Semester 2 Week 12 update

Three weeks left!
This week we have a regular class.
The first week of May we bring in Notebooks and final Essays and we hold a Music Quiz.
The second week of May we present our Music Lectures and hold a Challenge II Jeopardy.
 
Those that wish to sign up for Stanford testing with CC in May must do so by this week (contact Mrs. Knighting).
For our last class day in May, we should plan on sharing snacks for a party.

Debussy - www.prezi.com 

Stravinsky - www.cballet.org

Homework Review – complete before semester 2 week 13 class
Algebra 2	Lessons 104-107. Bring one math question from your own math book to put on the board.
Latin	Ch. 28, Translate lines 118-209 Invasion of Britain (5 lines per student)
History/Music: Gift of Music Class. Music	We will continue to add composers to our Timeline. GOM - Ch. 26 + 38 (Debussy + Stravinsky) CMD – Finish Chapters 11+12
Music Lecture	Gather your three music genre examples and start writing your speech outline.
British Lit. WAS Essay	Finish Hobbit Words Aptly Spoken pgs. 141-146 (Bethany & Wayne are picking week 13 questions) Using “Hero” definition, examine characters from Hobbit and Out of the Silent Planet.
Biology:	Read Chapter 16 (Read up to 520, work on Bird Identification Exp. 16.2) Remember: Type ANY 4 dissection experiments for your formal reports.
Drama	Arsenic & Old Lace - Bring your book to class.

Remaining Assignments for Challenge II:
Algebra – 12 lessons
Latin – 2 lessons and “Invasion of Britain” translation
Music History – 1 week GOM & CMD readings
Essays – 1 Music History & 2 British Literature
British Literature – The Hobbit, & Screwtape Letters
Biology – Ch. 16 (experiments: bird identification)
Drama – Arsenic & Old Lace
Music Lecture Presentations – May 7 or 8
Western Cultural History Notebook with Art/Music Folders, Lab Journal

Algebra II – A few small samples of graphing parabolas, working long division with variables, and revisiting working with percentages (selling price = dealer’s purchase price + mark-up). We also spent a portion of the class working two very cool mastermind problems that involved using and manipulating math symbols (+- x ÷! and √) to problem solve.

 

 

 Latin II – Last week we studied gerunds (verbal nouns) and this week we finished with gerundives (passive verbal adjectives). A word that is normally a verb can be used as a description – especially in purpose clauses.

 

History/Music – We studied music theory and music analysis. Our Composers this week were Mahler, Ravel and Prokofiev. They wrote music at the end of the Romantic Era as it merged into the Modern Era.

 

Music Lecture Presentation (a five minute talk with short sample music clips).

*Critically analyze 3 music styles in terms of their cultural context).
*How do the three styles add or subtract to culture?
*Should this music be passed on to friends, parents, pastors or grandchildren?
*How do the three styles stimulate the emotions or imagination?
*Define genres by instrumentation, composers, history and rhythm.
*Define the styles by their contribution to culture and their impact.
*Persuade others that music matters to God, culture and people.

Matthew volunteered to play Debussy’s Syrinx for us – amazing job!

British Literature – We read Hobbit prelude information about the devices and conventions used in Science Fiction and in Fantasy stories. C.S. Lewis and J.R.R. Tolkien challenged each other to write a science fiction book and a time travel book. The students found it interesting this week to find out that J.R.R. Tolkien was a Philologist (a linguistics professor that studies historical languages) and that C.S. Lewis made the hero of his own book a philologist that gets kidnapped and sent to Malacandra (Mars).

Biology – This week we covered Class “Reptilia” (reptiles like: turtles, lizards, snakes, crocodiles, and alligators). We discussed reptile similarities (endothermic, scales, lungs, 3-chambered heart and amniotic eggs with leather shell) and a few differences (hearing, limbs, scales, eyelids, venom types). We also started discussion about Class “Aves” by reviewing chicken egg development. We passed out handouts that covered the developing chick at 24 hours (notochord – spine and neural fold – brain), 48 hours (digestive parts, heart, brain divisions, arteries, eyes and ears) 72hours (kidneys, lungs, wing buds and leg buds), and 96 hours (starts maturing as the main organs have all formed). We’ll study more about birds next week and our final week we will finish with mammals.

Before we get to debate photos - here are few downtime photos (and, yes, they did descend from the tree as we found a much better recess alternative – thanks, Pastor Dan!)

 

 

 

 

 

 

 

Debate – the long-awaited date arrived! The students did a great job. They came prepared and rallied to fill in for missing teammates. The final decision came down to a mere 2 points between the campuses. The proposal “Rescuing great cultural or artistic achievement from theft or destruction is worth risking one’s life” was definitely thought-provoking and challenging for the students. Debates that focus on values tend to be subjective and take some skill to be able to persuade others. So many hard-core values (sanctity of life, quality of life, individual freedoms, preserving cultural or national art, saving civilizations) still need an ultimate authority declaring any of these valuable. Arguing that life or art is valuable is difficult unless you can also prove it (as a side note, Scripture is not used in Lincoln-Douglas debates unless the proposal specifically includes Christianity). Here are your future lawyers: