Bittersweet Kindergarten . . . . it's that time of year again!  I hear it every spring during school registration and then every fall as the first day of school approaches.  "I can't believe he's old enough to go to school.  He's still my baby!"  "I'm not ready to let her go!" "I wish I had more time at home with her."  What if he likes his teacher more than he likes me?"

I was no different when my first baby turned five years old.  I cried real tears.  I wasn't ready.  I had waited so long for him and I wanted more time with him.  Those around me expressed sympathy and even empathy, but remarked that it just had to be.  Kids have to go to school.  One simple question, in response to that statement, began my homeschool journey:  "Why do kids have to go to school?  Why?  Why at age five?  Why in August?  Why all day, five days a week?  Why can't parents be more invovled in the classroom education?  Why does someone else have the right to raise my child?"

The answer to those questions surpise most people.  The answer is simple:  they don't HAVE to.  The maximum age for compulsory school attendance varies from state to state.  The age was eight in the state I lived in at the time.  Everyone around me was convinced it was six!  Why?  Just because everyone else sent their kids at age six.  It was a tradition that had become an expectation.  Kindergarten aged children do not HAVE to attend class all day.  Remember half-day kindergarten?  It used to be the norm.  When I had foster children in kindergarten, I only sent them half a day.  I had to fuss with the administration, and the teacher was not happy, but I thought it best for a child that age to be nurtured within the family structure.  That particular teacher deliberately arranged her class schedule so the morning, which was when my daughter went, was filled with boring academics.  The afternoon was for fun, and the teacher made sure my daughter knew that every lunchtime when I picked her up.  "But Mommy," she would say, "Why can't I stay to play with playdough?"  Needless to say, we made our own playdough as a family, and we had a great time!  I found it disturbing how the government school (public schools are funded by the governmnet, hence the term 'government school') worked to manipulate my child to influence her away from the family.  (On a side note, check out the book "Government Nannies.")

If you are feeling pressured to send your child to school before you are ready, take a step back.  You do not have to follow the crowd like a sheep.  There are many other options.  Wait a year.  Or two.  Homeschool for a year or two, and then enroll them in public school.  Keep them home, just playing (I recommend reading "A Thomas Jefferson Education") and then homeschool more formally when they are older.  You can homeschool any way you want.  See previous postings to this blog.  Do a google search for homeschooling.  Start asking around and you will find homeschoolers in your area to talk to.  If, after you have stepped back and considered other options, you still want to enroll your child in Kindergarten, you will be much more confident in that decision, because it will truly be, YOUR DECISION!

Week # 4 of homeschool lesson plans for pre-K.  Have you wondered what happens if Day 1 does not correspond with a Monday, or Day 2 with a Tuesday?  You just move on.  You work Day 1 the first day you have an opportunity.  If the next day is filled with dentist appointments, you do Day 2 the day after that!!!  Homeschooling can be very flexible.  A week can take longer or shorter than a calendar week. 

I again recommend Tobin's Lab, which is a wonderful resource for all things science.  The possibilities for reptiles and frogs are endless!!! 



The book "Pets in a Jar" is also priceless on a subject like this, especially if your student is a boy!  One day when my son was around 7 years old, I walked into my bathroom to find the tub filled with dozens of frogs, toads (he assures me there is a difference!), turtles and skinks.  I handled it perfectly!!  I took a deep breath, walked out of the bathroom, and told my son to have them all out of the house by the time I wanted to take a bath!!!!  It was a great moment!  I wish I could have reacted so perfectly to so many other situations as they were growing up.  Oh well, . . .  






WEEK #4: Reptiles/Amphibians

Day 1:

Math: MUS lesson(s); play Sum Swamp (link by Day 5)
Language: Explode the Code lesson(s); read aloud time; Draw Write Now
Science: Teach some characteristics of reptiles. Reptiles are cold-blooded – they cannot warm themselves so they sit in the sun if they are cold, or they go to a cool place if they are hot. That is why you find turtles and snakes on the roads.
History: Read about Moses and Aaron before the Pharaoh, turning the stick into a snake. Add to the time line.
Field Trip: Go to public library and check out reptile/amphibian books. Go to local pet store, asking the clerks to get a reptile out for your child to touch. If you’re really brave, buy a pet reptile!!!
Life Skills/Home Ec: Make Playdough.
Art:  Make snakes out of playdough.


Flour 3cups
Salt 1 1/2 cups
Water 3 cups
Vegetable Oil 2TB.
Cream of tartar 1TB.
Food coloring few drops or unsweetened "Kool-Aid" 1pkg.

Mix ALL of the ingredients in a large saucepan.
Cook over medium low heat, until the dough comes away
from the edges of the pan and it becomes difficult to move the spoon. Remove from heat. Cool until it can be handled.  Place on counter or wax paper knead 3-4 times.  Store in an air tight container.


Music: Sing ‘Sneaky Snake’ Youtube by Tom T. Hall
REMEMBER TO PLAY!



Day 2:

Math: MUS lesson(s); play Sum Swamp (link by Day 5)Language: Explode the Code lesson(s)
Science: Teach characteristics of amphibians. During their lifetime, they live both in water and on land. Teach that amphibians go through metamorphosis like some insects do. P.E. Go to a local creek or pond, looking for tadpoles, frogs and salamanders. Don't forget to turn over rocks!  Play Leap Frog on the way home.Cooking: Cook frog legs for dinner. Or turtle soup. Or eat some rattlesnake – it tastes like chicken, ya know! (In all honesty, there’s no way I would do this one!!)Music:  "Froggy Went a Courtin" Youtube
PLAY!!!Day 3:

Math: MUS lesson(s);play Sum Swamp (link by Day 5)
Language: Explode the Code lessons(s)
Science: find reptile and amphibian toys, and sort into the appropriate category.
Geography: Find the Galapagos Islands on the globe. Share a book about the giant turtles.
Art: Make a life-sized giant turtle. Print shops or Newspapers often have end rolls of paper to give away or purchase cheaply. This is an excellent resource.
HAVE FUN!!!!










Day 4:
Math: MUS lesson(s); play Sum Swamp (link by Day 5)

Language: Explode the Code lesson(s); read aloud time
Science: Desert reptiles. What makes them suited for life in the desert? How do they survive?
Geography: Find several major deserts on the globe. Which desert reptiles live in each one?
P.E.: Play in the sand.
Reading Activity: Pile all the reptile/amphibian books in the middle of the floor, then walk away. When the students begin going through them, join them on the floor. Resist the urge to direct them to a certain book, or to read one to them. Let them lead this activity, and only read when asked to.
DON'T FORGET TO PLAY!Day 5:

Math: MUS lesson(s); play Sum Swamp
Language: Explode the Code lesson(s); Read aloud time
Science: Review the characteristics of reptiles vs amphibians. Which ones live around your home?
Life skills: 1st aid for snake bites
History: Moses spent time in the desert prior to The Exodus.  How would he have survived?  Would he have eaten any reptiles?  Review the story of the 10 Plagues, the day of the frogs.  Place on time line.  (See next post for an essay on time lines.)



That's one month's worth of lesson plans all laid out for you.  They can be used as presented here, or as a model for you to design your own homeschool.  Please notice that the basic premise here, for ages pre-K, is to have fun.  There are some academic principles presented, but keep it fun.  They have plenty of time to prepare for their SAT's and ACT's!!!  However, do not underestimate your kids.  Some of them will want to go deeper into these topics, some won't care at all.  It's all good!  They're only about 4, so let them be kids!!!

Week #3 - FISH WEEK!!!!!  How gross can you handle?  Obviously you have to go fishing this week, and that means worm guts, pulling the hook out of the fish guts, scooping the fish guts out of the fish, and then pretending you have an appetite while you eat the fish.  Yuck!!  A day in the life of a homeschool mom(dad)!  Here's a good resource for all things yucky:  Tobin's Lab.





DAY 1:
Math:  MUS lesson(s)
Language:  Explode the Code lesson(s); Draw Write Now; read aloud time.
History:  What day of the week were fish created?  Read about Jonah and the whale (or other fish stories from your own culture.)
Art:  Pick a Fish Craft
Field Trip: Go shopping for dinner ingredients, and stop by the library for fish books!!!
Life Skills:  Allow your child to be very involved in making dinner tonight, teaching proper hygiene when handling raw fish.  It's best to eat fish before you actually go fishing!!!  Broiled Tilapia Fillets:  Brush raw tilapia fillets with melted garlic butter.  Bake not more than 10 minutes on each side.  Do not over cook.  It should be slightly browned.  Serve with fresh garden salad and Garlic Cheddar Biscuits: 

Ingredients
2 1/2 cups bisquick baking mix
1 cup cheddar cheese finely grated
3/4 cup whole milk
2 tablespoons Butter melted
1/8 teaspoon garlic powder
1/4 cup Butter melted
1/2 teaspoon garlic powder
1/2 teaspoon dried parsley flakes
dash salt

Preparation
1. Preheat your oven to 400 degrees.
2. Combine Bisquick with cheddar cheese, milk, 2 tablespoons of butter that has been melted in the microwave, and 1/8 teaspoon garlic powder in a medium bowl. Mix until well-combined.
3. Drop approximately 1/4-cup portions of the dough onto an ungreased cookie sheet.
4. Combine 1/4 cup butter with 1/2 teaspoon garlic powder, parsley flakes and salt. Brush this mixture over the tops of each unbaked biscuit.
5. Bake for 14 to 16 minutes or until the tops of the biscuits begin to turn light brown. Serve warm.

Don't forget dessert -Edible Aquarium
And don't forget to play!



Day 2:
Math:  MUS lesson(s)
Language:  Explode the Code lesson(s); read aloud time
Science:  Did you start something from Tobin's Lab?  Continue it today.
Field trip/life skills:  Buy a goldfish and bowl, or aquarium.  Create a chore chart for your child to take care of the fish.  Perhaps your child can do something for you to earn the money to buy his own fish.  This will greatly add to the child's sense of independence and ownership, fostering responsibility. 
Play!






Day 3:

Math:  MUS lesson(s)
Language:  Explode the Code lesson(s); Read aloud time
History:  Talk about how the early Apostles fished (or ancient fisherman in general.)  Compare that to pictures of modern commercial fishing. 
Art:  Draw the fish as a symbol of Christianity and explain it's history (assuming this is part of your culture.)
Music:  Sing fish songs
Remember to play games!




Day 4: 

Math:  MUS lesson(s)
Language:  Explode the Code lesson(s)
Science:  Teach the difference between sharks (fish) and dolphins/whales (mammals).
Field Trip:  (You knew it was coming!)  GO FISHING!  Be certain you are not out of laundry detergent!  Alternate field trips ideas:  local nature center, local aquarium or zoo, pet store
Remember to laugh!!



Day 5:

Math:  MUS lesson(s)
Language:  Explode the Code lesson(s)
Science:  Teach fish defense mechanisms Fish That Play Tricks (Creatures All Around Us)
Geography:  Some fish live in ponds, some in rivers, some in oceans.  Explain the differences.  Find them all on a map.
Have fun!

Brief update:  In trying to establish an on-line presence, I intend to start a website (that I hope you'll find very interesting!)  But in the process, I've experimented with some on-line names.  My real name is Robin, but my last name will never be rememberdc or spelled correctly if people try to find me.  So I tried Robin Ann (my middle name) but when I googled it, a designer came up right away and she has lots of stuff going on.  For me to use Robin Ann will only confuse things.  So I'm going to try my initial choice - Sadie Cope.  That name is in memory of two of my great-grandmothers.  It's simple, yet catchy. Easy to spell, yet a tad unique.  Unfortunately, as I created a Google Profile, Sadie Cope was taken, so I used SadieAnnCope.  I'll try to get a domain name secured soon, and hopefully, when I attain my 15 minutes of fame, that will be the name you know me by!!! I'm unable to change the address to this blog site, so eventually I'll start another one with SadieAnnCope.  I'll give lots of warning, and try to make the change as smooth as possible!!!

It's 3:03 in the morning!  I think I'm gonna go to bed!!!!! 

Week #2!!!!  Please remember it's best to use this, and all other curriculums or lesson plans, as a guideline, adapted to your family, your culture, and your students.  Keep in mind I am an American Christian, so my ideas are rooted in that culture.  Feel free to modify according to your own culture and belief system.  Also modify activities and field trips to fit your climate and your locale.  You may not be able to visit a zoo, so be creative and think of something else.  Remember, you know what is best for your child!!! 

Notes on the lesson plan for Week #1:  Under resources, add things like an ant farm, raising ladybugs or butterflies.  You order these kits, and they are mailed to you.  This needs to be planned ahead so you have them on hand for Insect Week.

With all ideas and suggestions, you may have to do some of your own research to find something that will work for you.

Insects:

Day 1:
Math:  MUS lesson(s); Count insect legs; focus on the number 6 this week.
Language Arts:  Explode the Code lesson(s); Read aloud time; Read The Grouchy Ladybug, by Eric Carle.
Science:  Teach the characteristics of insects, focusing on the fact that all insects have 6 legs.  They also lay eggs and are cold-blooded.
History:  Teach the impact of grasshoppers/locusts on pioneer crops.
Art:  Select a pres-school craft or do Draw Write now about insects.
P.E.:  Catch grasshoppers.  Do not catch butterflies because it rubs powder off their wings and causes damage.  Butterflies can be followed though.
Activity:  If you previously ordered an insect kit, set it up today.
Remember, PLAY!





Day 2:
Math:  MUS lesson(s)
Language Arts:  Explode the Code lesson(s); (May substitute a Draw Write Now page); Read The Hungry Caterpillar, by Eric Carle.
Science:  Teach about metamorphosis.  Butterflies are an excellent example.
History: Read the story of Moses and the Ten Plagues (or another story unique to your own culture)
Music:  Sing "The Ants Go Marching," The Ants Go Marching Youtube!
Don't forget to PLAY!






Day 3:
Math:  MUS lesson(s)
Language Arts:  Explode the Code lesson(s), Read aloud time
Science:  Teach about camouflage among insects; work on insect kit if applicable
Geography: Find the land of Moses and the Ten Plagues on a map (or substitute with something specific to  your own culture.)
Art:  Use playdough to create insects, make the shape of a six, etc.; Continue crafts as desired; Draw Write Now
P.E.:  Go outside and turnover rocks and logs, looking for . . .  insects!!  If you live in an area that has poisonous snakes or other dangerous creatures, be sure to stay with your child and perhaps turn the rocks over with a long-handled tool first.
Field Trip:  Go to library and let the student select insect books.  Don't worry if they select something above their level.  They will learn from the pictures, they will learn that reading is something to look forward to, and they will also know they are capable of older level books, because they are already checking them out!
Movie:  National Geographic's Geokids: Camuflage, Cuttlefish and Chameleon
PLAY!!!

Day 4:
Math:  MUS lesson(s)
Language Arts:  Explode the Code lesson(s); Read aloud time and/or Draw Write Now
Science:  Teach about defense mechanisms among insects.
History/Geography:  Teach about Boll Weevils and their effect on cotton crops and locate the areas in the U.S. that grew or grow cotton.
Music:  "The Old Lady That Swallowed a Fly;"
Life Skills:  Discuss pest control safety and how to call poison control; Discuss the importance of cleanliness to prevent infestations.
Don't forget to PLAY!






Day 5:
Math:  MUS lesson(s)
Language Arts:  Explode the Code lesson(s); Read aloud time
Art: Draw Write Now; continue craft project
Activity:  work on insect kit if desired
Life Skills:  Make cookies and put into baggies in groups of six and share with shut-ins or neighbors;  Make pancakes in the shape of a six, or make dollar-sized pancakes and eat in stacks of six.
And of course . . .  PLAY!

I promised specific lesson plans for your homeschool. First, some explanation. I am going to share some homeschool lesson plans based on the student's approximate age. The plans may apply to your child even though he may be younger or older than my description. These plans can be used or modified in any way, shape or form to suit the needs and interests of your family. It is best to use the plans merely as a guide, although they will be effective if used exactly as presented. Read aloud time is very important, but also very flexible. You can read anytime, anywhere. Take your book in the car to read when you have another adult to drive. Take the book to the doctor's office, dentist office, and anywhere you will have waiting time. You will be amazed at how many other children will gather around you to hear your story! You will feel like The Pied Piper, and all the other mothers will be impressed. Be prepared to answer questions about homeschooling!!! You are now a mentor!
Let's begin with pre-K. Generally speaking, VERY generally speaking, this group will include any student who is verbal, up to 6 years old. If this fits your 7 or 8 or 17 year old, so be it. This is a unit study, which makes it easily adaptable to all the students in your family, regardless of age. This will become more evident as more lesson plans are presented for other age groups. Resousrces are suggested and not required. Again, modify to suit your own purposes. Here is the first week of a 25 day homeschool lesson plan for pre-K, based on one month of four complete weeks:


RESOURCES: Animals toys; creation story color pages, video "Milo and Otis;" flannel board stories, picture books, etc.; Explode the Code; Pre-school crafts; Usborne Books; Draw Write Now; Math-U-See; public library;  craft supplies as needed;


MONTH 1: Animals and the Beginning of Time

WEEK 1: Mammals and the Story of Creation

DAY 1:

Math-Do the first lesson of Math-U-See. It is perfectally fine to do more than one page or unit at a sitting. As the month goes on, if the student understands the concept well, there is no need to complete each page of every lesson. It is alright to skip pages. Work at the child's pace.  Incorporate counting, sorting, finding patterns and simple math into all animal play all month. Count the toys, sort the toys, find patterns among the toys, etc.
Language Arts-Explode the Code Do as many pages as your student is interested in doing. If your student does not like the feeling of using pencils, use crayons, or markers. It is okay for the student to simply dictate to you, instead.  Not all children develop fine motor skills at the same rate; yet fine motor skills are not required to begin learning the alphabet and sounds of the letters.
Science-Explain the characteristics of mammals. Mammals have fur, give birth to their young, and feed their young with milk. Do not concern yourself with the exceptions to the rules at this age level. Let the students guess some mammals. Ask, "Can you think of a mommy animal that feeds her baby with milk?" "What animal has fur?" Watch the video "Milo and Otis" - warning: the movie does show the live birth of both kittens and puppies (That's why I like it!)
History-Read and explain the story of creation with your student. (If you prefer, teach Native American legends of the creation, or something similar from your own culture.)  Take special notice of the day the animals were created. Let your student pick out their favorite mammal and make that mammal an area of focus all week.
Art-Choose a pre-school craft that focuses on the student's mammal of choice. Offer the child two or three craft options, and let them choose. The child will be more empowered and therefore more interested in learning if they are interested in the topic.  Let the student lead out.  You might not begin the activity today (see day 2).
P.E.- walk through the neighborhood or around your yard or property, specifically noticing mammals. Talk about the habitats and eating habits of the mammals you see.  Most of all, PLAY!!


DAY 2:

Math-next lesson(s) in MUS
Language-next lesson(s) in Explode the Code; Begin reading aloud a book pertaining to mammals, specifically the child's mammal of choice, if possible.
History-Find a historical application for your child's mammal of choice.
Field Trip-Take a shopping trip to purchase the supplies for the chosen art activity. Incorporate basic road signs, talk about the route to the store, discuss the money involved. Let the child find the items in the store, asking a clerk themselves if necessary. Discuss the value vs price of the necessary items. Let the child count out the money and give it to the cashier. Ask if the change back is correct. Some of this math will be above your student's level, but it will expose her to the concepts. While you are out, stop by the local public library and let the child pick out books about mammals, again, focusing on the mammal of her choice.  Above all, PLAY!



DAY 3:

Math-MUS lesson(s)
Language-Explode the Code lesson(s); May substitute a Draw Write Now page; Read aloud time
History-Adam and Eve (Indians) wore clothes made of animal skins. What animals would be suitable? They also ate animals. What animals do you eat? If you are particularly crafty, you could make Adam/Eve costumes, or animal costumes.
P.E./Music-Listen to children's classical music while dancing like various animals. Elephant: Bend over at the waist, extending arms forward and down while clasping hands (trunk) and swing the 'trunk' back and forth. Move slowly like an elephant. Lion: crawl on all fours, roaring. Giraffe: extend arms far above the head, stretching and
 reaching for the ceiling to eat the leaves at the tops of the trees. Be creative! Most of all, PLAY!
 Art-work on craft as desired.



DAY 4:

Math-MUS lesson(s)
Language Arts-Explode the Code lesson(s); Read aloud time
Science/Life Skills: Allow the student to select a meal that includes meat, and assist in the preparation and cooking of the meal. Discuss appropriate hygiene when handling food, especially meat. Be sure to include the student in the clean-up - remember, the goal is teaching life skills, not getting the kitchen the cleanest in the most efficient time!
Activity-Pile the selected library books in the middle of the living room floor and walk away. Wait for the child to discover the pile and begin to look through them. Then sit down and go through them together.
Art-Draw Write Now; work on craft as desired
Don't forget to PLAY with the animal toys!


DAY 5

Math-MUS lesson(s);
Language Arts-Explode the Code lesson(s); May substitute a Draw Write Now page; Read aloud time
History/Geography-where does the mammal of the week live? Find it on the map and/or globe. What is the weather like there? How is that climate specifically suited to the mammal of choice?
Art-complete craft project and/or do a Draw Write Now page.
Field Trip (optional) Go to the zoo or a local petting farm. Perhaps there is a pet store nearby, or a friend/neighbor has new puppies.
Make-up day-complete anything you did not get finished earlier in the week, if desired.  PLAY!!

I had an interesting homeschool conversation last night. A dad is concerned that his homeschooled son (age 7) is not interacting enough with peers. Dad feels the son needs to go back to school to have friends, in order to be properly well-rounded. Mom was asking me what I thought. (I love it when people want to know what I think - I'm so vain, I probably thought this song was about me . . . um, sorry) My question to Mom was, "How many friends does it take to be socially healthy?" I'd like to know what you think. Is public school necessary to be properly socialized? How many friends does a child need to feel self-confident? Is self-confidence dependent on outside friends? I wrote some of my opinions and experiences in a previous blog post.

We also talked about the boy's 9 year old sister who is in public school. The girl is frustrated because her teacher will not let her work ahead in math, but is insisting she read 15 books in 9 weeks. The girl loves math and has an aptitude for it. Reading . . . not so much. Why can't the girl work up to a math level that will challenge her? Who picked the number "15" books to read in a 9 week period? Is it a bad thing if she reads 14 books in 9 weeks? What if she wants to read 20? Who makes these rules?????

What do you think? If you are thinking this cookie-cutter/conveyor belt approach to education sounds silly, you are ready to read A Thomas Jefferson Education. This is a book written by a homeschool dad, who was a late academic bloomer (he didn't read until he was 12!), now holds a PhD and is founder of George Wythe University in Utah. A Thomas Jefferson Education, aka TJEd, is an educational philosophy, not a curriculum. I am anxious for you all to read it, and then post your thoughts back here.