Summer School Ready for High School

Well here you are!! Ready to step into a world with more independence. This means managing your own time. You decided to work only 3 days a week for 3 hours so diligence and scheduling is the key!! 

Each day you will work on:
MATH Khan Academy
Extra Math
GUM from K12

You will have additional reading on the following topics
** History
** Science
** Literature

Don't forget we want to schedule in some creativity time!! You have LOTS to choose from..pinterest ideas - just make your own board with your name so you can find it easily.
we can teach you hand sewing, you can do painting, watercolor greeting cards sell for $1 a piece at most places just find something that interests you and pursue it!!


Your literature - they are numbered by days however we are starting in the middle. You have 45 lessons to complete. You have 43 scheduled days of school so anticipate completed 2 lessons a day at least twice over the course of the summer.

Day 21

Reading

1. Just listen to a poem by E. E. Cummings. Click on the play button.

Writing

1. Read the last page of this pdf on types of poetry.
2. We’ve looked at how poems can create moods, feelings. Both of these types of poems you just read can create moods or feelings.
3. Write one diamante and one sensory poem following the directions carefully.

Day 22

Reading

1. Just listen to a poem. Click on the play button.

Writing

1. Scroll down to where it says “Rhyming” (toward the bottom).
2. Read the section with the examples.
3. Write a couplet, a triplet and a quatrain.

Day 23

Reading

1. Just listen to a poem. Click on the play button.

Writing

1. Scroll down to Limerick.
2. Read the section and examples. Read the examples out loud to get a sense of how they sound (what they are talking about with the Us and Ss; it’s just about how it sounds).
3. Write two limericks.

Day 24

Reading

1. Just listen to a poem. Click on the play button.

Writing

1. Scroll down to Haiku.
2. You can use the links for more help and ideas.
3. Write two haiku poems.

Day 25

Reading

1. Pick a poem to read.

Writing

1. Scroll down to Explorer Poems.
2. Here is where you can read her students’ explorer poems. Read some of them.
3. Write a poem with facts from either what you are learning in history or in science.

Day 26

Reading

1. Read A Song.
2. What does it mean that there is “ever a song somewhere”?  (Answers)

Writing

1. Write 10 of your poems into a book. Work at a computer you can print from. Make sure everything is spelled correctly. Give it to your parents to hold onto. This might be something for your portfolio.

Speaking

1. Read through this page out loud acting out the different ways to say the sentence. When it writes “quarrel” slanting upwards, that means your voice goes up (like when you ask a question.) See if you can follow their directions and make yourself sound excited, surprised, etc.

Vocabulary

1. Do this vocab matching game.

Day 27

Reading

1. Read The Journey of Life.
2. It says that it’s an allegory. At the end it says that an allegory is a truth told in the form of a story. The story is a traveler going down a path, walking through a wood. What is the truth being told?  (Answers)
3. The people he meets along the way are all parts of his life. What are the parts of his life we see on the journey?  (Answers)

Writing

1. Write examples of each of the following: simile (day 11), metaphor (4), anthropomorphism (17), declarative sentence (17), interrogative (17) sentence, exclamatory sentence (17), imperative sentence (17).

Day 28

Reading

1. Read Try Again! and True Manliness.
2. Answer the questions at the end of Try Again. For the last question think about what motto you would want to live by. You don’t have to say, “Try again!”    (Answers)
3. What qualities always go along with true manliness?  (Answers)
4. Read the vocabulary lists at the end of each story. Here are two in particular we’ll focus on:

• languid  — feeble
• amply —  fully

Writing

1. Write an anthropomorphic story. Look around the room you are sitting in. Choose an inanimate object, something that’s not alive. Write a short story as that object. Use the word “I” like that object is the one thinking and speaking in the story. For example, I’ll choose the laptop I’m working on. I could write: All day I’m stared at. How rude is that! If that weren’t rude enough, then they sit there and poke at me…

Day 29

Reading/Vocabulary/Writing

1. Read The Miller of the Dee and A Boy on the Farm and Meddlesome Mattie.
2. Read the definition sections as you come to them. Here are a few we will add to our vocabulary list.

• indispensable – absolutely necessary
• perpetually — continuously
• economize — save money by doing things in a way that costs less

1. What was the miller wrong about?  (Answers)
2. How much value do chores have according to the author?  (Answers)
3. Do the first part of the Exercise at the end of Meddlesome Mattie.
4. A snuffbox is a box for holding snuff. Snuff is powdered tobacco (what’s in cigarettes.) It says it was written almost 100 years ago. Go to the beginning of the book and look for the copyright date. It’s before the Preface. About when was the story written?  (Answers)

Day 30

Reading

1. Read The Eagle and The Old Eagle Tree.
2. Read the definitions and do the exercises.

Vocabulary

1. Here are words to remember from these stories:

•  immense  - very great
• dispersed  – scattered
• unavailing - useless
• clamorous - noisy

Writing

1. Write a short story using all of the vocabulary listed immediately above. If you can include any words from days 28 or 29, go get a high five and/or a hug.

Day 31

Reading

1. Read A New Kind of Fun and Two Ways of Telling a Story.
2. What new kind of fun did the student find?  (Answers)
3. What are the “two ways of telling a story?”
4. Do the exercises out loud at the end of the second story.

Vocabulary

1. Do this PuzzleFast vocabulary crossword puzzle.
2. New words:

• capsize   overturn
• venerable   deserving of honor and respect
• populous   full of inhabitants

Day 32

Reading

1. Read Harry’s Riches through the Indian legend.
2. Summarize each of the four readings.

Grammar

1. Take this adjective quiz.
2. Check your answers (unit 4) when you are done.

Day 33

Reading

1.  Read Harry and His Dog through The Tempest.
2. Do all of the exercises.  (If you aren’t sure of the first answer, look in the last paragraph.)

Vocabulary

1. Here are some more words to remember:

• inverted  upside down
• vigilant   watchful
• subside   become quiet or calm
• generation   people born within the same time period

 Grammar

1. Play Power Proofreading. Choose 5th grade. Choose Luke’s Music Talk. *this should be an easy review

Day 34

Reading

1.  Read An Adventure with Wolves  and The Old Oaken Bucket.
2. Do the exercises after the poem.  (Answers)

Writing

1. Find a simile in the first story. (hint: look on the second half of page 98)
2. A simile is a description using like or as. What is the author describing?
3. Rewrite that part of the sentence. “I….like a….”

Grammar

1. Take this grammar quiz. (The answer to number 5 is b.)
2. Check your answers (units 1-4) when you are done.

Day 35

Reading

1. Read America’s national anthem. Read the whole thing, but the song ends after “brave?”
2. Read the definitions at the end.
3. Sing the anthem with your family if you like.

Vocabulary

1. Do this vocabulary matching game - game 2.

Writing

1. Write a short story using at least three of the vocabulary (bold) words from day 31 or day 33. Get a high five and/or hug if you use five or more.

Day 36*

Reading

1. Read Burning the fallow and Piccola and The Mountain and the Squirrel.
2. Here is a picture of burning the fallow, setting fire to uncultivated land to clear it. It is a technique that’s been used a lot but should never be used on a hot, windy day. Why, do you think?
3. Retell the story of each.
4. Reread the first sentence of the first story. Make a guess as to what sultry and abate (abating) mean from the context of the story. (Answers)
5. What is the simile in the first sentence?  (Answers)
6. Any idea of what that simile means? Here is one definition of billow. (Definition: a large sea wave, although it usually refers to a big cloud) Now what do you think it means?

Vocabulary

1. Do the vocabulary 3 matching game. (My son picked out the all red background.)

Writing*

1. *We’re going to start writing a five-paragraph essay. Choose a topic you are studying for school in history or science to write about. Print out this flower organizer and write a fact about your topic in each petal.  Write your topic in the middle or at the top of the page.

Day 37

Reading

1. Read “Strange Stories of Ants.”
2. Tell someone some of the strange stories of ants.

Writing

1. Do you remember what the five paragraphs to a short essay are? (answer: introduction, 3 main points, conclusion)
2. Today choose your three main points. To do that look at your facts. Can they be organized into three topics? If one doesn’t fit, it’s okay to leave it out. You need at least two facts for each point you want to make. Write the numbers 1, 2, 3 and mark which facts go together. On the back of your page write what your three points are going to be. For instance, for an essay on the pyramids on the back write, “1. The pyramids were made by workers, not slaves.” Then write the number 1 on the petal facts that would go with that topic. (Example 1. Workers were paid with bread and beer.)

Grammar

1. Try this noun exploration game. They are going to show you two choices. You pick the one written correctly. Some of them are plurals and you have to pick which is spelled correctly and some are abbreviations, like Mr. or in. for inches. Do your best.

Day 38

Reading

1. Read The Four MacNichols.
2. Tell someone the story. Make sure you explain who the characters are, where and when it takes place and what happens in the beginning middle and end.

Writing

1. Write your introduction. The first sentence should catch the readers attention. Use a strange fact or ask a question or use an interesting quote. Then say something about your topic but don’t give your facts yet. The last sentence is your thesis statement, your topic sentence. This sentence tells what your essay is going to be about. Don’t write, “My essay is about…”
2. Here’s an example.

• You’ve seen pictures of pyramids, right? Did you know that each stone in a pyramid weighed as much as a car? The pyramids were built with a lot of hard work, but also with a lot of intelligence. The pyramids were an amazing feat of engineering.

1. Did I get you interested with my questions and interesting fact?
2. What is my thesis or main topic?  (answer: The pyramids are an amazing feat of engineering.) 

 

Day 39

Reading

1. Read “The Ride to London” by Charles Dickens.
2. Read the last paragraph of the story out loud for an audience. Say, “Yoho!” with enthusiasm! Practice reading out loud to yourself first so you can read it fluently.

Writing

1. Today write one of your middle paragraphs. Decide what order they will go in to make the most sense.
2. Your first sentence should be your topic sentence, your main point. (Ex. You might imagine that the pyramids were made by slaves, but really they were built by paid workers.)
3. Then you write your facts. Try to write three sentences for this part, but I would rather you write two long sentences than three short ones.
4. Then you write your conclusion sentence.  Ex. Pyramid workers not only were not slaves, but they had comfortable lives and also the noble purpose of serving their king.

Grammar

1. Try this pronoun quiz.

Day 40*

Writing*

1. *Today for reading and writing you are going to complete these worksheets on similes.

Vocabulary

1. Do this vocabulary matching game - game 2.

Day 41 

Reading

1. Read On the Banks of the Tennessee,  Good Will and The Good Reader. Make sure you read the definitions.
2. Do the exercises for Good Will. (J write the answers) (Answers)

Vocabulary

1. Do the vocabulary 3 matching game. (My son picked out the all red background.)

Spelling

1. Play this spelling game. Choose intermediate.
2. Play word builder. Make sure you read the directions!

Day 42

Reading

1. Read The Golden Touch. Stop at page 220 at number VI. You will finish it tomorrow.
2. Tell someone what happened so far.
3. What was his biggest fault?  (Answers)
4. What do you think is going to happen?

Grammar

1. Today do Power Proofreading. Choose 5th grade and “The Morning News.”

Writing

1. Today write the next of your middle paragraphs. Below are the directions I gave you yesterday.
2. Your first sentence should be your topic sentence, your main point. (Ex. You might imagine that the pyramids were made by slaves, but really they were built by paid workers.)
3. Then you write your facts. Try to write three sentences for this part, but I would rather you write two long sentences than three short ones.
4. Then you write your conclusion sentence.  (Ex. Pyramid workers not only were not slaves, but they had comfortable lives and also the noble purpose of serving their king.)

Day 43

Reading

1.  Finish reading The Golden Touch.
2. Tell someone the rest of the story.
3. Were you right about what was going to happen?

Grammar

1. Take the pronoun quiz. This is easier than the last one.

Writing

1. Today write the last of your middle paragraphs. Below are the directions I gave you before.
2. Your first sentence should be your topic sentence, your main point. (Ex. You might imagine that the pyramids were made by slaves, but really they were built by paid workers.)
3. Then you write your facts. Try to write three sentences for this part, but I would rather you write two long sentences than three short ones.
4. Then you write your conclusion sentence.  (Ex. Pyramid workers not only were not slaves, but they had comfortable lives and also the noble purpose of serving their king.)

Day 44

Reading

1. Read The Gentle Hand.
2. Tell someone about the story. Why does it have its title?

Grammar

1. Take this verb quiz. If you get it wrong, read the explanation. (You can read the explanations if you get it right as well.)

Writing

1. Today write your conclusion, the last paragraph of your essay.
2. The first sentence of your conclusion should retell your thesis statement or topic sentence from your introduction. DON’T just copy the sentence, though. Tell it in new words.
3. Your paragraph should have three to five sentences.
4. The last sentence of the paragraph should tell us why you wrote about it, what’s so important about this, why should we care about this…Make some sort of statement. Here’s my example of a conclusion.

• The pyramids are remarkable considering the time they were built in. Other cultures remained primitive while the Egyptians were engineering colossal wonders. I think the pyramids prove that God was right when he decided to confuse the languages of the people on earth. He said, “Nothing they plan to do will be impossible for them.” (Genesis 11:6b NIV1984)

Day 45*

Reading

1. This is your last story in this book. This is a very famous story. I’m linking to another version online that has pictures. If you want it read to you (with the pictures and everything) as you read along, use this version.
2. “Some researchers believe that the tale has inspired the common English phrase “pay the piper“. To “pay the piper” now means to face the inevitable consequences of one’s actions, possibly alluding to the story where the villagers broke their promise to pay the Piper for his assistance in ridding the town of the rats.” This is a quote from Wikipedia. What consequences did the townspeople have to pay because they broke their promise? (Answers)

Writing*

1. Edit your essay.
2. Here is an editing checklist. I would just add that there are connecting words to transition between the paragraphs.
3. Add a title, your name and the date. Print your essay when you are sure it’s your best. Give it to your parents to add to your portfolio.