A Day at Plumfield

 Following Eight Students, Ages 10-11,

Using Charlotte Mason Methodology

 

8:30  Math  The day begins as students gather for math.  The one hour period is broken up into individual students working through the problem set, group drill practice and group concept work.  Each student works independently in a book suited to his or her ability.  The teacher explains the lesson and works individually with any student who needs help.  Problems are corrected and any missed problems re-worked.  The day’s score is recorded on an Excel worksheet.  View Math Curriculum

 

9:30 History with Oral Narration  The eight students gather around a table and prepare to read through the fifth chapter of  the Narrative of the Life of Frederick Douglass.  They begin by taking out their maps and locating Chesapeake Bay, Baltimore, and Talbot County, Maryland.  They read through and briefly discuss the previous day’s narration and look at several woodcut reproductions depicting various episodes from Frederick’s life.  Chapter 5 (the story of Frederick’s transfer to Baltimore) is read to the group.  One student then tells the story back in his own words.  Others offer additional details.  This oral narration is written down by the teacher and typed onto a word document.   A printed copy is given to each student to be put into a history binder.  Pictures or illustrations are added by each student to create his or her own version of The Life of Frederick Douglass. See sample of oral narration on Frederick Douglass. 

 

10:00 Latin  Students work for on the next lesson of the Oxford Latin Course.  New vocabulary words are introduced by connecting the words to English derivatives (porto = I carry / portable, import, export).  Students then work in pairs to illustrate the new words now situated in Latin phrases.  A new Latin passage is read, first by the teacher and then by the small group. Students take turns translating the sentences into English. Today’s translation is part of an ongoing story of the early life of the Roman poet, Horace.  See Translation from first year Latin student.

 

10:30- 1130  Nature Study  Our arborist arrives and students head off with cameras and notebooks to Ferncroft Reservation.  Today’s field work will form the basis for a report on local animals and plants that will be used for guests visiting Ferncroft Reservation.  See sample for Ferncroft project.

 

(alternate day) 10:30-11:00  Bible with Written Narration  Students assemble with their Bibles in the study room.   Bibles are opened to the story of Joseph in the book of Genesis.  These students have been working through this story paragraph by paragraph.  One student reads through the new passage and others share their impressions on the meaning of the text.   Bibles are then closed and set aside.  There is complete silence in the room as each student works independently to write his or her narration of the passage.  Later in the day, these students will type their written narrations onto a word document.  In a few weeks, they will have their own version of The Joseph Story.  See sample of written narration on The Joseph Story.

 

(alternate day) 11:00-11:30  Thinking Course, Leadership Skills, or Seven Habits of Highly Effective Teens workshop

 

11:30-12:30  Lunch and personal time. Students engage in a variety of activities: outdoor and indoor play, reading, creative writing, and handicrafts.

 

“We go outside every day and just play. Some people might see it as mindless playing, but someone else might think of it as team work, building collaboration, and democracy.”  Abbie, 11

 

12:30 Skills Hour  The hour begins as four students type in narrations from the morning’s work. A teacher assists any who need help editing or revising their work. Three other students work independently, practicing basic skills of penmanship, typing, and vocabulary test prep, while another prepares a power point presentation for science. 

 

1:30 Literature During this time, students usually listen to forty minutes of reading from a children’s classic or Great book; they follow along in their own books and pause along the way to discuss key points. Today, because they have finished reading Where the Red Fern Grows, they meet for Writer’s Tea.  Each student takes a turn reading his or her reflection paper while the rest listen and eat homemade blueberry pie. See sample on Sequel to Where the Red Fern Grows

 

2:20 Clean up

 

2:30 End of day

 

As you can seen in the above description, it is the students who are doing the work of education.  They are problem solving, reading aloud, narrating, translating, exploring, observing, recording, analyzing, writing, editing, researching, presenting, and initiating activities.

 

“The children are the responsible persons.  They do the work by self effort.  The teachers gives the uplift of their sympathy in the work and where necessary elucidate, sum up or enlarge, but the actual work is done by the scholars.”  Mason, A Philosophy of Education, 6