IEW Week 21

Faces of History 

Reading of final research papers.

EEL Week 21

Compound-Complex 

S-Vi and S-Vt-DO

We are starting our last sentence structure, compound-complex. As the name suggests it is a compound sentence and a complex sentence smushed together so to speak. 

Let's review:

Who can tell me what a compound sentence is?

A sentence containing at least two independent clauses joined by a coordinating conjunction.

Remind me of the coordinating conjunctions: FANBOYS

Who can tell me what a complex sentence is?

A sentence containing one independent clause and at least one dependent clause. 

Now our dependent clauses are usually introduced by what? What gives them away? 

A subordinating conjunction (www.asia.wub) for an adverbial clause or a relative pronoun (who/which) for an adjectival clause.

Let's try to make some compound-complex sentences.

For our first one we will use an S-Vi.

The leaves fall.

Let's add a prepositional phrase, adjectives and adverbs.

Example: The maple tree leaves will fall in the windy weather.

Now let's make it compound.

Example: The maple tree leaves fall in the windy weather, for it is autumn.

Now let's add a dependent clause to make it compound-complex.

Example: The maple tree leaves, which are a beautiful ruby color, will fall in the windy weather, for it is autumn.

Let's try another using S-Vt-DO

The horse jumped the fence.

In the early morning hours, the painted horse jumped the old rickety fence.

Compound example: In the early morning hours, the painted horse jumped the old rickety fence so he could escape his master. 

Compound-complex example: In the early morning hours, the painted horse jumped the old rickety fence so he could escape his master although the man found him immediately.

Verbals

The other new item we are to discuss today are Verbals. There are three different kinds: Infinitive, Gerund, and Participle. This week, we will be talking about the infinitive.

We know an infinitive verb as part of our principle parts of a verb, but it can also act as a noun, adjective, or adverb within a sentence. Let's take a look.

As a noun: To dance is fun.

As a direct object: I love to dance.  Jesus loves to help children.

As an adjective: I need a song to sing.

As an adverb: Jesus is easy to love.

Just a reminder: not all phrases starting with "to" are verbals. Remember the infinitive is "to"+ a verb. If it is "to"+ a noun or an object of the preposition it is a prepositional phrase. 

Diagramming!

Jesus, who wept, laughed, yet He sang. See pg 329 in your Guide for the diagram.

IEW week 19

IEW Week 19

Faces of History/Review

Hopefully you have collected some resources and have started combing through them. Maybe some of you have even done some Kew Word Outlining. Today we will review how to fuse outlines using some mini books found in your Teaching Writing Structure and Style binders.

Let's look over each book and determine the topic of each paragraph. Then we will decide what we would like to write our paper on, outline the paragraphs on that subject and then fuse them together hopefully in a cohesive manner.

Please see IEW week 18 for notes on our Faces of History paper.

EEL Week 19

Week 19

Complex/Interrogative/S-Vt-DO-OCN

Devote yourselves to prayer, being watchful and thankful. 

Colossians 4:2

Interrogative

Let's review the 3 ways to make a declarative sentence interrogative.

1) Add a question mark

2) Use an interrogative pronoun

3) Start with a helping verb

Kim gave her sister the flu.

Let's use our 3 different ways to change this statement into interrogative.

Kim gave her sister the flu?

Who gave her sister the flu?

Did Kim give her sister the flu?

We will now take some time to go over some verb anatomy with Chart O and Chart N.

Please allow some time at home for copying/reviewing these charts. You can use any of the Foundations irregular verbs this Cycle to fill in your blank chart!

We used one of the practice sentences for the week for our Analytical Task Sheet.

If we have time we will have fun with a Mad Lib then on to Make it Rhode Island/Alaska Sized 

IEW-Week 18

Week 18

Faces of History Essay Project

Faces of History Essay Project

Due: April 1, 2015 (no joke :)

What is it?

For the next 3 weeks we will be working on a 3-5 paragraph essay on an historical figure from American history. On the fourth Wednesday you will present your essay dressed as your character or bring in a prop or display related to your character. This is going to be fantastic!

Optional schedule:

Week 18-Choose character and gather resources

Week 19-Rough draft of body paragraphs

Week 20-Introduction & Conclusion paragraphs and final editing

Present!

Week 18

Choose your character. Some ideas might include:

Any of the presidents

Susan B. Anthony

John Steinbeck

Mark Twain

Harriet Beecher Stowe

Louis Armstrong

Babe Ruth

Eli Whitney

Davey Crockett

Noah Webster

Lewis and Clark

Henry Clay

General Robert E. Lee

Gen. Ulysses S. Grant

Eleanor Roosevelt

Jackie Robinson

Walt Disney

The Wright Brothers

Andrew Carnegie

John D Rockefeller

Henry Ford

Thomas Edison

Martin Luther King

Benjamin Franklin

The person I will write my paper on is: __________________________________

Read anything you can find about this person. Use library books, timeline cards, the Story of the World books, history books, or the internet* (I recommend sites that say “for kids”). *Only one internet source, and no Wikipedia.

Next, you need to organize your information into 3 topics or “themes” about your person.

Here are some suggestions: (others are ok, too)

Their childhood/what life was like when they were young

Their personality/quirky things they did/what made this person unique

Their clothes (if this was a big deal to him or her)

The thing that they are famous for doing

The thing that they invented

Their adult life/unusual things they did or things that happened to them

How they got to be famous

Their second biggest accomplishment

How this person affected the rest of history or science or whatever

The three themes that I think I will write about are:

________________________, __________________________________, and _____________________

Now it’s time to start taking notes in Key Word Outlines. Start with your first topic or theme. Use at least 2 sources. Three would be best but 2 will do. You can use the form provided in the packet. If you are satisfied that you have enough information from your sources, you can go ahead and fuse them. Go on to the other 2 topics. If at anytime you find you don’t have enough information, or are unhappy with your topics, feel free to find more information or change topics.

You should have 1-3 fused outlines at this time.

Week 19

Now it’s time to write our rough drafts from our KWO. It might be helpful to have a list of dress-ups and sentence openers on hand so that you can incorporate them into your essay as much as possible.

Week 20

You’ve completed the bulk of your paper. It’s easy-breezy from here. Add your introduction and conclusion paragraphs and do any final editing. Don’t forget to think about your costume, prop, or display for your presentation.

EEL-Week 18

Week 18

Complex/Imperative/S-Vt-DO-OCA/OCN

Charts A,M,N

Only 6 more weeks! Don't give up! Read Galations 6:9 for some encouragement.

This is also a great time to do a temperature check to see if we are where we should be. A great resource for that is page 282  in your Guide. I discovered that I have let the charts slide at home and need to focus on those these last few weeks.

Review:

8 parts of speech

4 purposes

4 structures

What is a complex sentence?

contains both an independent clause and a dependent clause.

What is an imperative sentence?

gives a command

Volunteers came up and labeled and diagrammed:

Make ma a saint while you make me an heir.

Make me holy while you make me loving.

All the volunteers did great. 

Imperative

Let's change these Declaratives into Imperatives.

We shall call the dog Rover.

Call the dog Rover.

The judge did rule her guilty.

Rule her guilty.

He calls me Ishmael. 

Call me Ishmael.

What is the subject in our new imperative sentences?

The understood you.

Can we determine the tense of our verbs in these sentences?

Present! Commands are given in the now. Notice that no helping verbs are used either.

Complex & Imperative

Now that we have our imperative sentences, let's make them complex. Any ideas on how to do this?

who/which clauses, www.asa.wub clauses

Call the dog Rover as he is friendly.

Rule her guilty because she stole the goods.

Call me Ishmael while I am on the boat.

We used the sentence on pg 291 on our Analytical Task sheets and went all the way to Task 5!

We played a new math game called Insomnia.

EEL week 16

Week 16

Complex/Declarative/S-Vt-DO-OCN

Today we are continuing our discussion of the Complex sentence structure and our Declarative sentence purpose, but we are adding a new element to our pattern. The Object Complement Noun.

What is an Object Complement Noun (OCN)?

We can tell by the name that it is a noun, right? If we just look at the pattern, the OCN follows the direct object. Here is where we get in to new territory. A complement completes the thought begun by the subject and the verb. The Object Complement Noun renames what the direct object has become as a result of the action of the verb. Let's look at some examples.

Jesus, who made you an heir, made me a saint. Ind. Clause- Jesus made me a saint. S-Vt-DO-OCN

God called the light day.

God called the dark night.

The Object Complement renames the Direct Object. Day renames light. Night renames dark.

So when we do our Question Confirmation and have identified the Subject, Verb, and Direct Object, we ask the question God called light what/whom? Can day replace/describe light? If yes, then it's an Object Complement Noun.  Light = day.

Here's two more examples:

We considered that car a lemon.

The class elected Tom president. 

Car=lemon and Tom=president

Since we are talking about nouns, I think it would be helpful to go over the jobs a noun can do using our Quid et Quo. Please take these out and we will look at our first example sentence. Let's start with Jesus.  Go to the noun section and let's look at what we can fill in. Answer: Noun, proper, concrete, singular, masculine.

What about the noun me? Answer: Direct Object, singular, gender is unknown unless we know who the speaker is, first person, personal pronoun, objective pronoun

Let's take our first example sentence go through our question confirmation and diagram it.

Jesus, who made you an heir, made me a saint.

SN      SP   Vt     DO AJ OCN  Vt   DO aj OCN

Jesus | made | me \ saint (I can't put in the adjectives)

who | made | you \ heir (remember the dashed line that connects Jesus to who)

Homework:

Go through the example sentences using the task sheet and/or the Quid et Quo and Review Charts

E,F, and N