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On Day 6 of Biography, the student is to write 6 questions about the people in their book.
What kind of questions am I aiming for? Anything as long as it makes sense?

Thanks!

DonnaJo,

I don't have my DITHR guide with me right now, as I'm writing in my secluded room, but I think that there is an accompanying lesson in the Teacher's Guide that goes through how to ask a good question and what kinds of questions are better than others? I'm not sure if that lesson is with that day or not, but I know there are lessons to that effect in the guide. If anyone has their guide in hand, they may be able to chime in with help. Which level are you using?

Blessings,
Carrie

ok, It's not in the TG for that day, so I'll check the appendix, etc. I don't know why I didn't think of that. I'm sure it'll be in there somewhere.

Thanks!

ok, well, I was wrong! sorry I need so much hand-holding! Can you tell I am not confident in my teaching abilities??? (Another reason I need, and am thankful for, this curriculum)

It's right there in the DITHR TM on Unit 1 Day 6 Biography, item 3. e). I thought I read carefully, but evidently NOT. I guess I was thinking there would be more examples, but what it gives is good and sufficient.

Thanks!

Hey, you're only on Unit 1, Day 6!!! Give yourself some grace as you get into it - DITHOR is an excellent reading program, and you'll be in the rhythm of it about a month in or so, but it takes a bit to find your groove. I think it sounds like you're doing great! It's always a good idea to ask questions about HOD here if you have them - it's the whole purpose for the creation of this board. I'm glad you asked!

In Christ,
Julie

oh, how sweet! thank you so much!

Guess what!? When I got out the DITHR workbook and he knew it was time to do it, he asked me (in a good way), why we are doing this program. He wanted to know the purpose of it. He said he wasn't trying to complain, but he truly wanted to know why he needed to do it since, as he put it, he can already read very well and enjoys it. I told him that is a great question and that I wanted him to always know why we are doing something. I want him to know everything has a reason and we are not just doing busy work.

I got out the TM and showed him the Program Goals, focusing on these two: "higher-order thinking skills through analyzing..." and the one about using a Christian standard focusing on Godly qualities and values to weigh the book's characters, etc. He was satisfied in knowing this.

Then we did the lesson. He made up the first two questions easily, then had to really think about the others, and I had to give him ideas. There was some frustration, but he ended up with 6 good questions! And we talked about how doing it had made his brain have to work hard and analyze things. Cool!

DITHR is the hardest part of the entire program for me, but I can see it is going to be well worth it due to the two goals I mentioned above.

Well, that was a home run response, Donna Jo! Your ds raised an excellent question, and you took time to give a wise answer. Your response was so much better than just saying, "You have to do it because I said so". Now, your ds understands the purpose of that part of his day. Once the purpose is made clear, work has worth. I remember reading once an institution had the goal to teach a group of incarcerated men how to work harder. They had the men move heavy rocks each day, from one pile to another. Then, the next day they moved them back. It was hard work, but it had no purpose. Thankfully this changed when a different manager was hired. Instead, he had the men work together to build wheelchairs for handicapped children in third world countries. They got to meet one of the children they helped build a wheelchair for - anyway, their work had purpose, it had worth, and they took great joy in working hard then, even completing many more wheelchairs than were expected.

Sometimes I think our dc could mistakenly think they were "moving rocks" in their school day, especially in some of the more methodical types of subjects (i.e. math, grammar, etc.), which is just completely not true. Every single box in HOD has purpose. As CM might say, it's twaddle-free. But if we come across to our dc as "who cares why you're doing it, that doesn't matter, just get it done", they may miss the worth of what they are doing. I often go back to the Introduction of a guide to share the purpose of each box when my dc ask, or even just to motivate them to do their best. It's refreshing to hear you've taken the time to share that with your ds! I think you will have many productive work days ahead of you with DITHOR now. Thank you so much for sharing this, as it is often in our presentation of homeschooling as mothers that our dc either make that connection about why their work has worth or come to the incorrect conclusion it does not. What a good example here you have given!

In Christ,
Julie