Wednesday, February 29, 2012

Week 21: When we meet for class, I tutor and students learn.

Good afternoon! I hope everyone is well. I can't believe we only have three weeks left til year's end. Oh my. How time flies!

During EEL yesterday, I introduced our final sentence structure: compound-complex. I believe the kids grasped this concept easily. Put into math terms,


compound + complex = compound-complex



Using the 112 Compound-Complex Sentences chart from your guide, we examined several of these and diagrammed one for good measure. :)



We also learned about verbals: infinitives, gerunds and participles. Again, we looked at examples and diagrammed. Spend time on this material at home this week as you see fit for your student's level.



Regarding IEW, I'll attempt to be thorough in my explanation of our final assignment of the year, a five-paragraph biography research report, which we began yesterday.




  • First, the assignment spans several lessons in your IEW books: 17-21. Second, it instructs students to choose a person from the Revolutionary War period; I gave them license to choose any American historical figure.




  • We have three "working" weeks to complete the assignment. When we meet for our final class of the year, Week 24, the students will present their papers in costume.




  • The stapled assignment I distributed yesterday contains three important elements. The first page is two examples (front and back) of five-paragraph biographies following the basic essay structure (I handed out a model of this a few weeks back from the IEW Resource Notebook.) These biographies also feature what IEW calls "anecdotal openers." I'll teach this opener next week in class. The two middle pages are Lesson 17, which introduces the assignment. The fourth page is the final checklist from Lesson 21, which I included so that parents and students can see where we are headed over this three-week period.




  • After your and your student choose the character about whom you wish to write, you need to select source texts. My suggestion is search for a combination of book and internet sources that fall at or below your student's reading level. Children's literature and short articles are appropriate. We want them to grow in their ability to capture information in an outline, and they will feel more successful with simpler source texts.




  • Once you've selected and perused your source texts, you'll need to discuss possible topics. The number of topics you choose will determine the length of your paper. Take the opportunity to show your student how books and articles are themselves often divided into topics. For example, an article about Ben Franklin could be divided into his early years and education, his service to his country, and his inventions. Even those topics could be divided into sub-topics. Anyway, the students should find topic ideas in the way their source texts are structured.




  • While choosing topics, consider how many paragraphs you want to tackle. I see several options, which are dependent on level and time: five paragraphs (intro, three body, conclusion) with an anecdotal opener; five paragraphs with a hook opener; three paragraphs (body only) with an anecdotal or hook opener plus an introductory statement and final clincher; three paragraphs (body only) with an introductory statement and final clincher; one general paragraph with some combination of an anecdotal opener, intro and clincher.




  • When topics are settled, re-read your source texts with your first topic in mind and complete your key word outlines. Repeat the process for your second and third topics. Use the third page from your stapled assignment (pages 103 and 104 at bottom from your books) as a model for EACH topic. The assignment is to outline from three source texts for each topic and then fuse those three outlines into one outline from which you will write the rough draft.

Now just how far should you progress this week? Ultimately, it's up to you. In my house, if we can select our historical figure, source texts and topics, and complete our outline process, I'll probably be happy. That would give us next week to write rough draft paragraphs and outline our first and fifth graphs. Then we could spend our final week writing those two paragraphs, completing an anecdotal opener and revising the entire paper.


Adjust your schedule accordingly! Although this final project is a lofty endeavor, it's worth it! Try to dig in. :) I'll see everyone next week.


Erin

Sunday, February 26, 2012

Week 21 Admission Ticket

Identify as many prepositional phrases and adjectival modifiers in the following as you can find:

She was wearing a long black raincoat with a red silk scarf tied loosely around her neck. She kept her coat on but took off the scarf and tucked it into her left pocket. She shook hands stiffly with both of Nick's parents before sitting down on the chair to the left of the couch. Nick's mom and dad sat on the couch, and Nick sat on the rocking chair that faced Mrs. Chathan across the low coffee table.

Thursday, February 23, 2012

Week 20: For IEW, develop a thoughtful opinion.

Good morning. Sorry I didn't complete the post yesterday. Fortunately, there's not an abundance of new information to communicate.

In EEL Tuesday, we reviewed adjectives (as words, phrases and clauses), prepositional phrases and finally looked at the components of the perfect progressive verb form. Invest your time where needed and desired this week.

During IEW, we listened to some wholly fabulous faith essays. The families who make up our group impress me and inspire me wholeheartedly. What precious, precious treasure your children are!

Our IEW assignment for the week is to complete the critique of the historical fiction narrative on the Lewis and Clark expedition. Work with your student to develop a thoughtful and fleshed-out opinion paragraph. Then revise and polish your critiques to turn them in next week.

One note: I returned papers this past Tuesday. I wrote a little more on my older students' papers in the way of comments and suggestions. If there are any questions there, please let me know.

Thanks. Have a blessed week,
Erin

Monday, February 20, 2012

Week 20 Admission Ticket

CC families,

I am sending this so late. Sorry! For tomorrow, write the answers to the following questions:

1. What are the four types of verbs?
2. What are the two verb numbers?
3. What are the three verb persons?
4. What are the two verb voices?
5. What are the three verb tenses?
6. What are the four verb forms?

Wednesday, February 15, 2012

Week 19: Learn to critique a narrative.

Good morning. Did everyone get enough sugar yesterday? Thank you for all of my treats. The dwindling chocolate supply in my pantry has been restored!

At home with EEL this week, you possess much freedom. The guide reviews verbs and introduces the verb anatomy chart for the verb "play." During class time, we finally worked our way through the progressive tense forms and spent the rest of our 45 minutes identifying sentences.

For IEW, we began a two-week writing assignment critiquing a short fictional account of the Lewis and Clark expedition. The lesson superbly lays out the process for you to follow, including a three-paragraph and a five-paragraph option. Only part of the rough draft paragraphs are due next week; the final paragraph rough draft will be written the following week before the paper is revised and polished.

We will continue listening to the students read their faith essays next Tuesday. What tender, thoughtful, compassionate hearts they have!

Erin

Tuesday, February 7, 2012

Week 18: Review!

Ahh...time to take a deep breath! Week 18 in EEL stipulates "nothing new"!

The sentence structure, purpose and pattern of the lesson is complex imperative S-Vt-DO-OCN and S-Vt-DO-OCA, but you have the freedom to choose your work at home. Definitely try to incorporate Tasks 1-6 into your discussion where you can.

During class today, we reviewed our 112 classifications of structure, purpose and pattern. The students engaged extremely well during class. How much they have learned so far! We reviewed everything using a worksheet I made about blue whales. Parents who were absent can ask to see this worksheet; it should help jog memories.

Our IEW time consisted of demonstrating the structures to follow for one-, three-, and five-paragraph essays. We also reviewed and introduced sentence openers. I won't write much about the optional essay lengths because of the detail I went into last week. But each student carried home two examples of structure: One says Lesson 7 at the top and shows how to add an introductory statement and final clincher to a three-paragraph essay. The other, which I printed out of the IEW Resource Notebook, teaches the structure of a five-paragraph essay that includes an introduction paragraph and a conclusion paragraph.

Regarding sentence openers, we discussed two new ones:


  1. The -ing opener. Example: Running like the wind, I raced my friend down the sidewalk.

  2. The www.asia.b opener. Example: When I read my Bible, I grow closer to the Lord.

Students should remember that sentence openers ADD ON to or INTRODUCE an existing sentence. For example, "Winning is fun" is a sentence, but it doesn't count as an -ing opener because the sentence wouldn't remain without the subject noun "winning."


The IEW book actually teaches this opener, called #4, on page 131 of our books. Try looking over this together at home, because this page actually contradicts what I allowed in class today (sorry!): I was letting them use "During..." as a #4, but IEW apparently counts it as a #2 prepositional phrase opener only. IEW says the -ing word



  • must be a verb and

  • it must begin a phrase and

  • be followed by a comma setting it apart from the main body of the sentence.

Anyway, students should complete, revise and polish their rough drafts of their faith essays at home. I'll collect these, along with completed checklists, next Tuesday. I can't wait to hear them read! I'll try to allow ample time.


Have a superb week reviewing and writing together,


Mrs. Erin

Monday, February 6, 2012

Week 18 Admission Ticket

Tell me which of the following sentences is S-Vt-DO-OCN and which is S-Vt-DO-OCA:


1. I filled my stomach full of birthday cake.


2. The Bible calls all of God's creatures part of his creation.