Essentials - week 23

Holy cow!  How is it week 23 already?!

EEL: We are still with Cd-Cx and all purposes, but this week we are using S-Vt-IO-DO pattern.  Remember: a DO does not need an IO, but an IO NEEDS a DO.

An IO is a noun or pronoun and tells who or what. It doesn't receive the action of the verb and comes between the V and DO. Question confirmation will help you determine the IO (if there is one). 

Jesus made a crown.  Jesus made me a crown. Me is the IO. It isn't necessary in the sentence, but it does give more information about what Jesus did and who it is for.

We took the sentence Sally made us a cake and turned it into a Cd-Cx sentence.  Be sure to practice all the sentence purposes - don't get stuck in declarative mode!

Adverbs were next this week (Chart I). There are types and degrees of Adverbs just as there are Adjectives. Simple, flexional, affirmative, negative are all types of adverbs. There are positive, comparative and superlative degrees of adverbs.  Then we also have adverb phrases and clauses. Many of these we've used this year but have just now begun labeling and really defining them.  The deeper information is for use more with the Quid et Quo. 

We discovered the Gerund verbal today. A gerund is a present participle used as a NOUN and are usually showing activity.

I love dancing.  The judges awarded her cooking first prize. Dancing nor cooking are the verbs in these sentences. But the present participle verb form used as a noun is the gerund. Utilize the question confirmation to label these correctly.

We quickly went over subjunctive mood in verbs.  It implies a wish that may not be fact. This is advanced grammar and will be studied in more depth later. 

HOMEWORK: Keep working your charts - we only need 18 more to get to 1,500!!

IEW: One more week until FoH!! I know you've been working extremely hard on these.  Can't wait to hear and see the presentations!

We used story cubes to write a story and then insert as many vocabulary words as we could.  It was a intense but quick activity that was fun for the kids.  Everyone wins!

Please let me know if you have any questions about FoH or any concerns!

HOMEWORK: Gather all your things for FoH and bring them next week!

NO PASSWORD NEXT WEEK!

Have a great week! 

Essentials - Week 22

Woo Hoo - week 22! 

EEL: Compound - Complex, All Purposes, S-Vl-PN/PA

We began class playing Crack the Code.  The kids went from station to station answering the questions and received a piece of the code.  When they finished the questions, they rearranged the words to complete our bible verse for this week!  It was a fun way to get some review in.

We are staying with Cd-Cx and using all the purposes we've studied. We reviewed Predicate Nominatives and Predicate Adjectives this week. Linking verbs are the key to PN and PAs.  Have your child memorize the linking verbs and they will identify this sentence pattern quickly. (Chart C)

*feel, become, remain, taste, seem, appear, look, sound, stay, smell, grow, am, are, is, was, were, be, being, been*

Predicate Nominative can replace the Subject.

Jesus is God.

Predicate Adjective describes the Subject.

Jesus is holy.

The linking verb is key. Find that and you've labeled your pattern.

Adjectives were next in our review. (Chart L) We quickly went over the questions and the descriptive, possessive (qualifying) and limiting aspects of adjectives. We also reviewed that an adjective phrase will not have a subject or verb and an adjective clause will have a subject and verb.

Verbals - this is week is Participles.  We know the definition of both past and present participles.  The trick with verbals is the participle is being used as an adjective in the sentence.                                          

A present participle is a verb + -ing used as an adjective. 

The jumping child broke his wrist on the trampoline. Jumping describes child.

A past participle is a verb + -ed used as an adjective.

The decayed tooth caused her much pain. Decayed describes tooth.

Use your question confirmation to determine the verb in the sentence.  Then you will find your past and present participle verbals!

HOMEWORK: Keep writing those charts!  A $5 gift card is on the line if we can get to 1,500 charts!

IEW: FoH in 2 weeks!  Keep working on those papers!  Can't wait to hear them!

We discussed Unit 9 - Formal critique today. Using the story sequence charts from unit 3 and the intro and conclusion from unit 7, you use these two models to write a critique paper.  However, a critique is just that: your opinion. The goal isn't to retell the story.  Critiquing is telling what you thought about the story. You tell the most important things about the story through the story sequence chart and how you felt about them.

I used the book How the Grinch Stole Christmas to demonstrate how to do a critique. Using a text that you're familiar with is a good way to practice this technique. Using unit 3 SSC outline can help bring your opinion to life.

HOMEWORK: Keep working on your FoH papers!

PASSWORD: Definition of Past/Present Participles!

Have a great week moms!  Praying for you!

Essentials - Week 21

Week 21 - let's get after it!

EEL:

Structure: Compound-Complex

Purpose: All

Pattern: S-Vi, S-Vt-DO

We reviewed the 2 sentence patterns, then modified them with prepositional phrases (where we recalled what a prepositional phrase is (prep. + noun, no verb)), adjectives and adverbs. We used question confirmation to understand what the sentence patterns are. 

Then we made the same sentences compound by adding a FANBOYS (coordinating conjunction) and remembered that a compound sentence has 2 independent clauses with a coordinating conjunction between them - the clauses can stand alone as sentences.

THEN, we made the same sentences Complex by adding an Adjectival (who/which) or Adverbial (www.asia.b) clause.  Remember: Complex sentences have 1 independent clause and 1 dependent/subordinating clause.  

Finally, we joined the Compound and Complex sentences together to make our new structure for this week: Compound-Complex.  I hope it made sense to you and your kids how this works.  It seems difficult but if you break it down into structure and then mesh the sentences together, it makes it so much easier. Practice some sentences at home using the S-Vi, S-Vt-DO patterns with simple modifiers.

We talked about conjunctions and how we've been using them for awhile in our class.

We began discussing Verbals this week with Infinitives.  An Infinitive is to+verb used as a noun, adjective or adverb.  We saw this week how that works.

To sing is fun. (used as a Subject noun)

I love to sing.  (used as a direct object)

I need a song to sing.  (what kind of song?  a song to sing -                                           adjective)

Infinitives can also be used as Phrases and Clauses.  Page 328 in your EEL guide has some good examples.

We did a quick ATS  on the board together using question confirmation to label the sentence.  It was a Compound-Complex sentence - I hope the kids saw that!

HOMEWORK: ATS tasks 1-6, Chart H (Conjunctions), Verbals

IEW: We began class with an Easter egg game.  I took questions from the back of the HBWL guide.  While this didn't seem to be one of our more egg-citing games (see what I did there?), I was pleased when the kids were able to think back and come up with the answers to the questions! 

I began by reading the first sentence/paragraph of familiar and not so familiar books.  I wanted the kids to see how using an attention getting sentence will make your reader want to know more about what's being written.  I encouraged them to use the attention getting technique when writing their FoH papers.  

Three weeks until our FoH presentation during class on week 24!  Keep working on them!  I can't wait to hear what the kids come up with!

We did a quick Mad Lib on the board and wrote our own poetry using parts of speech.  Writing practice isn't just for papers - poetry counts too!  :)

HOMEWORK: FoH papers due in 3 weeks!

Fun stuff for week 22:

Epic Nerf Gun war:  kids need to bring a nerf gun that should be safely stored until we need them.  I'll provide the bullets!

Popcorn Bar:  We will have plain popcorn with drizzles and mix ins.  I'll send an email about this!

PASSWORD: Verbal Infinitive: to+verb used as a noun, adjective or adverb.

Mom's Password: what is the play on words I used in this blog?  Let me know before class next week and you'll get a treat! :)

Have a great week - see you on week 22!

Essentials - Week 20

Wow - week 20!  Here we go!!

EEL: 

Structure: Complex

Purpose: Interrogative

Pattern: S-Vt-DO-OCA

We reviewed what makes a Complex sentence and how to make a Declarative sentence into an Interrogative.  We also reviewed OCA - Object Compliment Adjectives.  There MUST be a DO in the sentence for an OCA and the OCA will replace or describe and follow the DO.

Jesus calls himself holy. (S-Vt-DO-OCA).  Holy describes himself.

We took the sentence "Jesus calls himself holy" and made it into a Complex Interrogative sentence.  More practice!

We spent most of our class time discovering what Modifiers are.  We defined what Adverbs, Adjectives and Prepositions are and realized that we have been using modifiers all this time!  Even the definitions for Adverbs and Adjectives have the word "modify'!

Charts E, H, I, J and L are full of modifiers.  Review these with your kids and use them in sentences to practice.

I gave the kids the basic sentence (Your name) plays.  Then we used the Roll-a-modifier sheet and passed the sheets around the tables so the kids could practice modifying their friends' sentences.  It was wonderful to watch the kids working on their friends' sentences!

We also played a hide and seek Preposition game.  I wrote all the Prepositions on sticky notes and stuck them to the walls.  The kids got up and found all the prepositions and we put them in order.  It was a good review!

We also discussed the OP - Object of the Preposition (noun or pronoun) and remembered that a prepositional phrase will have just a preposition and a noun; no verb.  

HOMEWORK: Keep writing/saying those charts!!  Practice Complex, Interrogative sentences at home.

IEW: This week, the kids brought their sources to class and we worked on their bibliographies for their texts.  After that, we worked on our outlines individually.  I hope that was helpful for everyone.  Faces of History is 4 weeks away on April 18th!

HOMEWORK: Continue working on your FoH papers.  If you have any questions please let me know!

Remember: The kids made their chart goal!!  Here's the schedule for rewards:

Week 22: Popcorn bar during math.  Epic Nerf Gun war from 2:40-3:00.

Week 23: Taco bar for lunch from 1:00-1:30!

I'll be in touch about how you can help!

PASSWORD: Tell me one of your topics for your FoH paper!!

Don't forget mommas - if you tell me what the following cartoon is about, you will get a treat from me!

Essentials - Week 19

Woo Hoo!!  Last 6 weeks to go!  We've run the race well...now let's finish strong and DO THIS THING!  

The kids reached their Chart Challenge goal today by 5 charts!  Here's the schedule for all the rewards and festivities:

Week 22: Popcorn buffet during Math, Epic Nerf War from 2:40-3:00.  Bring, beg or borrow a nerf gun!

Week 23: Taco bar from 1:00-1:30 on community day.  I'll let you know what needs to be supplied. 

Remember: Alecia has set a goal of an additional 1,500 charts (2,500 total) by week 24!  If the kids can reach that, she will award each kid with a $5 gift card to either Sonic or Chick-fil-A!  Keep copying those charts!

EEL: 

Structure: Complex

Purpose: Interrogative

Pattern: S-Vt-DO-OCN

We are still working with Complex Structure and added Interrogative purpose today.  We began by reviewing what makes a Complex sentence (independent clause with a subordinating Adverbial [www.asia.b] or Adjectival [who/which] clause). 

We then reviewed what how to change a Declarative sentence into an Interrogative sentence (1. ? at the end, 2. Interrogative pronoun as the subject, 3. Helping verb at the beginning of the sentence). I posted 3 sentences on large post it notes and the kids worked together to change the sentences from Declarative to Interrogative.

I'm encouraged by how much the kids have learned this year.  Knowing this much, their next tour of Essentials will be so much easier!

We reviewed S-Vt-DO-OCN pattern by recalling that there can't be an OCN if there isn't a DO.  The OCN compliments the DO.

My sister called the skydiver a lunatic, even though he considered himself a normal guy.  (DO   OCN)

My sister didn't call the skydiver, neither did she call a lunatic.  You must have both for the sentence to make sense. Same with the second clause - you must have a DO in order to have an OCN.

I also reminded the kids that there are certain verbs that give a clue to whether there is an OCN.  Consider, call, judge, nominate, etc, are all verbs that indicate there is an OCN.  The list is short and can be found in week 16.  Go over it with your kids as you're working on OCNs this week.

Speaking of verbs, we visited them again.  We talked about Infinitives and Principal Parts.  Each kid was given an Infinitive and found the other parts to their verb.  I loved making it a challenge and not making the other parts the same color as their infinitive!

When they came back to their table, the arranged their papers in the proper order, then began filling out Chart O with their verb.  Have them continue to fill out Chart O with their verb this week! Chart O is actually for the regular verb "to play".  Work on that one, too!

HOMEWORK: Continue filling out Chart O, complete more charts and work on your ATS tasks 1-6 on any sentence from weeks 1-19!  Start with the earliest ones and work to the more recent ones!

EEL:  I listed on the board all the things we've studied since Unit 1.  It was an exhaustive list.  I asked the kids if I had shown them the list at the beginning of the year, how would they have reacted.  There were many forced groans and screams of fear.  However, putting it into perspective that we've done ALL those things since week 1, the kids were just as amazed as I was how much we've accomplished.  Our kids have worked so hard this year.  I know you're proud of them, as am I.

With Unit 8, Formal Essay Models, we are drawing from all the previously studied units to complete our Faces of History paper. Anything that we've used in papers is fair game to use in the FoH! Encourage your kids to look back and decide how many of the decorations, sentence openers, and dress-ups they can add to their paper.

I also explained how we are writing a 5 paragraph paper: Introduction, 1 paragraph per topic, and a Conclusion.  This is to make it as simple and achievable for our kids as possible.

There are no new style techniques or dress-ups to be learned for the rest of the semester.  I encourage you to have your kids bring their sources to class and we will work through writing a Bibliography together, work on fusing outlines together, and anything else they may need help with.  We will use our time wisely while in class to complete as much as we can.  

HOMEWORK: Keep working on your FoH papers at home, but bring your sources and we will tackle some things together in class.

PASSWORD: Your Verb Principal Parts!  Your kids need to recite for me the Infinitive verb they used in class this week and their principal parts!  They took home the slips of paper that their verb was on - easy to recite and remember!

MOMMA PASSWORD: In one of the post it note sentences that the kids turned to Interrogative, what dish does Mom make the worst of? Tell me in private on Week 20 and get a surprise from me! :)

Six more weeks?

Have a great week!  See you next Wednesday!

M

Essentials - Week 18

Week 18!  We are so close to the end! You've persevered well, mommas, and the fruit of all our labor is seen in how much our kids have learned this year!

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! :)

Essentials - Week 17

Hello!  Here's what we accomplished!

EEL - Structure - Complex

          Purpose - Exclamatory

          Pattern - S-Vt-DO-OCA**

**Our last pattern!!

Today was Open House and we had 4 families joining us to observe.  Thanks for loving on those families well!

We reviewed what makes a Complex Sentence and reviewed S-Vt-DO-OCN and remembered that the OCN can replace or rename the Subject.

Then we talked about OCA - Object Compliment Adjectives.  The OCA relates to the DO and describes it. 

God called the earth good.  

God didn't just call the earth, neither did He call the good.  He called the earth good.  The earth being the DO and good describing it making good the OCA.

You must have a DO in order to have an OCN/OCA.

There will not be an OCN/OCA if there is an IO.

We played Pass the Board in which the kids filled in the SN/SP, DO and OCA in a sentence.  I think this helped them understand how OCA works.

We spent quite a bit of time talking about Adjectives - Chart L.  I wanted the kids to understand how Chart L works so when you work on ATS and QeQ at home, the kids are able to label the Adjectives with no problem.  Reviewing and working on Chart L at home will help too!

We used some sentences in class to identify and label some adjectives and how the adjectives worked in the sentence.

We filled in the adjectives on our QeQ to the last detail.  As you're working on the QeQ at home, really discuss how Adjectives are labeled.

HOMEWORK:  Review Charts  L, M and N!

IEW: We gathered in our groups and did a sentence stretch activity.  Each group had a different set of dress ups to use on their sentence.  Our kids are so creative and I so appreciate your leading them in the best way to complete sentences without the sentences being totally outrageous!  Keeping the kids on task isn't easy but you do an amazing job!

We talked about our FoH papers - we have 7 weeks until week 24.  Please don't leave all the work until the last minute!

We also talked about the 2 paragraphs for our Hopes and Dreams paper.  This week we are adding the Introduction and Conclusion to that paper.

Writing the Conclusion is generally easier to do as after the 2 paragraphs are done, the mind is still fresh with details.  Bringing all the information back around and writing a clincher sentence to conclude the paper works easily.  The Conclusion clarifies the most important thing about your topic.  After the Conclusion is written, going back to the Intro and getting ideas from the conclusion works well.  

Use an attention grabber to begin your Introduction. A fun fact or an interesting question are good ways to get your reader's attention.  The state your topics and lead into your two paragraphs.

The FoH paper should include an Intro and a Conclusion as defined here.  

(This image really has nothing to do with how we teach Introduction and Conclusion.  I just thought it was a funny drawing!)

PASSWORD: The kids should bring in a sentence of their own writing to diagram.  Be prepared to share your sentence with those at your table!

Have a great week!  See you soon!

Mommas - If you've read this far and can tell me Wednesday  what is in the Intro and Conclusion picture, I'll have a surprise for you! :)