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.