EEL:
Structure: Complex
Purpose: Imperative
Pattern: S-Vt-DO-OCN/OCA
We began class working on Chart N - to have. Each table had a portion of the chart to complete. Working together, I heard them encouraging each other and discovering what the sentences should be for each box. It is encouraging to me to hear them talking together and helping each other! Then we talked through the Perfect Progressive portion of the chart and found where the repeats are. Knowing this will help the kids complete the chart faster and commit it memory easier!
Still working with the Complex structure and reviewing OCN/OCA patterns. This time with the Imperative purpose, while not new, is the first time we've seen it in the Complex structure. Remember: Imperative sentences have an implied (you) as the subject.
Fact: In a complex sentence, the independent clause will be Imperative. The subordinate clause will be another purpose. And the verb tense will be present tense!
Make me a saint as you make me an heir.
We also reviewed what makes a Complex sentence - Adjectival clauses (who/which) and Adverbial clauses (www.asia.b).
We also reviewed S-Vt-DO-OCN/OCA patterns.
OCN replaces the DO - The snake called the mouse lunch.
OCA describes the DO - The farmer painted the barn red.
We used these examples to practice turning them into complex imperative sentences. Lots of thinking going on this week!
The kids were to bring a sentence from home to use in class this week. We got out our ATS and the kids completed them as far as they could. Good practice for home, too!
HOMEWORK: Work with the ATS so it becomes easier for your kids. Use the sentences available in the EEL guide - start with week 1 and work your way up to the more complex sentences.
IEW: We spent time reading our Hopes and Dreams papers. I'm proud of our kids for working hard on this unit!
We talked briefly about FoH and considering having a wax museum for our End of Year presentation. Talk with your kids if they would be willing to dress and participate in the end of year celebration this way.
We learned our last sentence opener - #6: the very short sentence (vss). This is a sentence of 2-5 words that makes a short statement. "I am your father." "Live long and prosper." Lots of meaning in those words. VSS should be placed in a spot in your paragraph where it can be emphasized or can stand out. Because they are usually among longer sentences, placing them after long sentences will highlight them.
We also learned about the 3 short staccato sentences (3sss). This is simply the use of the #6 opener 3 times. This can be a strong stylistic technique. Use it as a decoration in your paper.
We came. We saw. We conquered.
Our subject this week for Unit 7 is the American Flag and using it as the subject in our paper. Writing as if in 1st person, we talked about how the flag would feel, see, or sense in several different situations. I read for them the sample paper in our HBW and showed the kids how the first person is used.
The kids then walked around the room and wrote words on large post its that they felt the flag would be experiencing in those pictures.
After they were done, we brought the post its to the front of the room and talked about how each of those words were written in first person, as if the flag was doing the talking. I don't know about you, but that was a powerful experience for me. Our military kids are resilient, aren't they?
We talked about writing our FoH paper in first person, as if they are the person they have researched. This makes the presentation of their person easier than if it is written in 3rd person. Encourage your kids to write this way.
HOMEWORK: Continue working on those FoH papers!
NO PASSWORD THIS WEEK!
We have our next P&P on Monday evening, March 12 at my house. Last one of the year! Pudewa and Pizza Pie (or Pizza and Pie)!
Have a great spring break! See you on March 12th!
Moms: if you've read this far, tell me on March 14th the Star Wars reference in this blog post and you'll get a surprise! :)
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