
Eva has started Kindergarten, and right now is on week two of the curriculum. Last week the letter was “S” and the science theme was “sun”. This week the letter is “M”, and the theme is “Moon” (they introduce the letters most often used first, rather than chronologically, so that kids can start sounding out small words within a few weeks). So far it’s been pretty successful. Eva has learned all about light and shadows, and loves to show me how she can duplicate the process with a flashlight. Now she’s learning how the moon reflects the sun’s light and the names of its phases. She’s also learning how to hold her pencil properly and improve her penmanship when she writes her letters (which she already knew), and is doing basic math exercises. We’ve also talked about how Jesus is the Light of the world, and we are supposed to reflect His love just like the moon reflects the sun’s light. Every week has a series of worksheets, recommended activities and simple experiments, and a list of books to check out from the library which further illustrate the theme. Amanda likes to join in, so I make photocopies of the worksheets for her to scribble on and let her help with the activities (like drawing the moon’s phases with white crayon on black construction paper).

Eva’s curriculum may be pretty straightforward, but when it comes to the Journalism class I’m teaching at our local “Monday School” home school co-op, it’s a work in progress. How much can you teach in just 8 weekly 45-minute sessions? More than I originally thought, apparently. I have seven students, ages 12 to 16, and figured out pretty quickly that my lesson plan wasn’t challenging enough for them, so now I’m taking one week at a time when it comes to class prep. The first day I ended up covering two lessons: different types of media and news sources, the role of the “gatekeeper”, headlines, bylines and leads, and the “5W’s & H” (who, what, when, where, why, & how). The second week we talked about the difference between news and features, “hard” leads and “soft” leads, and what makes a story newsworthy (timeliness, proximity, impact, etc.). Then I had them practice identifying elements in printed news stories and writing their own headlines, bylines and leads. Next week I’m planning to have them look at several different versions of the same news story, and see if they can differentiate how the stories are covered based on the audience each paper or news station is trying to reach, the frequency of their publication/broadcast, the region they cover, and which elements each emphasizes as the most important points in the story, etc. I know they’re interested in putting together their own paper, but I’ll have to see how we can do that with just my laptop and a borrowed printer.