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
No comments:
Post a Comment