Week 8: You can diagram S-Vt-DOs, but can you identify prepositions?

Diving right in to yesterday's EEL lesson, we discussed compound interrogative S-Vt-DO sentences, and I introduced prepositional phrases.

At home this week, stick to the lesson in your EEL Guide. Review the three ways to form interrogative sentences. Practice changing declarative statements (preferably compound S-Vt-DOs) into interrogative questions in these three ways. Then practice classifying and diagramming them.

Also work with identifying prepositional phrases. You'll want to help your student recognize two things:

1. the difference between a word functioning as an adverb or a preposition (The key is prepositions must have an object.).
2. whether a prepositional phrase is adjectival or adverbial.

Be sure to diagram a few sentences with prepositional phrases as well. Use your Simple Steps chart; it really begins to come in handy for the Q&A of classification.

Moving to IEW, I taught the Level B assignment in class yesterday, and I'll detail it below. But to cover Level A first, this week's assignment is simply to write a third rough draft paragraph, this time on Topic C. The outlines for Topic C were included in LAST week's Lesson 11. All students received Lesson 12 in class yesterday, but Level A WILL NOT use Lesson 12 at home this week. By classtime next week, my Level A students should have completed key word outlines, fused outlines and rough draft paragraphs for Topics A, B and C, for a total of three paragraphs.

Level B's assignment is as follows:

Using Lesson 12 distributed in class yesterday, brainstorm the key word outline for both introductory and concluding paragraphs. Be sure to include all the elements of an introduction and conclusion. The lesson is extremely clear, but the kids may need a bit of hand-holding and Q&A to brainstorm dramatic openers (introduction) and to determine what fact about knighthood they believe is "most significant and why" (conclusion). Don't be afraid to help them or make suggestions. I think it will benefit the kids for this to be a "hands-on" week. By classtime next week, Level B students should have five rough draft paragraphs: an introduction, Topics A, B and C, and a conclusion.

Please, if you have questions, call me at home. Have a great week! Hope to see some of you at our barbecue this weekend.

Erin

Week 6: I can diagram sentences, and I can outline paragraphs.

It was great to be back with the students yesterday after our vacation. Thanks to Mrs. Varnell for subbing on Week 5. Once again, for Week 6, we packed in a ton of new information that we will allow to seep and to soak into our minds over the next three to four weeks. I love this class!

During our EEL time, I introduced three main things:

1. A new sentence structure: compound
2. A new sentence pattern: subject-verb transitive-direct object (S-Vt-DO)
3. A new part of speech: conjunctions

While studying compound sentences this week, be sure to help students recognize the difference between compound subjects, compound verbs and compound sentences. I explained to Rachel that "compound" means two of something joined together, be it words, phrases, subject, verbs or sentences! But in order for us to actually have a compound sentence, you must have TWO COMPLETE SENTENCES joined by the coordinating conjunction -- not just two subjects sharing a verb or vice versa.

While learning the S-Vt-DO sentence pattern, use your simple steps chart to identify your subject and verb. Then ask the question "(subject) (verb) what?" to look for a direct object. I would dictate S-Vt-DO sentences for them that will make identifying the DO simple. A sample sentence would be, "John ate cake," or "Sam threw the ball." Take it a step further by dictating a compound S-Vt-DO: "John ate cake, but Sally slurped a milkshake." Work through Tasks 1-4 on the EEL Task Sheet, which will give them practicing classifying and diagramming. Use the Simple Steps chart if it helps, or simply use the task sheet.

The coordinating and subordinating conjunctions are part of their charts and memory work for the week. I especially want them to go ahead and master FANBOYS. Thanks!

In IEW, we began a four-week research report on knights that combines IEW Units VI and VIII. We are completing Lesson 10 at home this week, which requires the students to complete four steps:

1. Choose a topic identified in both source texts (We identified three in class: armor, job/duties, and Code of Chivalry). See page 69.
2. Key word outline that topic's paragraphs, one from each source, on page 74.
3. Condense the two KWOs into one fused outline on page 75.
4. Write a Topic A rough draft and complete the checklist on page 75.

NOTE: Level B students have the option of choosing an alternative topic and adding a third source text of their choosing. For instance, one of the given source texts includes a paragraph on training for knighthood. If a Level B student wanted to write a graph on this topic, he or she could choose a third source text discussing a knight's training to use with the given text. The catch is that all topic paragraphs must be written from at least two sources.

After this week, we will continue writing body paragraphs for one (Level B) or two (Level A) more weeks before turning our attention to introductions, conclusions, revision and bibliographies.

Before I close, I want to let you know I'll be absent once more next week while I work furniture market. I don't plan to miss anymore this fall! It seems weird to be gone as I didn't miss a single week out of 24 last year! But thanks for your patience. Tina Gaines will be an awesome sub I'm sure!

Our class time next week will continue the discussion of compound S-Vt-DOs and fused outlines to write rough draft paragraphs. As there will be much review, the kids should have plenty of time to read their Vikings reports and drill their math facts. :)

As always, please let me know if you have questions during the week. Tremendous thanks for sharing your children with me!

Erin