Hello! this is the 31st day of lessons. I hope is all well with everyone. I do not know if you heard but they have more proof now with a new skull that man did not develope from the Ape. We will cover the rest Jacob and Esau today. Then Grandma has a story about New York to give you and things about Rib Van Winkle and maybe 1 other. Dancing should be easy and maybe some Math and Science. Be sure and keep up with the writing and drawing.
The day is full of tasks, responsibilities, and jobs, Now Jacob had left home to travel to the land of his mother in which Laban her brother had a family. I am not going to go through the whole story today. Jacob did reach the land of Laban and he first me the second daughter of Laban whom he fell in love with. There was a stone around the well to pull back for the sheep to get water and Rachel was bringing her father's sheep to give them water.
After a month Laban wanted Jacob to work for him and Jacob wanted Rachel for his wife. They agreed upon seven years of work for her. Now Laban had another daughter older than Rachel, Leah. When the seven years were up Laban tricked Jacob into seven more years of work. Then Jacob did some tricks of his own in leaving with Leah, Rachel, the maidservants who became wives also and all their children.
Faith Alive asks in Did You Know?about chapter 29:18 of Genesis-Why did Jacob have to work for Laban? In thos times men gave a gift to the father of the woman they married. Jacob had no money, but he loved Rachel so much he was willing to work seven years for her. As Jacob and Rachel left without telling Laban, Laban caught up with them and asked why they left with no blessing to his family from him. Therefore, Laban asked for a covenant between them. They used a pile of stones to represent the spot they made a covenant neither would hurt on ot the other beyond that point if they passed it and it was agreed upon as they had a great feast. Laban kissed all his family good-bye and went home.Jacob and his family traveled on to the place God and the angels gave to him, to his home land that God said he would prosper in and belonged. That night he sent his family and all his possessions across the water and onward. As he stood there alone a man wrestled with him all night. When he knew he could not overpower him The man unhooked his hip tendon and attached it to Jacobs. When daybreak came he asked Jacob to let him go and he said he would not until he was blessed by him. The man asked him what his name was and when he told the man that it was Jacob, The man said it will no longer be Jacob but Israel, because he has struggled with God and with men and had overcome. He was blessed there and Jacob called it Peniel saying, "It is because I saw God face to face, and yet my life was spared." Yet the hip tendon is not eaten to this day in Isreal.
The meeting with Esau went well. Rebekah, their mother joined the party. Isaac, their father was still alive but stayed back in the land of his father Abraham.Jacob led the rest all to the land of Bethel that God promised to him. Faith Alive points out about Genesis 35:1 in the Did You Know?What Bethel means. It says that it means "house of God." Jacob gave it that name because God spoke to him there. It states that"This chapeter tells some of the wonderful things that God told Jacob. Later Bethel became an important city and a place where the Israelites worshiped God."
Rebekah's nurse died and was buried under the oak below Bethel. Rachel died as they traveled on throughout this land given to Jacob of Isreal, At Ephrath(now Bethlehem) she died giving birth to Jacob's twelfth son he named Benjamin.Jacob is now reblessed by God as Isreal. Jacob sets a pillar up at Ephrath, now Bethlehem, as a mark of Rachel's tomb. It still stands there today. He had traveled clear up to the Northwest corner in Pddan Aram. Upon the return to their father Isaac in Mamre, near Kiriath Atba(that is, Hebron), Isaac lived to be 180 years old and then at that time died. Esau and Jacob buried him together. Then they traveled back to Bethel the land given to Jacob. Esau took his family to the hill country of Seir. He became the father of the Edomites with his big family. Jacob still owned the land that was given to Isaac that had belonged to Abraham also. Jacob finally lived in the land where his father had stayed, the land of Canaan. Then the bible goes into the life of his son Joseph we will start on tomorrow.
Do the Chilrobotics and get ready for dancing. Grandma will be skipping around some, this next week. Today will be the elements: levels and tempo with the helper: twins
This is what the author says,"When I say go, I want you to drop to the floor and hold your shape. Ready, get set, go. Let's do that again, and this time don't think about what your shape will be. Let it just happen. Get there fast. Ready, get set, go. Hold it. Now stay right there, and start to memorize your position. Where is your center of gravity? What parts of you are touching the floor? Which direction in the room are you facing? Can you remember this position exactly? Okay. Stand up and let's find it again. You must find the exact same position. Ready, get set, go. Have you got it? Good. Let's call this position 1. Stay right there. When I say go this time, find another low position--low level or middle leel--but get there suddenly and without planning. Ready. get set, go. Stay ther. Now memorize this position. This is position 2. Where is your center of weight now? Which way are you facing? Memorize the relationship of your body parts. Whish parts are toching the floor? Now go back to position 1. Go to 2. to 1. to 2. Position 3 will be high level Don't give me a plain standing position: find an interesting shape and hold it. Ready, get set, go.
Let's review: position 1, position 2, position 3, 2 1, 3.
We've been going into each position with fast speed. Now I want you to find how slowly you can move into each position. It will be harder to do slowly. Find what you have to do to control the movement and hold your balance slowly. Ready, go. Into position 1. As soon as you are there, move into position 2. And as soon as you have position 2, rise to position 3. Don't worry if you're ahead of or behind someone else. If you get to 3 start down to 1 again. Feel your own moves. Are they smooth and slow?
As slow as is humanly possible without stopping? Don't let your body stop. Don't let it fall or flop. Keep it controlled and smooth and slow and steady.(let the children continue until all have gone through the positions at least once.)
All right. Now you have moved through all your positions fast, and you've moved through all your positions slowly. This time I want it all slow, very, very slow, except in one place, and that place must be very fast--excitingly fast! You can decide: do you want to drop into 1 fast and do the rest slowly? or do you want to go from 1 to 2 fast and keep the rest very slow? or do you want to shoot up at the end to 3 and do all the low levels slowly? You decide. Only one change can be fast. All the rest of your dance must be slow. Experiment. See how you'd like to do it. Ready, go. (I sometimes do a dramatic series of beats on the drum, or play music that is not particularly metrical, such as electronic music or sound effects records.)
Now let me see how you have decided to arrange your movements. All together. Use 3 as your starting position. Go through 1, 2, and 3, and then begin again. Do it over and over until I stop you. Make sure you do exactly the same thing again and again. Your eye and body focus must be clearly the same each time. Ready, go. (If there is time, continue. If not, have them remember their level and speed pattern until the next meeting, and continue this lesson then.)"
Now find a partner. One of you be A and one of you be B. You are going to make a duet. First A will teach B his or her movements. When you can both do A's pattern I will watch. You must be able to do it without looking at each other. You must do it in unison, like twins, both facing the same direction in the room , not facing each other. In practice A would tell B which moves she does fast or slow. You can watch each other. After A teaches B, then B will teach A their pattern in the same way. Now let's praactice and then you will watch. The author says, "(This lesson is worth working on because the children learn how to learn movement. For the first time they are learning someone else's moves, not finding their own. When they are able to move as twins, have a few couples perform together with background music. This creates quite an exciting dance study in levels.)
Goals for evaluation: Look for the ability to see and learn movement.
Tomorrow is already the 22 of October and it is moving too fast for Grandma, In 1811 Fanz Liszt, Hungarian composer and pianist was born. Then in 1882 N.C. Wyeth, American pointer and illustrator was born. the events are a little different today. The earliest recorded Eclipse occurred in 2137 BC which should give you a good opportunity to talk to the children about the sun and the moon and show some experiments with a flashlight as the sun, a balloon or ball as the earth and something for the moon. Then in 1797, Andre Jacques Garnerin made the first parachute descent, over Paris, France. He jumped from a height of 3,000 feet. My cousin who was a green beret in the Vietnam war explained their first experiences in parachuting as this example. Book 1 explains that: "Hundreds of years ago, Chinese acrobats entertained crowds by jumping with parachutes made of paper and bamboo. In the late 15th century, Leonardo da Vinci sketched a pyramid-shaped parachute consisting of a large cloth fixed to a wooden framework supported by ropes. Today, skydiving is a popular sport." The book wanted the sports arranged from the most dangerous to the least dangerous. But considering Grandma already had parents home schooling their children to just list them in our Home Education Program she feels that is enough. However, the book still sugests discussing why potentially dangerous sports are so popular? Grandma feels that would be a good thing to discuss and which one out of our list is most dangerous.
The other activity listed in Book 1 has to do with a Rainmaking Ceremony in South Africa as a special day on October 22. It is called Rain, rain, come this way! In this activity have the children locate South Africa on a map. Tell them that the queen of the Lovedu people, a South African tribe, is also their official rainmaker, their "Transformer of the Clouds." When rain is needed, she consults with her weather lore experts. Have the chilren guess how much annual ranfall their area of the country gets. Then check an almanac to find out who comes closest. Have as much fun as you can with this story.
Do your own birthdays and check out schedules. Be sure to work on assignments, journals, poems, yearbook. and the newspaper.
The answers out of Book 57 with the popcorn, marshmallows, chocolate, and Washington DC are as follows:
Marshmallows Sticky Story Problems! are
1. $2.10 2.$2.85 3 $2.30 4. $0.20 5. $2.45 6-10 answers will vary.
1.E; 2. B; 3.C; 4. D; 5. F; 6. H; &. A; *. I; 9. K; 10. L; 11. J; 12. G
Washingtonians: Museum Search are as follows:
National Air and Space Museum
Model of Lunar Excursion Module
Model of the first satellite
National Museum of American HIstory
1947 Harley-Davidson Motorcycle
An 1890 typewriter
Dress worn by B Bush on Inauguration Day
National Museum of Natural History
Collection of seachells
Washingtonians: Past and Present
1. g 2. o 3. b 4. k 5. g 6. j 7. l 8. m 9. f 10. n 11. r 12. e
13. a 14. s 15. t 16. d 17. h 18. p 19. i 20. c 21. u
Sights Around the Capital City
Across--1. Civil War; 6 FBI; 9. The Wall; 11. United Nations; 12. Illinois; 13. Booth; 14. King
Down-- 1. Constitution; 2. Jefferson; 3. State; 4. Mount Vernon; 5. Washington; &. Iwo Jima; 8. money; 10. Lincoln
The Crossword for The Wonderfrul World of Chocolate are:
1. cake 26. Ghana 1. cocoa 22. sap
4. hot 27. zone 2. kid 25. pencil
6. Tab 29. pat 3. Cortez 28. one
8. for 30. are 5. too 30. as
10. of 33. noise 7. banana 31. energy
12. bar 35 cacao 8. fun 32. dark
14. Cadbury 38. hi 9. rye 34. sweet
17. sour 39. aroma 11. fudge 36. cane
18. no 42. Hershey 13. rotate 37. 00
19. of 43. link 15. after 40. milk
20. enter 44. in 16. bean 41. an
22. Sat. 46. yo-yo 21. run 45. we
23. at 47. treat
24. up 48. bake
In Grandma's book Long Ago(185) by Linda Ward Beech, Tara McCarthy, and Nancy White, test illustrated by Claude Martinot, cover illustrated by Jane Conteh-Morgan; Newbridge Communications,Inc, a991, 1995
The book for the lessons right now with activities from book (185) is On the day Peter Stuyvesant Sailed Into Town by Arnold Lobel
Before you and your children read the book you get to meet the author Arnold Lobel(1933-1987). He "was born in Los Angeles, California, and grew up in Schenectady, New York, and later in New York City. The you Lobel was a daydreamer and often made up stories to amuse his classmates. He attended Pratt Institute in Brooklyn, where he met his wife-to-be, Anita Kempler, with whom he later collaborated.
Lobel's first book was A Zoo for Mister Muster, which he also illustrated. Inspiration for the story came from frequent trips to the zoo with his children, Adrianna and Adam. After that, the ideas and books came quickly. Lobel worked on about 100 books in his 26-year career. These included the beloved Frog and Toad books and a collection of more than 300 favorite Mother Goose rhymes with the Lobel touch. For example, he pitured the Three Blind Mice wearing sunglasses. His illustration also shows the mice running faster than the farmer's wife. Lobel's explanation is simple: "as a child, I liked mice, they were the only pets that my parents allowed me to have. In the book she doesn't get their tails.""
Things About the Story:
Before beginning to read the story, read aloud the page entitled,"About Peter Stuyvesant." Explain that what you are reading is true and really appened long ago. Ask students to keep this in mind as all of you read the story.
Also before you read the story look at a map of New York state and the New York City. It sprawls across three islands(manhattan, Staten Island, and part Long Island) as well as part of the Mainland (the Bronx. Also check out if there has been any changes since the big Hurricaine last year
Remember how we studied about the Dutch landing and living in Amsterdam and how the area became part of the Puritan movement. It says in book (187), Long Ago, that Amsterdam was the name of their old city left behind: therefore they named it Amsterdam. Tell the children that soon we learn about the Satue of Liberty also. The book (187) gives the summary as follows:
"This amusing book tells in rhyme what happened when Peter Stuyvesant arrived in the settlement of New Amsterdam in 1647. (New Amsterdam is now New York City.) Based on fact,the tale describes Stuyvesant's outrage at the run-down and neglected community. Commanded by their new leader, the Dutch settlers begin to clean up and rebuild their town. Within ten to twelve years the community is pleasant and prosperous, and Peter Stuyvesant clls for a celebration. After much merrymaking, someone asks an innocent question: Will this town stay as small as it is?" That very night Peter Stuyvesant has a most amazing dream in which a vision of modern Manhattan appears to him. Although the governor is sure its's a dream, Young readers know better."
The work pages are as follows:
the first page shows a picture of the town fixing their town up
It has some fill in answers. It is called Before and After
The children are to finish the sentences to tell what happens.
1. At first the town is very dirty. Then________________________________________________
2. At first the houses need repair.
3. At first there are no fences for the animals. Then______________________________________
4. At first the streets are not paved. Then______________________________________________
5. At first there are holes in the walls of the fort. Then_____________________________________
On the back of this page, the children can tell about Peter Stuyvesant's dream and if they think it cam. They can also draw pictures.
On the next work page that is called Words from Words(by the way parents you can just copy and paste these pages of worksheets on a saved note pad of your computer and then print them out.)
Word from Words
says to Read each sentence. and underline the word that ends in -ion. Then find the word on the Maypole ribbon that is the base word of the underlined word. It also wants the child to write the word on the line. It shows a big picture of children a bee and a bird hanging onto the ribbons running around the pole with six different words on the ribbons. Two on one, one on another, and three on another. Following are the sentences. Therefore maybe the picture can be drawn at the bottom.
__________________________1. Peter gives the people a proclamation.
__________________________ 2. The People begin to work without hesitation.
___________________________3. The town needs protection.
___________________________4. Peter gives careful direction.
___________________________5. One day it is time for relaxation.
___________________________6. The people have a big Dutch celebration.
It says on the back write the base word for the word government. Maybe you can do something with that.
For the next page it shows a very detailed picture of Amsterdam. I cannot remember if there is one in the book. If there is the children could just point out these spots on the picture. As is they could put a blank end of land sticking out and draw just these parts in.
Fort bay windmill dock
fence house canal
The next page gives
It shows Peter Stuyvesant on the edge of town holding his cane in the air as he gives out orders. Maybe the children can draw one one back of the page.
It says the people of New Amsterdam need some tips on keeping their town in good shape. Write a rule for each item below.
The children can add any more they may think of.
There are more activities to do with the story and I do not believe we will do Rip Van Winkle till the next day. Here are art projects to do:
A Dutch Tile Border-There are tile pictures at the end and the front of the story. My book(187) says that many of the Dutch homes have tiles as these on walls or around fireplaces and windows.
To imitate these, Take square pieces of paper, crayons, and tape. Have them draw pictures and tape them on the wall around something.
For the next art project explain to the children that they did not have windows like we do nowdays that what windows they had were covered with big wooden shutters that could let air in or covered with what they call oiled paper. So they get the idea of how hard that was to see through have them make these special oil paper hanging ornaments. You need brown paper or a brown paper sacks, baby oil, tape, scissors, cotton balls, yarn or string, crayons (YOU might try markers)
Draw different characters or shapes on the paper maybe with a black marker outline them. It says to color them and they should use old broken crayons because they must push hard. Help them dab oil on them with cotton balls. Let the oil dry and then cut them out to hang in front of a window so they look like colored glass.
The next section is for cooperative learning/listening/speaking
The children must colaborate on this one together by answering these questions?
Did the people of New Amsterda
1. ...watch TV? 4....drive cars? 7....listen to the radio?
2. use barrels? 5.....talk on telephones? 8.....sit on chairs?
3....have cradles? 6....use dishes? 9....go to the movies?
10....work with tools?
Plan a clean up day either on the home or somewhere else.
Another activity would be be to study the pattern or rythmn along with the rhyming in the story. Look at those two words aside of each other.
Beginning, Middle, and End Mark some sentences dividided under these headings, Then divide the whole story under them. See if you cna find the climax
Social Studies: Why, why, why? Research for answers to many questions you may have. Here are a few: Why did Peter Stuyvesant have a wooden leg?(he lost his real leg in a war.) Why is New Amsterdam now New York City? What happened to the Dutch? Why were the Dutch there to begin with? Who sent Peter Stuyvesant to New Amsterdam? Why?
Language-Borrowed Words-The following word and things came from the Dutch:boss, coleslaw, waffle, skate, yacht, deck, skipper, tulip, Santa Claus(from St. Nicholas), windmill, bowling. Look for foods, customs, games, and items.
-Much Dutch; they also left behind the following expressions:
Dutch treat-when each person pays his or her own way
Dutch oven-an iron baking kettle with a rimmed cover
Dutch uncle-someone who is very strict and stern
Dutch door- a door with two parts that swing open,
one on the top and one on the bottom.
Discuss these topics and see if they can see a Dutch door in the book.
Considering there was a terrible Hurricaine that hit that area we will do some research tomorrow about it and Grandma has some things to teach the children about disasters that happen. I will also give you some ideas for a volcanoe to build with the children and set it off. This will all be part of Science. Some Math will also come tomorrow. Because this is enough for one day.
write a paper telling what Peter Stuyvesant would say about New York City now.