Friday, October 6, 2017

Commonplace Essays with Writing & Rhetoric

It bears repeating.  The Writing & Rhetoric series by Classical Academic Press is really amazing.  My 5th and 6th graders are in Ch. 5 of the sixth book. They are learning to write commonplace essays, which are six paragraph essays refuting bad character traits.  They wrote their first essay this week.  We were behind schedule, and weren't going to finish for class. I was fine with that and wasn't rushing them, but they both wanted to finish their essays for class so badly they stayed up late Thursday night in order to finish it. This is their first attempt at a commonplace essay. I was SO pleased with the results. They had minimal help with these! :) (These were typed as they were written. Any mistakes are not typos, but the kids' grammar and spelling errors.) :)


Against Boasters
by Kiryn Preedy (10 years old)


Boasters cover up weakness by puffing up their deeds and can cause real harm. When boasters exaggerate things they have done, they don’t know some people can see through them, proving the boaster untrustworthy. A boaster will also take credit for something their friend has done, hurting the other person. Humility shows trustworthiness, while boasters can’t be trusted with anything.

We can see how awful a boaster is by comparing him to a humble, modest person. Take George Washington for example. He was one of the most humble people American has seen. He was made Commander-in-cheif of the U.S. army during the War of Independence. He felt “it was a trust to great for [his] capacity.” Later, after the war ended, George Washington became the first president of the United States. Yet, he never did any of it out of his own ambition. Washington never submitted to his desire to lead a quiet life on Mt. Vernon, but faithfully served his country for many years. A boaster would seek fame and glory for doing as little as possible. 

When a boaster is feeling down, here is something he might say to himself. “I didn’t fail that, they were just bad judges. I always do everything perfectly the first time without even trying. I did that performance much better than the other kid. I bet the judges favored him and that’s why he won. Yeah, I did things no one else can.” This kind of thinking could lead to broken relationships, hurt feelings, and all kinds of stuff like that. 

Boasters and gossipers can both hurt people with words. Gossipers are people who spread rumors about a person that they heard from someone else. Spreading rumors about someone can hurt that person and break a relationship. Then that person could take revenge and start spreading rumors about them. As bad as this is, boasting hurts even more, it breaks relationships, hurts feelings, causes gossip, and can even lead to physical harm. 

When a boaster gets hurt from his own doing, you shouldn’t pity him. he got what was coming to him, and although his friends may pity him, we still shouldn’t. Think of all the people he could hurt with his words. Take General Braddock for example. He was so boastful “that nearly all of Washington’s troops were killed, and a great many English as well,” during the battle of Monongahela. 


Ask yourself, what effect does boasting have on others? What might be dangerous about a boaster? Take this, General Braddock received a mortal wound during the battle of Monongahela because he was to prideful to listen to Washington. So saying, this is my commonplace essay against boasters. 


Against Boasters
by Luke Preedy (12 years old)

Boasters not only are unpleasant to be around, but can also be dangerous.  They can be unpleasant to be around because they blab on and on about themselves and never give anybody else credit. They are dangerous because their words provoke other people which can lead to physical quarrels. Humility leads to friendship, whereas boasting leads to loneliness. 

George Washington was commander-in Chief of the American army. He was the First President of the United States of America. Even though he made many accomplishments in his life he never took them for granted and continued to be humble throughout the rest of his life. He never intended to be President or Commander-in-Chief. While Washington deserves a lot of credit for the deeds he did he never looked for any attention. Whereas a boaster is constantly looking for attention and credit for things they didn’t do. 

A boaster wants to put himself higher than anybody else. This is what a boaster will think: “I am awesome. I deserve all the credit for my totally successful deeds. I can do things nobody else can do.” Always avoid boasters because you can’t trust them. 

There are other types of wrongdoers, take for example, a critical person. Critical people correct everybody on everything, they are always finding fault tin other people, but no in themselves.  It makes people feel hurt, and to not want to be around them. Both boasters and critical people make people have hurt feelings, but boasters are worse because their words can lead to harm not just to other people but to themselves as well. 

You shouldn’t have pity for a boaster. Take General Braddock for example. He went into a forest filled with Indians he didn’t know anything about. his consequence ended up being the death of his army and himself. Not only did he get in trouble, but he led General Washington into it. He nearly killed Washington, and he killed Washington’s whole army. 

Finnaly, I appeal to justice. For example, the story of Falstaff and Prince Harry. Harry played a trick on Falstaff to see his true character. When Falstaff got to Harry, he exaggerated the whole story. And Prince Harry saw Falstaff’s character was boastful. Prince Harry caught his friend lying and found out he was untrustworthy. This proves that all boasters are untrustworthy. 

Thursday, September 7, 2017

A Day in the Life of *This* Homeschool Mom

I always find other people's daily routines fascinating and helpful for me. I've gotten some great and lasting habits from posts like this: Morning Time, chore cards, reading aloud.  I love how the homeschool community inspires each other! So it is in that spirit which I write a post about a typical day in our home.

7:00 - I wake up to a quiet house. I sit in my favorite place reading until 7:30. My husband works from home, and some days, he's here all day. This morning though, he left a couple of hours before I woke up. About three mornings a week I get up and go for a nice long walk while I listen to a podcast. Starting my day with a walk or reading time in this chair is good for my soul.


7:30: Shower time for me. Some of the kids are now stirring, laying in bed reading themselves, quietly playing in their rooms.

8:15: Breakfast. This is one of those rare days that I made breakfast the night before: banana bread. So we quickly gather around the table and get to eating.



 8:30: After breakfast chores. Kiryn clears and wipes the table...(and everyone gets dressed and brushes teeth and makes beds)

 Luke unloads and then loads the dishwasher.

 I go upstairs to grab my calendar and a few things, and find Charlie (our dog) has gotten into the shower. Ick! So five minutes escapes to clean that. Note to self: close the shower door.

8:50: Everyone heads to the basement for Morning Time! We were in a leisurely mood this morning, so Morning Time lasted until 10:05.  It varies from 30-60 minutes usually.

Grammar during morning time with Michael Clay Thompson's Grammar Voyage. Notice there *is* a table and chairs directly behind them. But they prefer to sit awkwardly on the floor....

10:05: Independent work for the Upper Grammars. We go over their checklists, and they stack up their books, find a quiet spot, and get busy!



10:10: Seat work with my Lower Grammar kids. We'll spend the next hour and fifteen minutes here working on math, spelling, handwriting, phonics/reading, and beginning writing.


11:20: Lower Grammars get a break outside. I sit down with Luke for twenty minutes of math on the couch. Mostly we're checking over what he's already done.

11:40: I drop Luke off a couple of blocks away at the local middle school for his orchestra class. He's here till 12:40.

Meanwhile, at home, the Lower Grammars are called in from the trampoline for their read aloud time.  Today we read from two volumes of My Book House, Milly Molly Mandy, How We Crossed the West: The Adventures of Lewis & Clark, Christian Liberty Nature Reader Book 1, and each of them read from their phonics readers.

12:40: I pick up Luke and come home to make lunch. We're eating by a little after 1. Everyone has the same chores after lunch as breakfast, and we're cleaned up and moving on by 1:30.

1:30: The littles are done for the day, and are having quiet time in their rooms. My Upper Grammars gather in the living room with books for Writing & Rhetoric, history, spelling, and Latin (or French, depending on the week). From 1:30 -3:00, we talk through the writing exercises, I read history aloud and we discuss their independent readings, we do map work, spelling dictation, and watch our Latin lesson, practice our chants. This wraps up our day.




At 3:00, everyone heads to what I call the command center to get their chore pack.  There are three daily chores, plus one special chore assigned to each day. This was Thursday. So everyone tidies their rooms, common areas, feeds the dog, takes our recycling, etc. Luke vacuums his room, Kiryn cleans the back glass doors and french doors, Levi empties all trash cans, and Meryn brings up her laundry.  While the kids do this, I do any checking over independent work, like math work or science the older kids did in the morning.


By 4:00, it's porch time for me. I have gotten into the habit of sitting on the porch for some quiet reading and thinking time about 4 in the afternoons. Its usually beautiful, and let's be honest. By 4:00, I need a mental sanity break and some quiet time. :)  I don't really know or care what the kids are doing for this hour. They're on their own. Ha! Not really. They are *supposed* to be rotating in and out of the music room for piano and instrument practice for 20 minutes each (Meryn's not in lessons yet). The rest of the hour is free time for them, until dinner actually, which usually means riding bikes outside, trampoline, playing with neighbors. Right now, I'm reading Norms & Nobility and Robinson Crusoe. Both equally slowly it seems...


5:00: Inside for more chores, laundry, dinner prep. Luke also has soccer practice at 5:30, so he gets ready for that and takes off on his bike. I have dinner ready at 7 when he returns. Dad is out of town tonight, so we eat without him.


After dinner, everyone gets pajamas on, brushes teeth, and gathers in the living room for bedtime stories.  Tonight, we are nearing the end of The Hobbit. We read until about 8:30, and everyone heads off to bed.

This really is quite a typical day for us! This year we are just about four weeks in, and I am loving our daily routine.  It does not feel rushed, finally! We seem to have plenty of time most days to get in everything and get it done peacefully and well. I am having plenty of one-on-one time with each of the kids, and we are all just really doing well with our schedule and subjects this year so far... for which I'm thankful to God, because He is truly the one who has ordered our days...

Thursday, August 3, 2017

Planning for 2017-2018 Year

Two years ago, I wrote about looking to the future and having a Road Map for your homeschool journey, thinking through goals and tools to achieve them, and having a big picture in mind. I also began being more intentional to plan over the summers so that my weeks and days would flow more smoothly. I found that time spent in the summer to be very well spent. I remember reading something from Brandy Vencel on Afterthoughts blog about the energy wasted by task-switching. I took away that its better for me to pull out all my books for history or science once over the summer and spend several hours planning out the whole year, than to pull those same books out every single Sunday afternoon or evening and spend a few minutes planning the next week.  So over the past couple of years, I have gradually created documents and tools to help me plan over the summer in ways that free me up to do more reading and thinking, rather than planning, during the school year.

This summer, my planner took on a life of its own. I happened to see a planner system called The Happy Planner, recommended on a general life planning website. I thought it was PERFECT for my school planning system, and it got my creative juices flowing. I had been using a weekly planning spreadsheet I'd created a couple of years ago really successfully, as well as some other random forms I'd downloaded online. This summer, though, I took on the project of making all my own matching forms, getting a Happy Planner, and putting together a whole system that will work for me all year (and be super cute while it does it's job).

Doesn't that just make you happy too? :)

Here's a quick look at my planner and how it works. I drew a lot of inspiration from Plan Your Year by Pam Barnhill, Mystie Winckler's copious posts on planning and organizing, and several free downloadable planners. But no one system worked just perfectly for me, so I had to get to tweaking.  This is what I came up with! :)



First tab is for Calendar:
I have a year at a glance, where I circle the days we spend doing a full day of school, to keep a record of that for our states requirements. Then I have one page for each month where I can record field trips, service projects, special activities, co-op days.  I also have a quote on each page from my reading journal/commonplace book that makes me smile. :)


Next tab is my reference and notes section:


First up is my Morning Time Master Plan. I use an excellent book called Living Memory by Andrew Campbell to make my morning time plans simple each year.  I spend an hour or two choosing what we'll read from the Bible, what hymns we'll learn, what Shakespeare plays and Plutarch lives we'll read, what books we'll read aloud, what composers and artists we'll get to know, and also what Scripture, poetry, and historically important things we'll memorize together. That all goes on this master sheet, so when its time to plan morning time for the week/term, I just refer to this and see where we are. I have a Morning Time planning sheet by term I'll show you in a bit...

Next in Notes are things for reference: a list to keep track of books read for each child, and a scrapbook style page for recording memories, keeping photos, anything like that. Because the way the Happy Planner works, I can print as many of these as I need, fill them up, and add them whenever. :)



Last in the Reference section is a Goals worksheet. My older two kids and I will work through this the first week of school and come up with a few goals of things they'd like to accomplish this year. I used the basic idea of Pam Barnhill's Goal worksheet, but customized it for our subjects and areas I'd like them to think through, and added a place to ad Action Steps:


I have six tabs of six week terms, and at the front of each term is a weekly prep checklist. I have six weeks of checklists on one page. This is just a place for me to look each weekend as I plan at the things I know I regularly need to do that I often overlook or get too busy to do, but which are very, very important. I need the reminder front and center.


Next are my Morning Time checklist.  It is where I record the specifics of what we're doing each week and check off the days of the week that we read, sang, looked at these things. I pull from the Morning Time master to fill this in for the week. Disclaimer, I do NOT expect all those boxes to be checked. :)  We will not do all of this everyday.


Next up is the weekly assignment spreads. This is my command central. It shows me everyone's assignments for the whole week in every subject. It takes me about 15-20 minutes to fill this out every weekend, because the names, subjects, and blocks are already there. This sis what I needed: something with the form already in place. I did not want to have to write students names and subjects in every week. My time is too precious for that. :)


The math and language sections are pretty easy to just fill in page and chapter numbers.  Science and Humanities is a little more complex since I'm pulling together lots of different resources. So I have Big Picture planning sheets at the back of my planner I refer to to fill these in. More on that later.

Once I have everyone's assignments on this command central spreadsheet for the week, I fill out my older kids Independent Work checklists.  This is the work they are expected to do on their own in the mornings.  We start with morning time, and then the older two take their checklists and planners and books and work independently for an hour and a half. During this time, I do 1st and 2nd grade with my younger two, math, language arts, read aloud, science. This usually takes us up to lunch time. In the afternoon, I go over the independent work with the big kids, and we do science and humanities together.  Here's their independent checklists:


After my six tabs with these weekly spreadsheets and checklists, I have a tab for each subject as a reference section.  This is where I keep my big picture planning.  This is what is most time-consuming about my summer planning, but it pays off royally through they year. For humanities, I'm making book choices, scheduling literature, choosing geography assignments, and hands-on projects...for the whole year. I map it out on a spreadsheet like this, and then each week, I just have to look at the week we're on and the assigned readings and projects. I normally use a laid out science curriculum, but this year I'm pulling together several different unrelated resources to study human anatomy, so I did the same thing for science: listed my resources at the top, matched up the chapters with each other based on the subject/topic, and chose projects/experiments and activities. Here's a look at my big picture sheets: 





I love these sheets, because they allow me to quickly survey the books we need for an entire unit, and how many weeks we're spending with each book. So if we have a busier than usual week, I can look ahead and say, "Ok, we have this book for three weeks, so we can catch up." or whatever the case may be. This is the "big picture" or birds' eye view of the unit and year that is so helpful in seeing where we're going!

Now that I have all these forms made, they will be super easy to adapt and print each year, and just replace in my planner. They'll also serve as a great record of what we've done and accomplished each year. I have really enjoyed making this this summer, and every time I look at it, I know I will be thanking myself on Sunday evenings all year long. :) I'm also thinking of putting these up for download somewhere for a low price. I'd love your thoughts on what you see here!

Monday, July 17, 2017

Preedy Academy: Year in Review, and Year in Preview

I have largely abandoned my homeschooling posts, obviously. This is because I have learned that I don't know enough to be writing about what I'm doing. I am still such a learner and this year has been no exception. We did accomplish most of what I set out and planned for us to do last year. But not exactly in the way I thought it would. With buying a house and renovating it in six weeks in the middle of the year, our spring semester got a little jumbled, and we had some shifting for the better.

The best part of this year was my own self-education that has happened.  Our small co-op here decided to join up with the new Schole Group Network, and as a result, we were given access to www.classicalu.com. I took several courses on there this past year: Teaching From Rest, The Liberal Arts Tradition, Latin for Teachers, and The Eight Essential Principles of Classical Pedagogy, among others started but not yet finished. I learned so much from those classes! This year, somehow, I've also read:

-Orthodoxy by Chesterton
 -The Liberal Arts Tradition by Clark and Jain
-Desiring the Kingdom by Smith
-Plato: The Great Philosopher-Educator by David Diener
-Towards a Philosophy of Education by Charlotte Mason
-Home Education by Charlotte Mason
-Formation of Character by Charlotte Mason
-School Education by Charlotte Mason
(I got really interested in whether Charlotte Mason's ideas were in sync with the main ideas of classical education, and found her whole pink six volume set for $10 at a sale. So I'm reading through them... two more to go!)

I was also so blessed to go to a Great Homeschool Convention in February and get to hear Sarah Mackenzie, Dr. Christopher Perrin, and Andrew Kern in person and have real live conversations with them! It was just amazing!

I feel like I have grown leaps and bounds. I've had so many questions answered, and many more created. My imagination has been stirred, and I've been inspired to keep pursuing virtue through learning to love truth, goodness, and beauty together as a family.

So last year, this was our plan, with what we didn't accomplish in full or decided to drop, crossed out:

MORNING TIME:
-Westminster Shorter Catechism, last 36 questions, with devotions from Training Hearts, Teaching Minds (we did the first 24 questions instead)
-Reading Psalms, Proverbs, Matthew
-Twelfth Night from Shakespeare
-Music of the Hemispheres by Michael Clay Thompson
-Simply Charlotte Mason Picture Study Portfolios (Botticelli, Rembrandt)
-SQUILT for music appreciation and composer study

-Memory Binders: Shakespeare monologues, Psalm 139 and a couple other passages, three hymns, traditional prayers and liturgical readings, and poetry selections

LANGUAGE:
Upper Grammar:
-Latin for Children Primer B
-Writing & Rhetoric Books 4-5
-Reasoning & Reading book 1 (only half, we'll spread this out over two years)
-All About Spelling Level 6 (only half, also will spread this out over two years)
-Grammar Town and Grammar Voyage (MCT Language Arts)
-New American Cursive Book 3
(NOTE!: We will not be doing all of this everyday. We will have 3 elements of LA everyday: Latin, Writing, and the others on a loop or by term)

1st grader:
-All About Spelling Level 1
-Copy work for handwriting (and we moved into Cottage Press Primer 1 in the spring)
-Veritas Press Readers
-Christian Liberty Nature readers
-Narration practice
-Song School Latin 1
-Ambleside Online read aloud selections (we focused on Tapestry books instead)
(Again, not all of this everyday)

KG:
-All About Reading Level 1 (phonics)
-Handwriting Without Tears Book 1
-Read Alouds from AO Year 0

MATH:
-MUS (Zeta, Epsilon, Beta, Primer/Alpha)
-Select MEP Pages for puzzle and play with math from Year 4/Year 1(it was just too much. MUS was enough). 

SCIENCE:
Upper Grammar:
-Berean Builders for Historical Science Science in the Ancient World/Science in the Age of Reason, one lesson per week(we did an occasional lesson, definitely not one per week. Maybe 20 this year?) 
-Memoria Press Book of Astronomy: supplemented with Storyland of the Stars, Find the Constellations as read alouds and lots of star gazing.
-Elementary Geography as a read aloud
-Memoria Press Geography II
(AGAIN: Not doing all of this everyday. Rotating in and out.)

Lower grammar:
-Exploration Earth Animal supplement (copywork, animal study and classification)
-Burgess Animal Book of Nature Lore

-Working on continents

HUMANITIES:
-Tapestry of Grace Year 2: Upper Grammar level for older two kids, Lower Grammar read aloud only for little kids
-AO Year 4 independent reads for Upper Grammar kids
-L: He will begin cello in the public school orchestra, and piano lessons
-K: She will continue with violin at home and piano lessons

As you can see, I over-planned. We didn't get through or even to everything on this list, but I'm very satisfied with what we did accomplish. And I learned an important lesson. It's good to have lots of ideas. Its not good to expect it all of your kids. Also, a shorter book list that I can keep up with is better than a long one that is so intimidating we just don't do any of it. :) 

Next year, we are basically keeping the same path in place. Just taking the next steps in Latin for Children, Writing & Rhetoric, All About Spelling, and Reasoning & Reading for the older kids, as well as moving on to Grammar Voyage and Building Poems by MCT. (Nota bene: I adore MCT grammar and poetics). Little ones will continue with phonics, handwriting, and Levi in Cottage Press Primer 1 and reading his McGuffey reader, Meryn with the Veritas Press readers. Everyone's moving up a level in math. Same with science: moving on to Geography 3 by Memoria Press for the older two, and doing an Anatomy study all year together. 

Little new things we're trying: 
-Anatomy: Memoria Press didn't have anything on this, and we were all interested in studying the human body. So we're using Sassafrass as a spine and jumping off point. I also have Body by Design and an Anatomy coloring book for the older kids, and we'll learn the Lyrical Life Science songs on each body system for fun. :)  I have some fun body books and games for the little kids, and we'll also be reading through a set of Childcraft books I got at a library sale, all about our world. :)

-The Art of Problem Solving math: we're going to give this a whirl. Just for my pre-algebra student, Luke. I happened upon it while doing some looking at on-line pre-algebra classes. I'd never heard of it, but it looks like a really fun and interesting approach, so we'll try it. But I went ahead and bought the MUS Pre-Algebra materials to have on hand in case its a total bomb. :) 

-French for Children A: Yes! We are ready to begin another new language! I'm really looking forward to learning French together. :) (Older kids only... littles are just beginning Song School Latin). We are doing both Latin Primer C, and French Primer A at half pace, so over the next two years, we'll cover both books, but only one new chapter a week, alternating between Latin and French. This way we are continuously studying both languages and making progress and keeping it fresh, but not being overwhelmed. (At least I hope that's how it goes!) :)

-Simplified history: I've been toying around with this for a couple of years, and have finally decided this is the way to go. The older two kids have 4-5 books for the year that cover the time period as spine type books. They will rotate readings from these books all year long. Then for each 9 weeks of history topics, I have a handful of other books that they pick 2-3 to read based on what's most interesting to them, what they want to know more about.  Each week I ask them to give me one written narration about their history reading. It can be a journal type entry of what was interesting, a biographical paragraph or short essay on a person they read about, a first person fictional account as if they were living in the story. Anything they'd like. This has been a much better approach for us that is manageable. We were getting overwhelmed with all the books and not getting to many if any of them because of the looming pile. I also try to be familiar with or have read all the books they will be reading over the year and these shorter piles makes that a lot easier. :)  I'm finding that reading fewer excellent books more slowly is giving us more room for thinking, contemplating them, discussing them.  For the little kids, we have a small stack of historical non-fiction/picture books, and literature, about one small book a week. Other than that, we are focusing on My Book House volumes 2-4 this coming year. I will also read aloud a short chapter several times a week from The Story of the Great Republic by Helene Guerber for everyone to keep the story of history going for all of us together. 

That's my plan! I feel like its simplified from last year, and it has to be. I learned about my limitations last year as I added my fourth student to the mix. It's hard to spread yourself out between kids learning Latin and reading super fun books and a budding reader and teaching letters, the moving on to long division and decimals, then back to basic place value. So much task-switching. :)  I learned what works for us and what we can reasonably accomplish, and, more importantly, what I need to trust my older kids to be responsible for on their own. This brought peace and a very Schole (leisurely learning from a state of rest as opposed to hurried anxiety) feel to our days. 

Blessings to you as you prepare for and begin your year!

Saturday, March 25, 2017

From the Top Down

Often over the last two months, I've wondered what it would feel like to sit down to close on a house and feel a sense of accomplishment and finality. Because at ours, it was like someone just handed us a permission slip to start working. :)  When we closed, there was not much anticipation of moving, settling, nesting. It was all plans for what to get started on first.

Through the closing process, I had found a contractor that I really gelled with and trusted, though for no apparent reason. :)  I just liked him because his bid was incredibly detailed on a massive spreadsheet with prices, taxes, product names and everything. I knew we would get along. So once I had seen what all each project would cost, we were able to narrow down what we could do ourselves and what we needed the professional to do.  Let's start with the top floor.

Upstairs has three bedrooms and two bathrooms. Two of the bedrooms are larger than average, and one is a pretty normal size. :) There wasn't much that needed to be done in the bedrooms aside from new paint and finishing the windows.  The carpet was in fine shape, but needed to be stretched and cleaned.  Our contractor did the shower tiling, installed a new window in the only window in the whole house that was not replaced to match the rest, and sanded down the master bath ceiling.  Otherwise, we did the rest up here ourselves.

The bathrooms were another story.  The main hall bath had no flooring and was down to the studs around the shower. The master bath technically was usable, but the shower hadn't been cleaned in I don't know how long and was disgusting.  The floor was pretty bad, and the vanity was not an ideal master bath vanity.  So I basically wanted to gut it (but leave the standing shower and nice glass doors if they could be cleaned up).  The first thing I did when we got the keys was come and clean that shower to see if it was salvageable.








Guess what??

It was totally salvageable! It looked nearly brand new after a good scrubbing! :)  We also ripped up the old linoleum, put down new, and got a new vanity and paint.  Here's the before and afters



And, after: 




One thing that was a major chore was the ceiling in this bathroom. It was like a stucco that was horribly inconsistent that I could not chisel off. I ended up having our contractor, David, sand it all down flat so we could paint the ceiling. Ew. That was a chore and left a huge mess! But, glad we did it. :)



For the kids bathroom, we changed everything but the cabinet and the toilet. New vanity top, new shower, new window trim, new paint, new floor!

Before:

If you followed along on Facebook you saw some of the baby steps in this bathroom, but here's the final product, After!



One thing I was sure of was that I did not want grout in the bathroom floors. We chose a vinyl sheet for our bathroom and the laundry room, and went with slightly nicer vinyl tiles for the kids bathroom. I'm pleased with both of them!

Here's the before and after pictures of the upstairs bedrooms!




These are the only two pictures we have of Meryn's room before its mini-makeover, but here's her room now!

It was painted with Valspar Brushed Lavender, carpet cleaned, replaced and window trimmed. 


This is the boys bedroom. It is one huge room, with double closets. In here, we painted Sherwin Williams Dorian Gray, with the dormer window walls painted Magnetic Gray, trimmed windows, cleaned carpet. 






And for the last room upstairs, the Master bedroom! As with the other bedrooms, all we did was paint, clean and stretch the carpets, and trim the windows, and in this room we added a light fixture. 






The only thing left to do upstairs is to figure out what to do for window coverings for the dormer window in our bedroom. I have two panels of curtains from India, the burgundy and gold ones hanging on the larger window, that I really love.  My options are to keep those and buy a roll down shade for the dormer, since there's hardly any wall on either side of i anyway.  Or simply get four matching panels. I'm leaning towards a shade that wouldn't cover the beautiful window frame.  What say you? :) 








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