EEL
Congratulations to the students for winning the Chart A showdown against the moms. But you only won by seconds. Watch out! Next time moms may be out to annihilate you.
This week we continued the overview of EEL. We took a close-up view of declarative and exclamatory sentences and talked about the differences, but mostly we looked at Nouns (Chart E) and Pronouns (Chart F). Then we moved away from the grammar track and tackled the task sheet.
Grammar Portion (Uploading information)
Nouns (Chart E)
Definition box at the top (Memorize, please).
Usage (jobs) 3rd year? are you ready to memorize?
Attributes, 2nd/3rd year memorize.
A CRASH of Rhinos! Chocolate to whomever brings in a collective noun next week!
Pronouns (Chart F)
Definition box at the top (Memorize, please).
Rest of Chart, 2nd/3rd year students, memorize a bit more than you know. Just go deeper.
Dialectic Portion (Understanding and applying information)
We started the Task Sheet by touring the student notebook and finding the dialectic section that has
1. Task Sheet
2. Simple Steps for Solving Sentences (Question Confirmation)
3. Weekly Sample Sentences
4. Abbreviation Key
The Task Sheet provides a step-by-step guide to classifying sentences and analyzing their construction.
Task 1, Dictation. Dictate a sentence to the student and have them write it out on the lines provided. Begin with 2 word sentences in the S/Vi pattern.
Task 2, Mechanics. Work through the questions and check for all the things that a sentence must have, plus punctuation and spelling.
Task 3, Question Confirmation. Use your Simple Steps for Solving Sentences or your own memory to determine sentence structure, pattern and purpose.
Task 4, Diagramming. Use the correct framework for the sentence pattern you have (See Chart A, Sentence Patterns). In the case of the S/Vi sentence that you will be working on this week, the horizontal line has the subject on the left and the verb on the right with a bisecting line that goes all the way through the horizontal line. If you would like to add an article adjective (a, an, the) or an -ly adverb, please remember that these modifiers go on a slanted line under the word each modifies.
Get out the Task Sheet and try it each day. Do at least one sentence per day.
IEW
A two paragraph assignment! We are working through lesson 5, "The Mayflower Mishap. Please complete the Key Word Outline (KWO) for the second paragraph then write both paragraphs. But before you write...
We talked about 5 senses words and adding the "show, not tell" factor to our writing. Use the exercise on p. 44 to work through brainstorming and try to determine which 5 sense words you will add to your paper. You will need at least one, 5 sense word per paragraph. Refer to the yellow sheets in the style section of your IEW student notebook if you need suggestions. After you determine which 5 sense words you want to incorporate…
Now write your paper.
Also, we introduced strong verbs. Though the strong verb requirement is not on "The Mayflower Mishap" checklist, I would like you to add it. Please look through your paragraphs and find
Banned Verbs
(go/went, come/came, say/said, get/got)
Replace them with strong verbs (refer to suggestions on the blue pages). Please know that strong verbs do not have to be fancy; they just have to show action. For example, run, jump, scribble, and devour are all strong verbs.
For 2nd and 3rd year students, optional 3rd paragraph, "Plymouth Colony and Samoset" from Lesson 6. This checklist already has the strong verb requirement.
Personal
Thank you for sticking with me today. We had so much material to introduce. I know that it was difficult to ingest for that long. If you have any questions or are overwhelmed or need clarification, please contact me; I want to help.
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