Y1 R lit smoothing progress?

[Renaissance Mom]

My oldest dd is doing R level work for the first time this year as we cycle back to yr 1. We are slowly ramping up our school work for the year and will add R lit into the mix next week. Fully realizing that the "smoothing" project is happening as staff time permits, I am hoping for a progress update. I am printing out student SAPs only as we need them hoping that the smoothed lit update will catch up with us soon. What's the latest and greatest?

Thanks,
Monica

[Pat]

Here's a recent thread on this:
http://www.tapestryofgrace.com/forum...Year-1-updates

I stand by encouragement to go ahead and use whatever is there now. Year 1 is fine to use. One of the more difficult areas for moms were the discussions which are easier to use in years after Year 1, BUT since you've already used them you should not struggle the way moms new to the program sometimes do with Year 1.

[Renaissance Mom]

Thanks, Pat. I had read that thread and am not waiting to start our R level work. I'm really not overly concerned about using it as written, either (this is our 7th year with Tapestry). Since this is our first year doing R work, however, I am certainly eager to access anything that will make our transition a tiny bit smoother -- especially in lit, my weakest area! I will wade in the best I can and pray that I don't bungle it for my bright but leary-of-R-lit daughter.

BTW, I applaud your willingness to answer so many moms' posts, Pat!

Enjoy,
Monica

[Pat]

- especially in lit, my weakest area!
Monica

Good news, on this front, to me the lit is likely the area where the least amount of change will be made as those discussions are the most similar to other year plans. The only thing missing in that area are plot summaries for the long works.

[DanaCinTN]

Hi all,
Well, Poetics and Frameworks are missing from Year 1 as well. That will not be updated with the Year 1 smoothing, but we are definitely looking toward making it like the other year-plans in that regard. That's in the future though, but I just wanted to make you aware of that difference.

Blessings,

[Renaissance Mom]

VENT ALERT!! (Plus Plea for Help)

I realize that this "smoothing" venture has now become an updated version to be released in time for the next buying season. However, I'm really struggling. As I posted earlier, lit is my weakest area. I was thrilled as we did D level lit the previous three years. I felt it was doing a superb job laying the foundation for further lit studies for both my daughter and for me. I was so excited to transition to R level work (finally!) and spent a good bit of time employing the trimming/cutting chart, trying to balance work load overall, scanning lit discussions, pre-reading the Words of Delight assignments, etc. Since dd is a new R this year, I eased her into the lit work -- she read the Egyptin poetry for enjoyment (no pre-discussion questions) and we had very light discussions, we skipped the Mesopotamian poetry but did do Gilgamesh. We're now 2/3 of the way through the Biblical narrative portion of the Words of Delight weeks at the end of unit 1. We are both loving the reading itself, but dd is frustrated during discussion time. Yesterday, for our wk 8 discussion, she had diligently completed her reading and answered the pre-discussion questions. However, much of the discussion reviewed large portions of the Ryken assignments for which no questions were given. She had read it but hadn't made any notes on it other than a few annotations in the text. So when we discussed, we had to constantly refer back to the text to refresh her memory. There was so much in the discussion that I would consider foundational -- positive and negative character types, archetycal plot motifs, a review of types of settings and conflicts, how we understand characters. Had I paid more attention at the beginning of the week, I would have asked her to leave room in her notes for adding things during discussion time or asked her to take more notes in addition to the given questions. As it was, we were juggling her notes, the text, and trying to add more notes. We both finished feeling that we hadn't really accomplished what we should have accomplished.

Are these things frustrating because I am new to teaching R lit and dd is a beginning level R student? Or are there some things I/we can do to smooth this out? (Side note: If this is part of what is being smoothed out in the next reprint, I'd volunteer to be a guinea pig now to try out the updated stuff! I can be very flexible about re-planning the rest of my lit schedule for the rest of the year if it means having a meaningful freshman year!!!) Any suggestions/advice from anyone?

Many thanks,
Monica

P.S. I think part of the issue also might be that dd is doing the full load of history and Bible survey assignments, too (in addition to a grammar review, integrated composition, biology, math, and Latin). Although she manages her time very well, she does have a hard time getting it all in during times when her brain is fresh enough to handle it all.

ETA: We not having any problems with the R level readings, assignments, or discussion for history or Bible survey. They are all going quite well.

[Sharon Land]

Monica,

These concerns are exactly what we are addressing in the rewrite to make the curriculum flow better and help you to be more prepared for your week. The Poetics and Frameworks will be added in as well, which will help tremendously. It does sounds like you have a pretty full load for a beginning Rhetoric student. One thing that may help is for you to look ahead for the week in the Teacher's notes (Literature section). The discussion outlines will let you know what is important during the discussion time and may give you the ability to lead her as to which notes to take and help her be more prepared for her discussions at the end of the week.

I hope this information helps! Have a great day!

[Renaissance Mom]

Thanks for you gracious reply, Sharon!

I always read, annotate, and highlight the teacher notes and discussion outlines ahead of time. What I have not done is compared them to the student questions and the assigned readings to correlate everything. I think that is what you are suggesting that I do. If so, I'll need to work a couple of weeks ahead to adapt/clarify the student questions, or conversely, cull the discussion items. I realize that this is particularly stressful for me because of my personal weakness in literary studies. (Deep breath, Monica, and go forth prayerfully!)

I have to ask again ... any chance that the first unit or two of the update will be available for preview?

Monica

[Sharon Land]

Monica,

At this point and time, it will take a little more work on your part (as the teacher) to flesh out these areas. That is why, with much thought and prayer, we have started the Year 1 rewrite. I would like to thank you for you generous offer to preview and give us feedback on Year 1. Currently, we do not send preview copies to customers. This is however a great suggestion and I will let others in our company know about your offer of help. If we decide to let selected moms preview copies in the near future I will be glad to put your name at the top of the list.

From corresponding with you, I know your main focus is the that your daughter gets the best education she can at home. Remember what God's word says,

"I can do all things through Christ which strengtheneth me." Philippians 4:13

God will honor your persistence and give you the ability to do great things in your area of weakness. For when we are weak He is made strong. It has been a pleasure talking with you today. If you need any further assistance in the future please feel free to post here, email me, or call me at our customer service number.

[Renaissance Mom]

Thank you so much, Sharon, for your encouragement! Your thoughtful reply has blessed me. As always, God does use my failings to bring me closer to Him.

Warmly,
Monica