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We are loving the new Geography guide. We have just completed week 6, and dd has been "in her groove" for at least 3 of those. My only trouble is the literature (the BJU part, not the novels). I must admit, that when we came to the first novel, I was so very thankful for the reprieve from the BJU text. I know it is because I am probably making it more difficult (and drawn out) than it needs to be.

I should start by saying that literature has always been my most dreaded subject. In my own schooling, I despised it....never "got" why we had to analyze writings like that. Anyway, I am trying really hard to have a positive reaction to the literature during our meeting times, but..... . There is so much info (GOOD info) in the teacher guide. Exactly how much should we be covering? Even if I just read the info there to dd, without having any sort of discussion, it takes forever. And if there needs to be further discussion, the time is even longer. However, it seems that if we ONLY do the "about the story" questions, it just seems like there is so much material that isn't covered. (And the information is certainly not naturally known to me, so I would assume that dd isn't getting that info as she reads).

So, I guess my question is: Do you cover the entire "lesson", or simply have dc read the story and discuss the "about the story" questions?

(For clarification, I'm talking about all the colored highlighting and all the extra notes/questions below the story-text that is in the BJU teachers manual. (And I haven't even looked at what is on the cd ).

I am not doing that guide yet, but looking at the first week of plans it sure looks like Carrie doesn't expect you to do anything from the teachers guide other than the questions she lists. I see you have done lots of HOD guides so you know that Carrie is really good about making sure if we are to cover anything in the teachers guide she tells you that in the box. So if it isn't listed then I wouldn't add it.

My ds and I are actually doing the 8th grade BJU Lit since he had finished DITHOR. I am following Carrie's example and we only do the questions at the end as a discussion. There is no way I could cover all the highlighted things in the teachers guide. It would take forever. Honestly I think he gets plenty from doing just the questions.

I'm with Lynn on this one! We only go over the questions assigned. The other info in the teacher's guide could be helpful IF you needed more clarification on insight into a particular concept, but I honestly haven't even really looked much at anything other than the answers to the questions in the teacher's guide. I do read the stories in advance so I can discuss it knowledgeably, but that's about it!

Ditto to all the responses! We are only doing what's listed in the WG guide for Lit, and not one thing more. We love BJU alongside the novels, so I highly recommend it! I think you will find this a relief, and your dd will certainly appreciate it as well. There is no need to overdo this - there is more than enough assigned between BJU, the novels, R & S English, and also the dictation, copywork, and oral/written narrations assigned in the rest of the WG guide. I long for you to ENJOY your lit time - please do downsize and enjoy the benefits!

In Christ,
Julie

I'm so glad to hear that you are enjoying the new World Geography guide! We are really loving it at our house too!

I agree that we just do the questions that are noted in the plans. This helps keep our literature time in balance. I will say that I do allow my son to read the highlighted passages and fuller answers in the Teacher's Guide after our discussions of the questions, or after I have corrected his written work. This isn't a necessity but he enjoys doing it and can read through the parts that interest him so much faster than if I went over all of that with him orally. I don't make him read any particular part of the notes, and he doesn't have to do it. I just let him so that he could get a better glimpse of the types of fuller answers the BJU Teacher's Guide was listing.

Blessings,
Carrie

Sorry I am just now getting back to this. I have been reading the responses as they come in, but I'm just now getting a chance to post a reply.

Thank you all so very much.

LynnH wrote: I see you have done lots of HOD guides so you know that Carrie is really good about making sure if we are to cover anything in the teachers guide she tells you that in the box. So if it isn't listed then I wouldn't add it.

YES! This was really where I was. I have been such an HOD AS-IS advocate---no more, no less. So when we came to this literature....I just don't know why I couldn't "just do it like it says". I was frustrating myself.

Tiffini wrote:The other info in the teacher's guide could be helpful IF you needed more clarification on insight into a particular concept

And of course....there was this. *I* was the one needing clarification. When dd's answers didn't match up exactly with what the book said, but it seemed like she did really know what was required of her.....with my (sadly lacking) literature knowledge, I felt like I needed the help to be able to properly evaluate her work. And of course, this frustrated her, since she felt confident. Language is her "thing" so I was tempted to let it go, and just hope she knew what she was talking about. BUT...I have learned not to do that .

my3sons wrote: We love BJU alongside the novels, so I highly recommend it! I think you will find this a relief,

And yes! I was MORE than relieved when we got to the first novel. I was not really wanting to go back to the BJU. But, alas, we were there, so.....

I will say that the second round went much better than the first round (before the break with the novel). But Carrie's suggestion here:

Carrie wrote: I will say that I do allow my son to read the highlighted passages and fuller answers in the Teacher's Guide after our discussions of the questions, or after I have corrected his written work. This isn't a necessity but he enjoys doing it and can read through the parts that interest him so much faster than if I went over all of that with him orally. I don't make him read any particular part of the notes, and he doesn't have to do it. I just let him so that he could get a better glimpse of the types of fuller answers the BJU Teacher's Guide was listing.

was so relieving to me......So, I think we have a very good plan in place (which we discussed and started today). I will read the info (to myself) just before our meeting together (this actually fits in nicely time-wise, as just before our meeting, I am at the table watching my youngest do handwriting and math (things he is really doing independently, but needs me to sit there for ). I usually am reading something anyway (like the replies to this thread ). Anyway....I can read that, then meet with her. IF she feels the need after we've gone over the questions, she can then take the teacher book and read it for herself. (And I believe she will do this more times than not...but if not, then that's fine too!

Thank you all so much for talking me through this. I knew there was an easy answer in there somewhere....but for the life of me (mostly out of fear ), I couldn't see it. I love this board