Thursday, September 28, 2017

Essentials Week 6 (2017-2018)

In Class...


EEL

  • Board Work--True/False questions and Undiagram an interrogative sentence
  • New Part of Speech--Conjunctions
    • Chart H
    • 5 types of conjunctions--will learn them throughout year

      • correlative (co-relative=2 words always go together)
      • relative pronouns--also on pronoun chart (F)
        • these begin who/which clauses
      • subordinating conjunctions
        • www.asia.wub for main ones
      • coordinating conjunctions
        • FANBOYS
        • Did a cheer to help remember
        • Also sang these, along with the definition of conjunction to "Father Abraham"
        • Foundations, Cycle 2, weeks 21-22
        • compound subjects and verbs are diagramed with a "rocket ship"
  • Looked at Chart A and how much we have covered so far this year.
    • It is a lot in just six weeks!
  • New Sentence Structure--Compound
    • 2 independent clauses (house diagram) combined using a coordinating conjunction (FANBOYS)
    • Must have a comma before the FANBOYS
    • Diagrammed with the FANBOYS on a "chair" in between the clauses
  • New Sentence Pattern--S-Vt-Do
    • Direct Objects are nouns/pronouns and must follow verb; answer who/what
    • Transitive verbs transfer action from subject of sentence to the direct object
    • Diagrammed like the pattern is shown on chart A
      • When studying chart A, it is a good idea to have your child mark the diagram lines as well as the abbreviations.  (Thanks Jennifer B.!)

Conjunction Junction!

 Math

IEW
  • Read our papers within our table groups
  • Silly Sentences at tables
    • Dressed-up boring sentences with at least 3 given dress-ups or decorations
  • New Structure--Summarizing a Reference (Unit 4)
    • "Some-a-rize"
    • Key words for outline come from interesting, important, or relevant facts
      • NOT from each sentence!
    • 5 to 7 facts (lines) in Key Word Outline
      • Still only 3 words per line
    • Topic Sentence is Roman Numeral "I" in KWO
    • Clincher Sentence 
      • just write clincher on KWO (no need for key words)
      • when writing sentence in paragraph, remember rule:  "The clincher sentence MUST repeat or reflect 2-3 key words from the topic sentence."


At Home...


EEL

  • page 108-109 (110-111) in EEL
    • page 109/111 is a test/proof for the first six weeks
      • This is great to do sometime over break to see where your student is and see where there might be areas you need to work on.  
      • Remember, mastery is not expected for 1st or 2nd year students!
  • Study Chart H (conjunctions)
    • Also study chart G (compound sentence structure)--we ran out of time for this, but it is important!
  • Continue practicing all charts learned so far (A through F)
  • Work on the vocabulary words and definitions at the beginning of each lesson covered so far.
  • Analytical Task Sheet
    • Try to complete 1 practice sentence each day 
      • Sentences 1 and 2 are the only true basic ones this week
      • You can change the words in the sentence to create new ones (if you feel confident), or you can use the history practice sentences I sent out by email a couple of weeks ago or ones on CC Connected.
    • Remember the section in Lesson 3 that gives all of the details for the ATS, and remember the steps are laid out for you on each sentence's page.
  • Optional--Editing exercises and Spelling List in EEL


Don't feel that you always have to simply write the charts to practice.  Get creative!



Math
  • Practice Number Knockout at home
  • Practice and work on speed and accuracy of math facts


IEW

  • Lesson 9 from the US History Based Writing book
    • Follow this lesson as closely as you can/would like to.  
      • I don't teach from this book (other than reading the source text) on purpose.
      • I leave all of the great teaching helps and ideas in the USHBW lessons for you to use at home!
      • There are some great ideas in there!
    • The text on "The First Thanksgiving" is to help you teach the topic-clincher rule.
      • It is a great resource!
    • You are only doing one paragraph.  
      • The idea is to take the 2 paragraphs and summarize them into one.
  • Don't forget about vocabulary words!
    • There are flashcards for these in the back of the student US history book
  • Optional--Bring a completed paper to turn in and share on Tuesday
    • This should be a marked copy with a signed checklist if you want feedback.
    • Should also have a clean (and even illustrated) copy for the published student book
  • Optional--If you are continuing to do school throughout break and would like more writing to do, don't forget about the blackline masters download in the front of the USHBW book.
    • There is another source text that goes along with the one in lesson 9 that would work great for additional practice.



Reminders...

  • Be sure to read your lessons for the week after break--Week 7 in EEL Guide and Lesson 10 in USHBW book.  
  • Our next Pudewa night is not until the end of October, but make plans to join us on October 26!


My Prayer for you this week...

"By wisdom a house is built, and by understanding it is established; by knowledge the rooms are filled with all precious and pleasant riches.  A wise man is full of strength, and a man of knowledge enhances his might, for by wise guidance you can wage your war, and in abundance of counselors there is victory."    Proverbs 24:3-6

May you remember not only the premise and philosophy behind Classical Education, but may you also be encouraged by each other ("wise guidance" and "abundance of counselors").  I love how we are all in this together, encouraging each other, learning from each other, and supporting each other!

Have a great break!
Posted by at No comments:

Wednesday, September 20, 2017

Essentials Week 5 (2017-18)

In Class...


EEL

  • Board Work--editing a sentence
  • New Sentence Purpose--Interrogative
    • Played a game of "Guess Who?" or "Twenty Questions" to introduce the concept of questions
    • Handed out "CIA" certificates to each student because they were such good interrogators
      • Talked about relationship between interrogate, questions, and interrogative
      • CIA is acronym for 3 ways to change declarative sentence into interrogative sentence
        • C--change end mark; voice inflection is also necessary and can change meaning of sentence
        • I--interrogative pronouns; this list can be sung to "Take Me Out to the Ball Game." (Foundations, cycle 2, week 9)
        • A--add a helping verb; this list can be sung to "This Old Man" (Foundations Cycle 1, week 13-20)
          • different helping verbs can change the meaning of the sentence
          • some helping verbs require a different form of the main verb (i.e. a different principal part--chart D)
  • Analytical Task Sheet
    • Took a simple S-Vi declarative sentence through tasks 1-4
    • Then changed the sentence by changing subject to interrogative pronoun and took that sentence through tasks 1-4
    • Finally took the same declarative sentence and added a helping verb and took that sentence through tasks 1-4
      • Remember you can change a interrogative sentence into a declarative sentence to help see the verb team and such.  It still needs to be diagrammed as an interrogative sentence.
      • Remember verb teams go together on the diagram.
    • Don't forget about the great explanation of how to do these that is included in Week 3's lesson in the EEL (pages 49/51-61/63)
    • Also, remember, all 5 sentences, each, have their own page in the week's lesson that walks you through step by step for the tasks. 

Fun Way to practice verbs and Chart D!

 Math

IEW
  • Read our favorite descriptive paragraphs at our tables.
    • Held up signs for when we heard dress-ups.
  • New Dress-up--Because Clause
    • Discussed how this is probably something they are already doing in their papers
    • Helps one to think more deeply about their writing and add in more detail
    • Dependent adverb clause
      • Cannot stand on its own, but must still have a subject and verb
    • If at beginning of sentence, it needs to be followed by a comma.  
    • If at end of sentence, it does not need a comma.
    • Marked by yellow highlighter/underline
    • TWSS page 173, USHBW page 57, SRP page 103
  • New Decoration--Conversation
    • TWSS page 184, SRP page 132 & 153
    • Punctuation rules on page 153 are what is important when trying to add in conversation 
    • Decorations are only required to be 1 per paper (not in every paragraph)
    • Banned "said" as a verb
  • Continued Story Sequence Chart
    • Just discussed the longer passage and not to let it intimidate you or your student.
    • Discussed the fun ways to practice Story Sequence Chart--movies, novels, picture books, etc.
    • Discussed the fun ways to write from Story Sequence Chart--borrowing a conflict, changing the characters, etc.
      • This is what Lesson 8 in the USHBW book covers.   This is not an assigned lesson, but something fun to do if your student is ready.  (maybe over break?)


    At Home...


    EEL

    • page 92-93 (94-95) in EEL
    • Continue practicing all charts learned so far (A through F)
    • Work on the vocabulary words and definitions at the beginning of each lesson covered so far.
    • Analytical Task Sheet
      • Try to complete 1 practice sentence each day (honestly, we sometimes only get every other day in, and that is ok!)
      • Remember, it is important to ask the same questions in the same order each day to help solidify them in your student's brain.
      • 1st year students should only be working on practice sentences 1,2 and maybe 3.  Each week is different, so many times, even the basic ones are harder.  You be the judge for what your student can do!
      • Remember the section in Lesson 3 that gives all of the details for the ATS, and remember the steps are laid out for you on each sentence's page.
    • Optional--Editing exercises and Spelling List in EEL

    A bit of classic humor to lighten up the study of questions!

    Math
    • Practice Number Knockout at home
    • Practice and work on speed and accuracy of math facts


    IEW

    • Lesson 7 from the US History Based Writing book
      • Don't forget to do the brainstorming for the dress-ups and decorations that are included with the lesson.  
        • If your student isn't ready to put the ones we covered this week in their writing, you can do brainstorming for the dress-ups they are working on, or go ahead and do the ones in the book.  It will simply give them more exposure, even if they don't use it in their writing just yet.
    • Remember:  
      • You can't help too much!
        • Model, let them dictate to you, suggest sentences, or whatever you find works!
      • You are the teacher.  Whatever you expect of your student is what I expect!
      • EZ+1---They do not need to be doing all of the dress-ups and decorations introduced, unless that is where they are with the EZ+1. 
        • This goes for 1st years, as well as 2nd and 3rd years.  Although, I believe most 2nd and 3rd years are farther along.
      • The Unit 3 "how-to" on page 31 in the TWSS is great!  Also, the question and answer section for this unit is good.  Its on page 34.
    • Checklist is up to you as teacher.  What works for you is fine; just be sure you inspect!
      • Checklists can be found in USHBW book at the end of each lesson, on the USHBW blackline masters, attached to the email I sent out last week, or you can even make up your own.
      • Feel free to cross anything off or add to any of the ones you choose.
    • Optional--Bring a completed paper to turn in and share on Tuesday
      • This should be a marked copy with a signed checklist if you want feedback.
      • Should also have a clean (and even illustrated) copy for the published student book


    Reminders...

    • Be sure to read your lessons for next week--Week 6 in EEL Guide, Unit 4 in TWSS, and Lesson 9 in USHBW book.  (We are beginning Unit 4 in TWSS, so it would be good to review that!)  
    • Our next Pudewa night is not until the end of October, but make plans to join us on October 26!


    My Prayer for you this week...

    I always enjoy the "Words of Encouragement" section of our EEL lesson each week!

    This week, we are reminded that God knew we needed to be able to ask questions.   Even though He knows all of the answers, we most certainly do not.  Questions are how we learn about the world that He created and even how we learn about Him!  Asking questions is important and will draw us closer to God.  So, "interrogate to your heart's content," and in doing so, may you be drawn closer to the one who has all of the answers!

    "You will seek me and find me, when you seek me with all your heart."  Jeremiah 29:13
    Posted by at No comments:

    Wednesday, September 13, 2017

    Essentials Week 4 (2017-2018)

    In Class...


    EEL

    • Reviewed Charts A through F with Essentials Bingo.
    • New Part of Speech--Interjections
      • Definition in EEL on 1st page of Week 4, on the bottom of chart J, or at the top of Prepositions chart in the Trivium Tables
        • Definition is also found in Foundations, Cycle 2, Week 24
      • Interjections are not grammatically connected to the rest of the sentence, which is important to know when diagramming the sentence.
      • Read a portion of Fantastic!  Wow!  and Unreal!, a book by Ruth Heller.
        • She has many books on parts of speech that are quite fun to read. 
        • Also, Brian P. Cleary has some great grammar and parts of speech books.
    • New Sentence Purpose--Imperative
      • Played a game of commands to introduce the imperative purpose
      • Imperative sentences can be positive or negative.
      • An understood, or implied, "you" is the subject
      • Imperative sentences can end with a period or an exclamation point
    • Analytical Task Sheet
      • We began task 4 (diagramming) this week.
        • Remember to do tasks 1-3 first.  
          • The sentence pattern will show you how to lay out the initial lines of the diagram
        • The basic line looks a little like the "HILT" (sword) from the verb heart poster.
      • Don't forget about the great explanation of how to do these that is included in Week 3's lesson in the EEL (pages 49/51-61/63)
      • Also, remember, all 5 sentences, each, have their own page in the week's lesson that walks you through step by step for the tasks. 
      • Remember, diagramming may seem overwhelming at first, but we will take it piece by piece.  And, it will get easier over time.

    Math

    IEW
    • Read a good descriptive sentence at our tables.
    • New Dress-up--Strong Verbs
      • Discussed how simple/common verbs don't give the reader the best picture of what we are trying to convey as writers
      • When we give a more specific verb, our writing comes alive and our readers better understand the scene we are portraying
      • Pages 99-102 in SRP (the blue pages)
        • We highlight or underline the verbs in blue.  ðŸ˜Š
      • Also pages 173, 178-179 in TWSS and page 50 in USHBW
    • Advanced Dress-up--Similes
      • Comparison of 2 unlike things, using "like" or "as"
      • Shared a couple of examples from Challenge A books
      • Not required for anyone except 2nd and 3rd years wanting a challenge. 
        • Will cover again in week 14
      • Page 185 in TWSS, page 113 in USHBW, page 9 in blackline masters from USHBW, and page 135 in SRP
    • Continued Story Sequence Chart
      • Reviewed how to ask questions from the chart in order to pull ideas from our minds of things that might be going on in the story, but that might not be explicitly stated in the source text.
      • It is o.k to embellish on the text and add in the things that you imagine that might be going on, but we need to keep the facts straight and not change those.


    At Home...


    EEL

    • page 79-80 (81-82) in EEL
    • Continue practicing all charts learned so far
      • Focus on Chart A until mastered
      • C, E, and F are the most basic after A
      • 1/2 of chart B is the sample sentences from chart A, and 1 of the other 2 parts is the imperative purpose we learned this week.
      • Chart D is Foundations memory work, beginning this week!
      • If you're student has all of these memorized, you can begin working on any of the advanced charts that we mentioned last week.
    • Work on the vocabulary words and definitions at the beginning of each lesson covered so far.
    • Analytical Task Sheet
      • Try to complete 1 practice sentence each day (honestly, we sometimes only get every other day in, and that is ok!)
      • Remember, it is important to ask the same questions in the same order each day to help solidify them in your student's brain.
        • You can simply follow the pages in the EEL.  Or, there is a flow chart on the back of the Quid et Quo trivium tables.
        • Also, I sent a few flow charts out by email.  And, there are some great ones on CCConnected (usually found in a search of "Question Confirmation," "Q&A Flow," or "Sentence Parsing").  
        • Feel free to ask if you can't find one that works for you and your student!
      • 1st year students should only be working on practice sentences 1,2 and maybe 3.  Each week is different, so many times, even the basic ones are harder.  You be the judge for what your student can do!
        • Don't forget that you can make up your own sentences, use the history-based ones, or there are others available on CC Connected.
          • Add in an interjection, if you'd like!
        • 2nd and 3rd year students can try the more advanced sentences!
      • Feel free to go back and try to diagram sentences you practiced last week.  Get the basics down now, before we move on to harder sentences.
      • Remember the section in Lesson 3 that gives all of the details for the ATS, and remember the steps are laid out for you on each sentence's page.
    • Optional--Editing exercises and Spelling List in EEL
    School House Rocks--Interjections!


    Math
    • Practice Number Knockout at home
    • Practice and work on speed and accuracy of math facts


    IEW

    • Lesson 6 from the US History Based Writing book
      • Try to focus on descriptive writing this week.  
        • Add in those strong verbs if you're student is ready.
          • Remember:  Don't ban all of the weak verbs at once.  That can be overwhelming!
          • The blank chart on page 99 in the SRP is to add in your own weak or banned verbs and have your student brainstorm replacements.
        • Use the questions from the Story Sequence Chart to get them to think about what else might be going on that they could add in.
          • Put the answers to these questions on the Story Sequence Chart/KWO, so it becomes easier to add it into their writing.
    • Remember:  
      • You can't help too much!
        • Model, let them dictate to you, suggest sentences, or whatever you find works!
      • You are the teacher.  Whatever you expect of your student is what I expect!
      • EZ+1---They do not need to be doing all of the dress-ups and decorations introduced, unless that is where they are with the EZ+1. 
        • This goes for 1st years, as well as 2nd and 3rd years.  Although, I believe most 2nd and 3rd years are farther along.
      • The Unit 3 "how-to" on page 31 in the TWSS is great!  Also, the question and answer section for this unit is good.  Its on page 34.
    • Optional--Bring a completed paper (or even just the Story Sequence Chart) to turn in and share on Tuesday
      • This should be a marked copy with a signed checklist if you want feedback.
      • Should also have a clean (and even illustrated) copy for the student writing book
      • Checklist is up to you as teacher.  What works for you is fine; just be sure you inspect!

    Reminders...

    • Be sure to read your lessons for next week--Week 5 in EEL Guide and Lesson 7 in USHBW book.  (We are continuing with Unit 3 in TWSS.)  
    • Join us Thursday night, September 14 at 6:30pm Pie and Pudewa, at Jennifer Clinehens' home.
      • Address is 5448 Osage Circle, Fayetteville
      • Remember, these are so important, even for 2nd and 3rd year parents.  I learn something new each time I watch them, and I've seen them at least 4 times now!


    My Prayer for you this week...

    "Let the word of Christ dwell in you richly, teaching and admonishing one another in all wisdom, singing psalms and hymns and spiritual songs, with thankfulness in your hearts to God."      ----Colossians 3:16


    How wonderful is it that God revealed Himself to us and not only that, dwells in us!  Plus, he gave us each other to learn from.  Let us not forget that we are all in this together, and that is the way God intended.  None of us are alone!  Let us encourage, pray for, and help each other in any way possible, so that we all end up at the finish line together, cheering for each other and our kiddos!  May we never cease to be thankful for the opportunity we have to educate our children and even redeem our own education while we are at it!

    I also like the end of this verse.  I love learning about any subject through music! 😀






    Posted by at No comments:

    Friday, September 8, 2017

    Essentials Week 3 (2017-2018)

    In Class...


    EEL

    • Reviewed Charts A & C  through chart puzzles and songs, chants, and hand motions.
    • Overview of Nouns (chart E) and Pronouns (chart F)
      • Noun Usages--the different jobs or roles a noun can have in a sentence
        • SPIDO PONA (Minon's spider pony)
          • CCC username Sarahhayden for visual
        • Can be sung to "Take Me Out to the Ball Game"
        • SPIDO are the ones that relate to the Latin cases (only listed on the chart in the guide; not on the Trivium Table)
          • In English, Noun Usage is mostly determined by the location of the noun in the sentence.  
          • In Latin, Noun Usage is determined by declensions (Foundations, Cycle 1)
      • Noun Attributes--the different characteristics that nouns can have
        • Can be sung to "Row, Row, Row Your Boat"
        • All nouns will have 1 of each of the first 3 pairs
        • Some nouns can be collective or compound
        • Practiced coming up with nouns to fit each attribute
        • Definitions of each attribute on page 44(6) of EEL
      • Pronouns
        • Discovered how pronouns relate to nouns by looking at the different types of pronouns (i.e. Nominative pronouns replace subject nouns; Objective pronouns replace indirect objects, direct objects, and objects of the prepositions)
        • Several Songs go with the different lists.  These are all from Foundations Cycle 2, weeks 4-13.
    • Began Analytical Task Sheet
      • Don't forget about the great explanation of how to do these that is included in Week 3's lesson in the EEL (pages 49/51-61/63)
      • Only tasks 1-3 are required for 1st years this week.
      • 2nd and 3rd years should at least be doing through task 4 (diagramming). They can even be working through tasks 5 and 6!
      • Task 6 (Quid et Quo) is as easy as going through the proper chart and categorizing with each section.  
        • In class, for example, we did "Columbus" and found the noun usage, then each of the noun attributes.
    Math
    • Practiced more "bouts" and "matches" for Number Knockout.  
      • Don't forget that the student who is crossing off the numbers needs to be the one checking the equations and work of the other student.  This may require more time in the beginning.  Feel free to give them more than 1-2 minutes for now.
      • Did a team relay of 3 minutes to try and cross of as many numbers as we could.  They did great!
      • www.nationalnumberknockout.com

    IEW
    • Read our favorite sentence with a dress-up and our title/clincher in small groups.
    • Discussed writing as authors do
      • Read descriptive passages from Little House on the Prairie by Laura Ingalls Wilder.
      • Introduced the decoration--Alliteration (p.184 TWSS, p.45 USHBW, and p.131 SRP)
        • Tongue Twisters 
        • Also discussed the advance dress-up of triple extensions with the tongue twister "The big black bug, bit the big black dog on his big black nose."
          • TWSS p. 186, USHBW blackline master p.14, and SRP p.143
    • Introduced Story Sequence Chart (TWSS Unit 3)
      • Reviewed parts of a story (setting, characters, conflict/problem, plot, climax, resolution, why/moral)
      • "Somebody, Somewhere, Wanted _____, But..., So..., Then..."
      • Did 1st paragraph of "The Boston Massacre" together



    At Home...


    EEL

    • page 63 (65) in EEL
    • Continue practicing Charts A, B, C, and D
      • Chart B sometimes seems overwhelming, but really the declarative and exclamatory sentences are just the sample sentences from chart A!
      • If you're student has all of these memorized, you can begin working on any of the advanced charts that we mentioned last week.
      • Remember, chart A needs to be memorized first before moving on to any other charts.  It is the foundation.
    • Begin practicing Charts E and F
    • Work on the vocabulary words and definitions at the beginning of each lesson covered so far.
    • Analytical Task Sheet
      • Try to complete 1 practice sentence each day (honestly, we sometimes only get every other day in, and that is ok!)
      • 1st year students should only be working on practice sentences 1,2 and maybe 3.  Each week is different, so many times, even the basic ones are harder.  You be the judge for what your student can do!
        • Don't forget that you can make up your own sentences, use the history-based ones, or there are others available on CC Connected.
        • 2nd and 3rd year students can try the more advanced sentences!
      • Remember the section in Lesson 3 that gives all of the details for the ATS, and remember the steps are laid out for you on each sentence's page.
    • Optional--Editing exercises and Spelling List in EEL



    Math
    • Practice Number Knockout at home
    • Practice and work on speed and accuracy of math facts

    IEW

    • Lesson 5 from the US History Based Writing book
      • This is a tough lesson in many ways.  Don't stress too much over it!  If all you can get done this week is just the Story Sequence Chart or even just few sentences or 1 paragraph, that is fine!  We have 2 more weeks on this unit!
      •  For those who do write the full assignment, they can (but don't have to) embellish the story, but they should try not to change the historical facts.
    • Remember:  
      • You can't help too much!
        • Model, let them dictate to you, suggest sentences, or whatever you find works!
      • You are the teacher.  Whatever you expect of your student is what I expect!
      • EZ+1---They do not need to be doing all of the dress-ups and decorations introduced, unless that is where they are with the EZ+1. 
        • This goes for 1st years, as well as 2nd and 3rd years.  Although, I believe most 2nd and 3rd years are farther along.
      • The Unit 3 "how-to" on page 31 in the TWSS is great!  Also, the question and answer section for this unit is good.  Its on page 34.
    • Optional--Bring a completed paper (or even just the Story Sequence Chart) to turn in and share on Tuesday
      • This should be a marked copy with a signed checklist if you want feedback.
      • Should also have a clean (and even illustrated) copy for the student writing book
      • Checklist is up to you as teacher.  What works for you is fine; just be sure you inspect!

    Reminders...

    • Be sure to read your lessons for next week--Week 4 in EEL Guide, Lesson 6 in USHBW book.  (We are continuing with Unit 3 in TWSS.)  
    • Join us next Thursday night at 6:30pm Pie and Pudewa, location TBA.


    My Prayer for you this week...

    • May our Savior be ever present with you this week, and may He be your source of help!
    "I lift up my eyes to the hills.
      From where does my help come?
      My help comes from the Lord,
      who made heaven and earth."   ----Psalm 121:1-2






    Posted by at No comments:
    Subscribe to: Posts (Atom)