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

• Played 4 in a row together at tables.
• www.nationalnumberknockout.com

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.  😊
• 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! 😀