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

IEW week 15

IEW week 15

Writing from your brain/Introductions & Conclusions/VSS

What if you're asked to write a paper on a subject without any resources? No books, no internet, no parental help? Where would you get your information?

From your brain!!

We are going to pick a subject to write about, think of some topics, choose a few topics to write about and develop a KWO based on what we know.

But before we get started, let's go over introductions and conclusions. 

Introductions give background information such as time, place, and context and states the topics.

Conclusions restate the topics and state the most important thing and why. This is also a great place to get a title idea. 

The new decoration that we are to implement is the VSS or the very short sentence. We have been working on adding to our sentences. Now to break up the rhythm and add variety, we will add a VSS to our writing.

Please refer to your TWSS for an outline of this process. 

Homework:

Write a 4-5 paragraph essay (2-3 topics, an introduction, and a conclusion) on the subject of your choosing incorporating a very short sentence.

Challenge: Utilize a dramatic opener.

EEL week 15

EEL Week 15

Complex/Interrogative/S-Vt-IO-DO/Interjection

Complex/Interrogative-pg 233 in our Guide

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

1) Add a question mark

2) Use an interrogative pronoun such as who, whom, whose, which, what

3) Use a helping verb

 Can anyone remind me what the helping verbs are?

Do, does, did, has, have had, am, are, is, was, were, be, being, been, may, must, might, should, could, would, shall, will, can

Example:

I gave my daughter the old cell phone when I ordered myself a new one.

1) I gave my daughter the old cell phone when I ordered myself a new one?

2) Who gave my daughter the old cell phone when I ordered myself a new one?

3) Shall I gave my daughter the old cell phone when I order myself a new one?

Now that we know the purpose of this sentence, what is it's structure? Complex

How do we know? The sentence has a subordinating conjunction-when, therefore our sentence has a subordinate clause "when I ordered myself a new one."

Let's go through our Question confirmation process to identify the jobs of each word in our sentence.

Parent's-if you need to review the question confirmation, see week three in our Guide.

Shall I give my daughter the old cell phone when I order myself a new one?

Vh   SP Vt  aj     IO          aj   aj   aj     DO     C    SP Vt    IO       aj  aj    DO

Now, let's diagram this.

Interjections

What if we were to add an interjection here? Pick one

Hurray! I gave my daughter the old cell phone when I ordered myself a new one.

Let's add the interjection to our diagram.

Yippee! The sun is shining while it is snowing.

Man! Maggie ate all the cake because it was so delicious. 

What is the structure? 

Let's change the purpose to interrogative. 

Verb Anatomy-Chart N pg 424

Now don't let this chart freak you out. We are going to break it down piece by piece.

You already know the 5 parts of a verb from Foundations.

5 Parts-Infinitive, Present, Past, Present Participle, Past Participle

4 Forms-Simple, Perfect, Progressive, Perfect Progressive

3 Tenses-Past, Present, Future

Don't forget Person and Singular or Plural

Let's see who can find a verb the fastest. I'll call out a certain Form, Tense, Person, and Number and whoever locates it the quickest stand up.

Simple, Past, 1st Person, Plural

Perfect, Present, 2nd person, Singular

Progressive, 3rd Person, Plural, Present

Perfect Progressive, Future, 3rd person, Singular

Simple, Future, 2nd Person, Singular

Let's get our Analytical Task Sheets and we'll discuss Tasks 5 & 6

Example: Did Jesus, who died for me, make me a crown?

By Purpose: Did Jesus make me a crown?

By Structure

Simple- Jesus made me a crown.

Cd-Jesus made me a crown and He died for me.

Cx-Jesus made me a crown when He died for me.

Add modifiers

Wonderful Jesus quickly made me a glittering crown.

Make passive

The crown was made for me by Jesus.

Homework:
Work on the practice sentences for week 15 in the Guide and work on memorizing Chart N.

IEW wk 14

IEW Week 14

If you have a paragraph from a fused outline you would like to share, please do.

Dramatic Openers

We will be referencing pg 46 in our Student Resource Notebooks.

Multi-source, multi-topic, fused outlines

We will be going over Lesson 23 from our USHBW books (pg 65)

Please also refer to your TWSS Unit 6, there are some nice visuals located there.

1) Scan the first and last sentence from each paragraph and write the topic next to it.

2) From all the topics, pick three

3) Outline each source that is based on your topic, then fuse the same topic outlines together

Homework:

Please write a 1-3 paragraph essay on a subject of your choice using dress-ups and dramatic openers.

Week 14 EEL

Week 14

Complex, Imperative, S-Vt-IO-DO, Verb Voice-Passive

Prayer and read Proverbs on pg 223

We reviewed sentence purpose, structure, and pattern using our hand motions and looked over Chart DD.

Complex 

Parents please refer to pg 217 in your Guide. 

Identify the dependent (subordinate) clause in the following sentences and whether it is adjectival or adverbial.

 1) Monica, who has a lovely smile, adores school. Red = adjectival

2) Since we just ate lunch, we are all full. Blue = adverbial

3) The boy who is in his seat first will receive much praise.

Imperative

Change these declarative sentences to imperative. 

Matthieu walked the dog. Walk the dog.

Kellan jumped the creek.  Jump the creek. 

Calli, who loves art, painted the picture. Paint the picture.

What about the sentences above?

Adore school.

Be full.

Receive praise.

In imperative sentences, who are we talking about? The implied you.

Verb Voice-Passive

Change these to passive voice.

The child loved.

John saved the girl from the flooded river.

The tornado ravaged the town.

Madie frosted the cake.

Julia made a dress.

Steps making verbs into passive voice

1) We need a form of the helping verb "to be"

2) If you have a Direct Object, it becomes the subject.

3) The original verb becomes a past participle.

The child was loved.

The girl was saved from the flooded river by John.

The town was ravaged by the tornado.

The cake was frosted by Madie.

The dress was made by Julia.

Analytical Task Sheets

Use your question confirmation to parse this sentence.

Make me a crown when I give you my heart.

Vt      IO aj  DO      C    SP Vt   IO  aj   DO

(You)=Subj pronoun

Homework

Please continue to work through the sentences in your Guide. First years should be able to do Tasks 1-4. Second years challenge yourself with Task 5. Third years Challenge yourselves with Task 6 and/or your Quid et Quo and try to identify as many words as you can.

Please also review charts A,E,H,I,L,M

Additional Resources:

Our Mother Tongue Lessons: 22,40

EEL Week 13

Welcome back fellow travelers!  I hope that you had a restful and healthful break and are ready to jump back in because we have a lot to cover right off the bat. So let's get started.

Review: We reviewed our Chart A orally and did a Mad Lib.

New material: Complex-Decl./Exclam. and S-Vt-IO-DO

S-Vt-IO-DO
Example sentence: She baked a cake.
As we learned last year, to identify a sentence's pattern we need to answer some questions.
Who can tell me the first question we should ask?
Answer: Who or what baked a cake?
Then: What is being said she?
She baked what/whom? Can cake replace or describe she?
No? Then it's what? A direct object.

Now we will add another element-an Indirect Object.
Example sentence: She baked me a cake.
Let's go through our questions again.
Our new question at the end is 'she baked a cake for whom or what?'
Answer: For me. Me is the indirect object.
*Notice that the indirect object does not receive the action of the verb (hence the term indirect).
Now that we know the pattern, how do we diagram this?

Complex Structure
Review sentence structure motions.
Who can tell me what a simple sentence consists of?
Answer: One independent clause. The cow jumped over the moon.
What about a compound sentence?
Answer: Two independent clauses joined by a coordinating conjunction.
The cow jumped over the moon and the dish ran away with the spoon.
Can anyone tell me the coordinating conjunctions?
FANBOYS

A complex sentence is 1 independent clause and 1 dependent clause.
*Remember a clause has both a subject and a verb and dependent clauses cannot stand alone.
1) Tom, who loves animals, owns a sheepdog.
2) Tom, a great hunter, loves animals.
3)The boy who loves animals owns a sheepdog.
A message about commas: We use them when the clause can be removed without confusion. When we compare sentence 1 to sentence 3, the clause in 1 can removed without detracting from the original meaning. The clause in 3 clarifies any confusion about which boy.

Types of clauses-adjectival and adverbial

Adjectival-These clauses act as adjectives, giving us more information by answering the adjective questions.
Can anyone tell me what those are?
Answer: What kind, which, how many, and whose
We know these from IEW as who/which clauses
These clauses can also start with relative pronouns. Can anyone tell me what those are?
Whom, whose, whomever, whoever, that, what, and whatever
They are called relative pronouns because they relate back to the independent clause. They also act as the subject of the adjectival clause.

Adverbial -These clauses act as adverbs, give us more information about the verb, adjective or adverb, and answer our adverb questions.
Who can tell me what those are?
Answer: How, when, where, why, how often, how much, to what extent, and under what condition
In IEW we know these clauses as our www.asia.wub clauses.

Let's look back a our sentence 1. Is this clause adjectival or adverbial?
Answer: Adjectival

Let's use our Analytical Task Sheet for the first sentence in our Guide Week 13>

IEW Week 13

Unit 6-Fused Outlines
Does anyone have anything they would like to share from last year?

Note to parents:
Please refer to the syllabus that was handed out in class. We will be working toward a goal of a large paper at the end of the term. As always please embrace scaling to make this project appropriate for your child. The process is the key here. If they are doing the best they can and are applying themselves, they are to be commended.

For this week, we will be working on fusing outlines and writing a paragraph from that outline with our dress-ups. Next week, we will be fusing outlines, writing our paragraph, and adding dramatic openers and closers. After that, we will take a break and work on some creative writing.

We will be working on fused outlines today using two sources from our USHBW book. Essentially, we will follow along with the lesson. Please turn to lesson 22. We will create a KWO from first one source, then the other. Once that is accomplished, we will make a third outline with components of both the previous two. We will then write our paragraph from this third outline.

Scaling
The key here is learning to fuse outlines from different sources. Feel free to forget the writing of the paragraph at the end and just work on fusing if need be.

If your child needs some more, fuse from three sources, write an additional paragraph or see if you can get all dress-ups and/or decorations in your paragraph just as a challenge.

We will go through the exercise on pg 159 if we have time. If we don't, I encourage you to do it at home. Also, the text provides two additional sources in Lesson 22 for fusing practice  at home.