In Class...
EEL
- A HUGE "Thank you" to Lindsey for leading EEL on Tuesday! She did an amazing job! It was so fun to be in her class! The EEL portion of this post comes directly from her.😄
- We reviewed Complex Structure, Interrogative Purpose, S-Vt-DO-OCN Pattern, Verbs, and Charts O, D, N (with O being a new chart [To Play])-Lastly, we compared Charts D & N to Chart O. Charts D & N are significantly more challenging since they are irregular verbs. Chart O (To Play) follows all of the regular conjugations for a regular verb (-ed ending for past tense, -ing ending for a present participle, and so on). Students worked to put a disassembled Chart O back together.
- A complex sentence consists of one independent clause and at least one subordinate (dependent clause).
- This structure first came to us in Week 13 and can be referenced there & on Chart M.
- The most common clauses in a complex sentence are adjectival and adverbial.
- Adjectival being who/which, and usually beginning with a relative pronoun (which becomes the subject pronoun of that clause) Relative pronouns are on Chart F.
- Adverbial being www.asia.wub beginning with a subordinating conjunction Remember that www.asia.wub are not the only ones – there are more listed on Chart H.
- We reviewed complex structure with the little sheet of sentences at the beginning of class. This could be a handy tool to review the other structures that were also mixed in.
- Interrogative Purpose asks a question. To change the purpose of a sentence to interrogative, remember the acronym CIA:
- Change the end mark
- Interrogative pronoun – change the subject to an interrogative pronoun
- Add a helping verb to begin the sentence
- My sister called the skydiver a lunatic, though he considered himself a normal guy.
- My sister called the skydiver a lunatic, though he considered himself a normal guy?
- Who called the skydiver a lunatic, though he considered himself a normal guy?
- Did my sister call the skydiver a lunatic, though he considered himself a normal guy?* *see note in 'At Home' section
- Tasks 1-6 were completed with the above sample sentence. Thank you for your participation, students!
- S-Vt-DO-OCN Pattern – first introduced to us in Week 16. An object complement is a noun, it follows a DO, and it renames the DO (it will neither be in a prep. phrase, nor in a sentence with an IO). The OCN will rename what the DO has become as a result of the action of the verb.
- The sheet of sentences can also be used to compare the S-Vt-IO-DO pattern to the S- Vt-DO-OCN pattern because students will sometimes want to classify an S-Vt-IO-DO as an S-Vt-DO-OCN (see pg. 297 in EEL). The question confirmation for each word is crucial to distinguish the jobs of each word in a sentence, and it will serve to help students accurately identify the roles or job of each word.
- Verbs – we briefly reviewed verbs by using Chart C to verbally fill out the Quid et Quo for the verbs in our practice sentence: My sister called the skydiver a lunatic, though he considered himself a normal guy.
- Lastly, we compared Charts D & N to Chart O. Charts D & N are significantly more challenging since they are irregular verbs. Chart O (To Play) follows all of the regular conjugations for a regular verb (-ed ending for past tense, -ing ending for a present participle, and so on). Students worked to put a disassembled Chart O back together.
Math
- Played "Multiple Madness"
- Use the number cards (and ace) from a deck of cards. Deal out the cards to all players until they are gone. Decide what multiples the group will work on (i.e. multiples of 2--2, 4,6,8,10,12, etc.). These can be written down on a piece of paper or whiteboard. Players lay one card down at a time and add to any previous cards laid down until the total reaches one of the multiples chosen. The person who lays down the card to reach the multiple will keep all cards laid down (similar to the game of war). Play ends when only one person is left with cards in their hand or when players choose to call the game. (again similar to a game of war)
IEW
- Students read their "US Flag" papers in small groups.
- I really enjoyed reading their papers this week! They were all so creative and descriptive!
- Began Faces of History
- Practiced making a KWO from one of my source texts.
- Took that KWO and some from other source texts that I had already done to create a fused outline together.
- Assignment for this week:
- Find (if haven't done so already) the resources you will use--these really need to be simple for students to be able to understand them and get the information they need from them.
- Try to have at least one book and not all source texts from internet articles.
- Should have at least 4 sources (not every source may have information about your child's chosen topic).
- Choose the topics that your child will write about in the body paragraphs.
- Read through the source texts and do the KWOs/Fused Outlines for each topic chosen on your child's Faces of History handout.
At Home...
**Remember--There is no way I can cover everything in our lessons in class. You will need to read the lessons to see what I didn't cover, so you can cover the entire lesson at home during the week. 😊**Also, don't forget about the separate blog post I made about what our day at home looks like.
EEL
- Practice Chart O using whatever method you/your student desire
- 2nd and 3rd year students could further disassemble Chart O for an even greater challenge.Practice Chart O using whatever method you/your student desire.
-
Review other verb charts from past weeks, including the verb anatomies
- Parse and diagram at least one practice sentence daily.
- First-tour students can try to complete tasks 1-4, while experienced students should go on to tasks 5 and 6.
- Sentences 1-4 are pretty normal this week.
- Do remember that verb phrases will be identified together in the question confirmation, and they will also be diagrammed together. This can come into play often with the interrogative purpose. Changing the purpose to declarative can often help you put the verbs back together if they are separated in the original interrogative sentence.
- This can be seen when we added a helping verb to the first clause of our practice sentence: Did my sister call the skydiver a lunatic... your verb phrase is did call, and it will be diagrammed together.
- Scale for your student as you see necessary! This includes chart practice, what kinds of sentences you use in your daily practice, and how far you go with the tasks.
- Use he sheet of sentences handed out and the picture of the color-coded chart I mentioned in class. There really are so many ways this work can be reviewed! Try noticing patterns on the verb anatomy charts. How many patterns can your student find?
- Optional--Editing exercises and Spelling List in EEL
Math
- Practice and work on speed and accuracy of math facts through games and whatever method works for you and your student.
IEW
- Work through as much as you can of Phase 1 of the Faces of History handout.
- Remember, we will have Spring Break after next week's class, so that will give you some extra time to work through these tougher weeks (research, KWO/Fused Outline, and rough drafts).
- Scale as you see fit.
- You can just do 1 or 2 source texts.
- You can just do 1 or 2 topics (body paragraphs).
- This project is not meant to be stressful, but fun!
- It is part of the Unit 8 curriculum, but as with any other unit--modify to fit your and your student's needs!
- Be sure to bring your resources and any KWO/Fused Outlines with you to class this week.
Reminders...
- Be sure to read your lessons for next week--Week 20 in EEL Guide and Unit 8 in the TWSS and the Faces of History handout.
- Our final Pudewa night is next Thursday, March 29. Location is TBA
- Faces of History--Thursday, April 12, 6:30pm
- This does give you an extra week to prepare for the presentation, but we will be doing most of our last unit in IEW (unit 9) before this, so don't procrastinate and not be able to do/enjoy the last unit, which is a fun one!
My Prayer for you this week...
May you find strength through Him!
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