lessons 37-39 (Elisha, Joel and Obadiah, and Homer)

• Complete the following assignments:
• Watch the following videos about Ithaca, Mycenae, and Troy
  • Ithaca:   www.youtube.com/watch?v=MR5f3Y4xIh4 (5 minutes)
  • Mycenae:  www.youtube.com/watch?v=ELH_5Do-VZI (4 minutes)
  • Troy:  www.youtube.com/watch?v=XWOCxJRLaUo (4 minutes)
• Create a “Travel Brochure” for one of the following: (Use the template below.)
  • Ithaca, Mycenae, Troy, Sparta, Israel, Judah
  • travel-brochure
• Bonus Points Opportunity
• You can earn bonus points by writing a paragraph about your favorite exhibit from the Anniston Museum field trip.

• Read Prologue-Chapter 6 of God King
• Complete the following on the same page: It may be typed.
• Define the following vocabulary words:
  • scribe, succession, plummeting, fowler, solemn, sullied, scepter, longshoreman, quays, longbow, unleavened, sluices, cataract, pompous, chalice, vizier
  • Answer the following questions: Answer questions for Prologue-Chapter 6 using complete sentences. It may be typed.
• Prologue Question:
  • In the prologue, what do you think the boy meant when he said “you’d better get used to him. Someday…”?
• Chapter 1-6 Questions:
• Who is Embulah?
• Who was Taharka’s mother?
• What do you think “Taharka became a god and also received his punishment” means?
• What is ka?
• How did the Kushites come to rule Egypt?
• What angered Pi-Ankhi most in Thebes?
• Why do you think Embulah told Taharka to make Shabataka fear him?
• Describe Shepnu’s character.
• What news was brought from the South?
• What caused Taharka to fear?
• Predict: Who do you think is holding the dagger? What is about to happen?

science

Read pgs. 73-80

Cut out and paste the attached file's information onto turtle, frog & salamander cut-outs from last weeks homework

NJ-pg. 64-65 Crossword Puzzle

NJ-pg. 57 WDYR

Lesson 4 Test

wooo beeee doooo bee dooooo

Science

Read pages 67 through 71

NJ - pg. A21-A25 complete instructions on page A21 and then glue on page 66 in note booking journal

Literature:

• Read Chapters 9-17 of The Children’s Homer
• Complete “Greek God Business Card” activity (Due Oct. 22nd)
• Complete the following on the same page: It may be typed.
• • Define the following vocabulary words:
    • fawning, vile, puglist, girt, hireling, second-sighted, swineherd, aloof, lamentation, hale
  • Answer the following questions: Answer questions for Chapters 9-17 using complete sentences. It may be typed.
    • Chapter 9:
      • Why are there so many wooers in Odysseus’ home?
    • Chapter 10 :
      • How does Odysseus anger Antinous, the chief wooer?
    • Chapter 11:
      • Why does another beggar challenge the beggar Odysseus?
      • What request does Eurymachus make of Odysseus?
    • Chapter 12:
      • What is the significance of Odysseus’ brooch?
      • Describe Penelope’s contest of choosing a wooer as a husband.
    • Chapter 13:
      • What was the prophecy of Theoclymeus?
    • Chapter 14:
      • Who shot the arrow through the ax heads?
    • Chapter 15:
      • Who was the first wooer killed?
      • Why is this significant?
    • Chapter 16:
      • What test did Penelope give to Odysseus to prove his true identity?
    • Chapter 17:
      • How did Laertes know Odysseus’ true identity?
      • What did the father of Antinous ask of the men of Ithaka?
      • How was Athena helpful at the end of the story?

History:

• Read MOH Lessons 34-36 (Phoenicians, Division of Israel, Elijah)
• Complete the following Notebooking pages:
  • Phoenicians:
    • Write or type 15 facts about the Phoenicians
    • At least 5 need to come from a source other than MOH
  • Elijah:
    • Complete by describing the various people and places on the sheet
• Complete the following assignments:
  • Watch the following videos about the Phoenicians
    • www.youtube.com/watch?v=bOdmEd0HxnM (3 minutes)
    • www.youtube.com/watch?v=vLItZSJL0ug (11 minutes)
    • www.youtube.com/watch?v=rn4xHbPXOHY (22 minutes) “Phoenician Ports & Colonies”
  • Complete Map 7 “Israel”
    • Use the map found on the first page of Lesson 35 to show how the Kingdoms of Israel were divided

READ READ READ

Ancient Literature

• Read Part II Chapters 1-8 pages 123-191 of The Children’s Homer
• “Greek God Business Card” activity (Due Oct. 22nd)
• Complete the following on the same page: It may be typed.
• Define the following vocabulary words:
  • adze, auger, osier, suppliant, brine, insolently, din, recesses, aught, guilefully, fathom, forbear, mariner, bane, mast, hawser, bewilderment, semblance
• Answer the following questions: Answer questions for Chapters 1, 2, 3, 6, 7, & 8 using complete sentences. It may be typed.
• Chapter 1:
  • Why is Odysseus having trouble at sea?
• Chapter 2 :
  • What does Athene instruct Nausicaa to do which ultimately helps Odysseus?
• Chapter 3:
  • What are the expert skills of the Phaeacians?
• Chapter 6:
  • What happens to those who hear the Siren’s song?
  • How did Odysseus lose all his men?
• Chapter 7:
  • Why did Athene change Odysseus’ appearance?
  • Who is planning an ambush for Telemachus?
• Chapter 8:
• Who takes care of Odysseus after he lands on Ithaka?

Ancient History

• Read MOH Lessons 31-33 (King Saul, David, & Solomon)
• Complete the following Notebooking pages:
  • David: Complete by writing facts about the people listed on the page
• Complete the following assignments:
• Follow the instructions for section 32C-Older Students to gain understanding of the exact historical settings in which David wrote 14 of his Psalms.
  • Psalms 3, 7, 18, 30, 34, 51, 52, 54, 56, 57, 59, 60, 63, and 142
• Follow the instruction for section 33B-Middle Students to research the special features of the Temple of Solomon
• Complete Map 7 “Israel”
• Help for Map 7 can be found in the back of your MOH textbook: “Review 11-3 Answer Key”
• Label and shade the extent of Saul’s kingdom in one color
• Label and shade the extent of David’s kingdom in a different color

Science

Read pgs. 60-67 (Stop before Reptiles vs. Amphibians)

NJ-pg. 62 or 63 Copy work