Block Rotations For Tenth, Seventh, and Second Grade

So I have gone through a good deal of thinking recently about these grades. I have been writing things down (and scratching things out), and have come up with a yearly plan, a weekly plan, and a daily plan for my first time through tenth grade, my second time through seventh grade, and my third time through second grade.

To help clarify the roles of yearly, weekly, and daily plans, I think of the possibilities in the following ways. The yearly plan is our start and end dates, vacation dates, any field trips I know about.  It is figuring out how many weeks we will run total.  It is festivals and religious observances and seasonal fun.

The weekly plan includes things like how many days I week I will teach, how many days will we be outside the home (unfortunately, with a high schooler, more than I would like).  I think about things like how many times a week do I need to teach X high school subject that runs all year and is not in a block, or does my seventh grader need extra help in an area outside of block scheduling?

The daily plan includes things such as how to get everyone’s school in, what can we all do together as a family or what can I do to combine my seventh and tenth grader, what can I do for self-care and my own health each and every day, how will the house and meals be handled.

The block rotations are specific to Waldorf homeschooling and how I prefer to teach and how my children prefer to learn. So, the block plan rotation for each of these grades looks  like this so far:

Second Grade:

  • August – Nature Tales for form drawing and to review the alphabet and all letter sounds
  • September – Math through Trickster Tales
  • October – Fables
  • November – Math and American Tall Tales
  • December – Stories of Light
  • January – Math
  • February – Chinese Fairy Tales
  • March – Math
  • April – Native American Tales
  • May- Gardening and Herbs, more Native American Tales

Seventh Grade – We will be doing practice math daily and in blocks; we will be doing extra writing twice a week combined with our tenth grader, and we will be folding the physiology block into some of the things for health our tenth grader is doing weekly. Also, I am planning a once a week “together” block with some of the areas that overlap between seventh and tenth grades:  Africa, Oceanography, Navigation, Mechanics, Exploration and World Geography, Latin America, Colonial America, Poetry.

For blocks, I am thinking (totally subject to change!)

  • August/September – The Renaissance, The Reformation, and Perspective Drawing
  • October- Math
  • November – Africa – geography, people, animals (may work in poetry writing haikus about animals as well)
  • December – Physics and Math
  • January – Latin America
  • February- Exploration (with a focus on writing with a Wish, Wonder, Suprise theme.  We will also be doing this in our two day a week writing throughout the year).
  • March – Math
  • April – Colonial History – Biographies
  • May- Astronomy and Magnetism
  • I am thinking of skipping chemistry and combining seventh and eighth grade chemistry into one block in eighth grade but we shall see!

 

Tenth Grade – Classes that will run all year will include geometry, United States Government, Environmental Science, Health, and possibly Spanish 3.  English will run in blocks and twice a week during non-writing blocks.  United States Government will run in much the same way – in blocks but also in weekly classes when we are not on that subject as a block.

Block Rotation will include: (also totally subject to change!)

  • August – United States Government
  • September – Embryology
  • October- United States Government
  • November  and December- Ancient Civilizations with Ancient Literature
  • January – Hands On Trigonometry, Triangulation
  • February – Contemporary African-American Literature (6 weeks)
  • March/April – United States Government
  • April/May – Poetry

We shall see how it all works out!  It promises to be a busy year.

Many blessings,
Carrie

Planning Tenth Grade (And Combining With Seventh Grade!)

So hot on the heels of my ideas of ways that will improve our next ninth grade experience, I am busy thinking about and ordering resources for tenth and seventh grade.  Seventh grade is my favorite grade, but it is very full, so I am thinking of ways to combine an also very-full tenth grade (and second grade).

For tenth grade, I am seeing if there are any local classes we could take advantage of for areas where it might be a struggle, and then seeing what we will be doing at home. We are not going to do any kind of dual enrollment this year with our local colleges, but I know some tenth graders who have done that as well, so that may be a possibility for your family if you are planning tenth grade.

The main things covered in many Waldorf Schools in tenth grade (and I got this by looking at the grade outlines for high school from the Honolulu Waldorf High  School, the Seattle Waldorf  High School, Austin Waldorf School, The Rudolf Steiner School of Ann Arbor, The Rudolf Steiner School  in New York City, and Academe of the Oaks, the Waldorf High School in Atlanta), seem to include:  

  • History:  Ancient River Valley Civilizations through Greece. Some include India, China, and Tibet as a focal area.  Some include Colonial America as another block.
  • U.S Studies:  Some include Civics. Some include U.S. History I.  (we already did US History over eighth and ninth).
  • Literature/Language Arts: Most seem to include epic poems, The Odyssey, Poetics in general, Greek Drama and Mythology (some include Siddhartha), The Old Testament as literature. Some include separate world literature or focus on a geographic area literature (ie, Pacific Rim and literature, etc)
  • Math:  Most include geometry or Algebra II as a year long course, trigonometry and land surveying, practical trigonometry
  • Earth Sciences: Some include hydrology or oceanography or crystallization
  • Life Sciences:  Embryology; some also include circulation. (we did circulation in ninth grade)
  • Physical Sciences: Mechanics
  • Chemistry:  Acid and Bases  (Since we are going to do a full chemistry course in eleventh grade, I may not totally worry about this!)

So, I started to think about where tenth and seventh grade will or COULD overlap. The middle school grades have a bit of fluidity to them, so I thought I would just see what I could come up with:

  • Mechanics definitely
  • Oceanography could be a maybe – hybrid between eighth grade and tenth grade
  • Navigation (exploration and astronomy in seventh grade, navigation and astronomy in eleventh grade)
  • Poetry – all three children can enjoy this
  • Colonial America – not typically included in seventh grade, but I did this my first time around in seventh grade so we could start around the time of Lewis and Clark in eighth grade and I was thinking about how to include it again, and some schools are including Colonial America in tenth grade.
  • World Geography – this could tie in to Africa and Latin American blocks in Seventh grade, and Ancient World Civilizations in tenth grade. This could also tie into World Literature.

So, I am thinking for blocks we will do Ancient Civilizations (but I have not decided which ones yet!), literature tie-ins to the Ancient Civilizations  but not get too involved with compare and contrast between texts, (which is more eleventh grade in a Waldorf School),  a hands- on trigonometry block using Trig Trainer and trigonometry board games plus a geometry design game, embryology and a  poetry block.

Our number of blocks was smaller this year in ninth grade simply due to the year long courses requiring so much work.  My main goal throughout these high school years besides helping our student with what she needs and wants and having fun and loving as a family is also to keep  things manageable for myself because of the demands of teaching so many things at once and because I have already homeschooled for years. No burnout wanted here!

I was thinking our combination subjects could happen one day a week and will involve projects that both grades/students could enjoy about these areas ( and I am sure my little second grader will be listening in).  They wouldn’t be blocks per say, since there would be no two or three day rhythm, only one day a week, but I was thinking one subject area per month and just having fun things to do throughout the Mondays (or on other days of  the month! Field trips!).   This would be a unique way to tackle some different parts of the curriculum for both grades that might otherwise be harder to get to and fit in (especially for tenth grade, which seems really full!)

Many blessings,
Carrie

Development of the Tenth Grader

Today is a quick sneak peek at the development of students in tenth grade. In Waldorf Education, this corresponds to an age close to sixteen.  If you are searching for ninth grade, close to age fifteen, try this back post.. If you are searching for age fourteen, which is typically closer to grade eight in Waldorf Education, try here..

Tenth Grade (closer to age 16):

  • Usually there is  reduction in mood swings, irritability, greater ability to manage anger.
  • Can be the year of the “Sophomore Slump” – many students feel “graduated” from childhood and are weighed down by the beginnings of adulthood but many sixteen year olds can’t look much further than today.  They are much more interested in the here and now than the future.  This year can also be a cocky year for many students where they become overconfident in their abilities.
  • A teenager of this age is often asking  “how”?  How do I bridge between myself and the world?  The process interests them.  How did the world come into being? How is “X” true?  How does this work?
  • There is a growing independence, especially often with branching out into driving a car or holding a part-time or seasonal job.
  • Teenagers  are more conscious of their clothing, their gestures, their behavior.
  • They no longer feel connected to their classmates, their teachers, their parents and feel vulnerable, lonely, not sure how to stand on their own. This is typically a hard year at school. They may completely change sets of friends as they struggle to find out who they are and may separate from their usual peer group.  For some students, this leaves them vulnerable to peer pressure and the behavior of the teenager can be very different this year than in previous years. This can be an age of super strong attachment to friends, especially different friends than in the past,  or to a love relationship. It can be an age of intense peer pressure and manipulation and of heartache in relationships.
  • They may completely change extracurricular activities
  • For those of you who follow Waldorf Education, there is a correlation between the nine-year change and this sixteen-year change. If you think back to how your child handled the nine year change, there may be a correlation as to how they handle this period in their life.
  • The maturation of the physical body has often slowed down by this point, the emotional chaos has also slowed down, but the teenager comes face to face with the idea of mortality. They may discover they have physical limits as far as lack of sleep, poor nutrition, being a perfectionist, carrying too many activities. Sometimes teenagers end up sick during this period because they are doing way too much, and being sick actually affords them time to step back and come up with priorities and choices that reflect these priorities.
  • There may be spiritual questions, philosophical questions but other teens may be more into having a thrilling physical life. Sometimes this can lead to poor choices and dangerous situations, including use of alcohol and drugs, teen pregnancy and other situations.  If they can experience their own mortality, their own spiritual separation and resolve it in a healthy way, they can participate in the world and find the answers to their spiritual questions in ways that are satisfying.
  • Around 16, the brain is usually fully capable of thinking in abstractions, in generalizations and can compare, contrast, analyze and synthesize information. They may still want to debate on things before they have all the material digested, and often come off as arrogant to adults.  They love finding flaws in adult reasoning, but at the same time, adults are blamed less and less and instead it becomes more important to  the adolescent how he or she takes responsibility for things.
  • The challenge to find a new way of relating to life during this time period can lead to crisis in many arenas – eating disorders, sexual relationships, alcohol, drugs and tobacco, etc but most important is that the child knows they will never, ever be abandoned, and that with freedom comes responsibility.  House rules and boundaries are still important – school and work are integral parts of life.
  • After this phase, one sees a time of distinct ACTION. The action can come from what was gained and learned in the earlier years, and the years of 17 or so to 21 can be most fruitful.
  • This is a great article from the Wall Street Journal that talks about supporting development from ages 13/14 through age 17.

Blessings,

Carrie