Sorry for the late post, moms! It's just been one of those days...
During class yesterday, we diagrammed interjections and complex S-VT-IO-DO sentences. I thought the kids did really well. I showed them the QeQ sheet the guide introduces this week but told them we won't spend any time on it until probably weeks 19-24. QeQ is quite fun; it's like puzzle-solving, so the kids usually take to it with good spirits.
Keep working to identify and diagram those complex sentences using all five of our sentences patterns to date!
IEW requires a bit more explanation this week. We began Lesson 16 yesterday, which uses the "The Sword in the Stone" to teach the story sequence. Basically, the lesson asks the kids to rewrite this story in their own words by breaking it into three sections and asking them to key word outline. The lesson itself is lengthy -- 12 pages -- but don't let it overwhelm you. There's nothing unusual besides its length. Just read the details.
As far as our tackling of it, here's what I think we can do:
At home this week, outline and rough draft Sections 1 and II. You'll find Section I on pages 108 and 109 and Section II on pages 112 and 113. In between, you'll see a brainstorming page for Section 1 (p. 110) and a Level B page on adding conversation to a story (p. 111). There's also a brainstorming page for Section II on page 114. Use those as you see fit.
NEXT week, we'll outline and rough draft Section III (pp. 115-117) and use Lesson 17, which I'll distribute in class next week, to revise and complete our final papers and checklist. If anyone wants to work ahead by outlining and/or drafting Section III this week, go for it. You'll have more time to polish next week.
The following week will be a challenge week to see if the kids can rewrite a three-paragraph story in just one week. Look ahead to Lesson 18 to get a feel for this assignment. ANY FAMILY WHO WOULD LIKE TO SPEND THREE WEEKS ON LESSONS 16 AND 17, THUS SKIPPING LESSON 18, HAS THE OPTION TO DO SO. Having said that, I think it would be beneficial for those planning to enroll in Challenge A next year to complete the King Arthur assignment in two weeks and the Lesson 18 assignment in one week. They will be responsible for writing multiple paragraphs per week next year, and this assignment would be a good preview of that.
I'm praying for a great week for you all. Don't hesitate to ask if you need me.
Erin
Wednesday, January 26, 2011
Wednesday, January 19, 2011
Week 14: Finish writing me a fantastic story from pictures!
What a superb Essentials class yesterday! I am so pleased with all the kids are learning. Parents, your children are rising up to call you blessed. Thank you for the time you invest in them at home each week. Even if no one else sees it, our heavenly Father smiles on your work day in and day out!
During EEL, we reviewed what we've learned about clauses, discussed active and passive voice verbs, then moved into S-Vt-IO-DO sentences. Continue reviewing those subordinating conjunction and relative pronoun lists this week in addition to working on indirect objects. Practice constructing complex sentences by taking a simple sentence, choosing either a subordinating conjunction or relative pronoun, and adding a dependent clause that begins with that conjunction or pronoun. Next week in class, we will spend a lot of time diagramming complex S-Vt-IO-DO sentences. Fun, fun, fun!
We spent our IEW time learning about the two decorations assigned for their stories: alliteration and conversation. Punctuating conversation can be tricky. Keep working with them at home as opportunity allows!
The IEW assignment for Lesson 14, however, is pretty straightforward. The kids need to finish their stories, complete the Level B checklist, and turn it all in to me on Tuesday. Revise and polish one paragraph per day, perhaps, then complete the checklist on Monday. I do have a couple of pointers:
During EEL, we reviewed what we've learned about clauses, discussed active and passive voice verbs, then moved into S-Vt-IO-DO sentences. Continue reviewing those subordinating conjunction and relative pronoun lists this week in addition to working on indirect objects. Practice constructing complex sentences by taking a simple sentence, choosing either a subordinating conjunction or relative pronoun, and adding a dependent clause that begins with that conjunction or pronoun. Next week in class, we will spend a lot of time diagramming complex S-Vt-IO-DO sentences. Fun, fun, fun!
We spent our IEW time learning about the two decorations assigned for their stories: alliteration and conversation. Punctuating conversation can be tricky. Keep working with them at home as opportunity allows!
The IEW assignment for Lesson 14, however, is pretty straightforward. The kids need to finish their stories, complete the Level B checklist, and turn it all in to me on Tuesday. Revise and polish one paragraph per day, perhaps, then complete the checklist on Monday. I do have a couple of pointers:
- We looked at an example story from IEW's Structure & Style guide yesterday that well demonstrates how to capture a picture's central fact in both the topic and clincher sentence of a paragraph. While this sounds easy, it can be difficult. Help your students by suggesting ideas if they need them this week.
- All of our dress-ups and decorations in the checklists are great tools for improving our writing, but it's okay to leave one out of a paragraph every now and then! If students like their paragraphs as is, and you know they've worked hard to produce excellent writing, tell them it's all right to skip that missing adjective or -ly this time! A well-written story is more important than 2 points on a checklist.
- Encourage them to read aloud as they write. Reading aloud often helps us discover what flows and what doesn't. When all three paragraphs are complete, hopefully on Friday, ask them to read aloud to an audience. It will give them time to make final changes and will make for a stronger presentation in class on Tuesday.
Have an outstanding week! Please call or email if you have questions.
Erin
Tuesday, January 4, 2011
Week 13: Although they can be tough, complex sentences make life interesting.
It was great to see everyone this afternoon, and we heartily welcome Matthew and his family to Greensboro and our CC family at Westside!
As usual, our two hours flew faster than I was able to squeeze in all the important and pertinent information of the day. Only on Tuesdays during Essentials am I jealous of the teachers who have their students for five hours a week per subject! I have to remember that I am the facilitator, and you moms are your kids' teachers at home! And I really wouldn't want it any other way... :)
So during your multiple hours of EEL study at home this week, focus on complex sentences. Lesson 13 introduces both complex sentences AND indirect objects, but we merely skimmed the surface of IOs today. We spent most of our time diving into dependent clauses. As I told the kids in class, we will camp several more weeks with our complex sentence structure and two more weeks with our S-Vt-IO-DO sentence pattern. If you'll devote your time at home this week to the complex sentence structure, we'll spend the next two weeks at home with indirect objects, both identifying and diagramming, before moving onto our next sentence pattern.
In particular with regard to complex sentences, the kids should know the following:
Onto IEW, we made our switch to creative writing today. Our first assignment is Lesson 14, Writing from Pictures. The kids should have great fun with this two-week, three-paragraph story they will write from the pictures given in the lesson. I allow the kids significant creative license here. As long as their central facts and clinchers capture what's depicted in the sketches, I don't care if the character is a gerbil genie, a carpet seller, or an enchanted pizza chef. Their imaginations are so fertile that I can't make them stay in the box of "Aladdin and the Lamp." This assignment last year produced AMAZING stories. We laughed til we cried, and I don't want to stifle those fresh eyes and minds.
Because it's a two-week assignment, I want the kids complete their KWOs and three rough draft paragraphs this week. Next week, they can brainstorm dress-ups and decorations, polish their finals, and complete the Level B checklist, all of which should be turned in two weeks from today, January 18. Also, we touched on five senses adjectives and emotions in class today, but next week, I will go over the two decorations on the checklist -- alliteration and conversation -- and will give the IEW style charts to those who do not have them.
Lastly, our math time this afternoon got squeezed by heavy EEL and IEW material and the exploding trashcan experiment out in the parking lot -- all good and worthy stuff. However, next week, I'll look to spend our full 30 minutes on math games and drill. Just FYI. :)
As always, thank you for sharing your precious children with me on Tuesdays. They are like a breath of fresh air every week. PLEASE let me know if you have questions. I pray you have a super time learning together at home these next few days!
Erin
As usual, our two hours flew faster than I was able to squeeze in all the important and pertinent information of the day. Only on Tuesdays during Essentials am I jealous of the teachers who have their students for five hours a week per subject! I have to remember that I am the facilitator, and you moms are your kids' teachers at home! And I really wouldn't want it any other way... :)
So during your multiple hours of EEL study at home this week, focus on complex sentences. Lesson 13 introduces both complex sentences AND indirect objects, but we merely skimmed the surface of IOs today. We spent most of our time diving into dependent clauses. As I told the kids in class, we will camp several more weeks with our complex sentence structure and two more weeks with our S-Vt-IO-DO sentence pattern. If you'll devote your time at home this week to the complex sentence structure, we'll spend the next two weeks at home with indirect objects, both identifying and diagramming, before moving onto our next sentence pattern.
In particular with regard to complex sentences, the kids should know the following:
- The difference between a phrase and a clause
- The difference between an independent clause and a dependent clause
- What changes a simple sentence to a complex sentence (Hint: phrases do not!)
- How to recognize dependent clauses in a sentence (Study those relative pronoun and subordinating conjunction lists.)
- How to identify dependent clauses as adverbial or adjectival
Onto IEW, we made our switch to creative writing today. Our first assignment is Lesson 14, Writing from Pictures. The kids should have great fun with this two-week, three-paragraph story they will write from the pictures given in the lesson. I allow the kids significant creative license here. As long as their central facts and clinchers capture what's depicted in the sketches, I don't care if the character is a gerbil genie, a carpet seller, or an enchanted pizza chef. Their imaginations are so fertile that I can't make them stay in the box of "Aladdin and the Lamp." This assignment last year produced AMAZING stories. We laughed til we cried, and I don't want to stifle those fresh eyes and minds.
Because it's a two-week assignment, I want the kids complete their KWOs and three rough draft paragraphs this week. Next week, they can brainstorm dress-ups and decorations, polish their finals, and complete the Level B checklist, all of which should be turned in two weeks from today, January 18. Also, we touched on five senses adjectives and emotions in class today, but next week, I will go over the two decorations on the checklist -- alliteration and conversation -- and will give the IEW style charts to those who do not have them.
Lastly, our math time this afternoon got squeezed by heavy EEL and IEW material and the exploding trashcan experiment out in the parking lot -- all good and worthy stuff. However, next week, I'll look to spend our full 30 minutes on math games and drill. Just FYI. :)
As always, thank you for sharing your precious children with me on Tuesdays. They are like a breath of fresh air every week. PLEASE let me know if you have questions. I pray you have a super time learning together at home these next few days!
Erin
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