In Class....
EEL
- Reviewed Principal Parts of Verbs through filling out all 5 parts for a chosen verb, using Chart D.
- Reviewed Adjectives through a relay race to fill in Chart L.
- Teachers vs. Students--Teachers won! Students had only 2 spaces left! Great Job!
- New Verbals Type--Participles
- See Week 21 for explanations of Verbals
- Participles are present or past participles of verbs (-ing, -ed, -en, -t, and a few rare forms)
- Used as an adjective in a sentence
- Purple frilly hat to remind us about adjectives dress-up a sentence.
- Diagrammed on a curved line under the noun/pronoun they are modifying
- Remember, verbals keep their "verbiness" while acting as other parts of speech. (like a woman with different hats)
- Practiced diagramming a compound-complex sentence.
- A few students talked us through the question confirmation of the sentence.
- Other students filled in the blank diagram I wrote on the board.
- We did Quid et Quo with just the adjectives from the sentence.
- Noted that verbals have their own line on the Quid et Quo. They need to be marked there with what type of verbal they are. They can also be marked on the part of speech that they are acting as in the sentence.
IEW
- Shared our favorite section/paragraph from our Faces of History papers with our tables/small groups.
- New Unit--Literary Critiques (Unit 9)
- These are not the old book reports that we remember. They are better (and possibly easier to write!)
- Consists of 5 paragraphs (MHBW p.181 & 183; TWSS p.149)
- Introduction--gives title, author, publisher, date of publication, type of story, and any background
- Paragraphs 2, 3, and 4 follow the Story Sequence Chart (briefly...don't give away the story!)
- Paragraph 2--covers the characters and setting
- Paragraph 3--covers the problem of want
- Paragraph 4--covers the climax and resolution
- Conclusion--the Critique
- What do you think of the story?, Things you like or dislike, Why? with examples from story, Discuss the message or themes, Final Clincher that reflects your opinion (what you think about story)
- Longest and most developed of all paragraphs
- Checklist for Literary Critiques are different (MHBW p.184)
- Paragraphs 1-4 are to be brief enough that they count as a single paragraph when it comes to dress-ups, sentence openers, and decorations.
- Paragraph 5 (conclusion) should have all dress-ups, sentence openers, and decorations that you are requiring
- New (and final) sentence opener--WWW.ASIA.WUB
- We ran out of time to cover this in class
- We will try to cover it next week
- This should be easy for most students, and many may be doing it already.
- It is simply starting a sentence with a www.asia.wub clause.
- Covered in MHBW p.190 and TWSS p.182
Math
- Played "Shut the Box"
- We played a different version from last week.
- We used a board with 12 numbers.
- We multiplied the numbers rolled.
- We crossed off only one set of numbers that could add up to the number multiplied.
- We played 3 rounds. Person with lowest score at the end of three rounds won.
At Home...
EEL
- Continue memorizing the charts, especially the ones from the Grammar Trivium Tables.
- Take some time this week to work on Charts L (adjectives), P (compound-complex sentences), and Q (verbals)
- Complete tasks 1-4 on the ATS for at least 1 sentence per day
- Tasks 1-6 should be done for second year students and those students moving on to challenge next year.
- Try out Task 5, at least the adding in modifiers part.
- Editing and Spelling exercises in EEL guide (optional)
IEW
- Prepare for and attend our Faces of History night Friday night!
- Finish your presentation
- Do a KWO of your paper
- If you need to, write out what you will be saying (in the first person) for Friday night.
- Practice your presentation.
- Gather items for your costume (parents are welcome to dress-up as well).
- Prepare your visual
- Begin working on Lesson 26 or another Literary Critique
- You may choose to do a literary critique from the story in lesson 26 or a story (from a book, movie, TV show, etc.) of your choosing.
- According to the "official" schedule, we are to do lesson 26 this week and lesson 27 next week. However, if you would like to split it up and only do one paper, that is up to you.
- If you split it, try to do paragraphs 1 through 4 this week and the conclusion next week. This is how the MHBW suggests to do it in lesson 26.
- Remember the first four paragraphs are brief. The critique happens in the conclusion paragraph, which should be the longest and most developed.
Reminders for Teachers...
- Don't forget to invite friends and family to join us Friday night.
- Don't forget your food (and your student 😉 ) Friday night.
- Read your lessons for next class. Week 23 in EEL Guide. Lesson 26 & 27 in MHBW.
- Remember, you are the teacher! Please adjust/scale assignments to meet your individual child's needs (be it to make it easier, more challenging, or just a little different approach.
- Always feel free to ask me anything. If I don't know, we will find out together. I'm not the expert, just the lead-learner.
- Let me know if there's anything I can do to help you and support you!
My Prayer for you
The verse below was in our scripture reading this morning at breakfast. The girls and I talked about how much we have going on right now with school and how it is so easy to just want to give up. We also talked about how it is so important to finish our race and do what God has called us to do with diligence and our best effort, even unto the end. My prayer for you is that you can persevere and endure to the end. You've done a wonderful job this year, teachers! Don't give up now! The harvest is in sight!
