I THINK our class time today went well -- it certainly flew on my end! I could tell the kids worked diligently on their memory work and IEW paragraphs at home last week. Thank you for standing by them to help, encourage and prod as needed!
We devoted our EEL time to exploring that central part of speech called a VERB, and because the EEL assignment for Week 2 remains essentially the same as last year, I've cut and pasted the following from last year's blog:
At home this week, use your Week 2 memory work and the corresponding charts to begin the road to mastery of this KEY word that gives life to our sentences!
When reviewing Lesson 2 in your EEL Guides, you'll notice what's probably an overload of verb information for one week. Much of this information will be revisited during the year once we've grasped the basics. For now, focus on the following lesson notes at home this week:
1. Verb Types (intransitive, transitive, linking and helping) -- Use the sample sentences on the "Verb Types" chart to teach the different verb types. The students will quickly begin recognizing the differences if they look at them in sentences. If you want to practice Task 2 (Dictation & Mechanics) on your Student EEL Task Sheets, these sentences might work well!
2. Basic Verb Tense (past, present and future).
3. Person (1st, 2nd, 3rd).
4. Number (singular or plural).
5. Begin memorizing the helping verb and linking verb lists.
Although the students' EEL assignment differs little from last year's Week 2, our IEW assignment (Lesson 2) introduces a significant change: the MLA writing guidelines. MLA requires the kids to structure their papers according to an assigned format. You'll find all pertinent instructions on page 18 of this week's lesson. IEW incorporates adherence to this format into each assignment's final checklist for the rest of the year. The kids who type their papers on a PC or Mac may need help learning how to accomplish the format requirements, but I don't think it will create too much trouble. I'm sure they (and you) will adjust quickly.
The IEW assignment itself, writing about the Byzantine Empire, offers options for both Levels A and B -- either one or two paragraphs. Choose what works best for your family this week. You'll find details on the lesson pages. Please note the addition of both strong verbs and -ly adverbs to the quality adjectives dress-up we learned last week. So by now, all students should have in their IEW notebooks at least the following items: Stylistic Techniques and Banned Words (creamy yellow), Proofreading Marks and Symbols & Abbreviations for Note Taking (also creamy yellow), Quality Adjectives (pink), Strong Verbs (green), and -ly Adverbs (yellow). Remind them to consult these sheets and/or a thesaurus when they write!
Once again, I'd work through KWOs and brainstorming dress-ups Wednesday, rough drafts Thursday, final drafts Friday. Then all that's left for Monday is labeling dress-ups and completing the checklist.
I trust everyone will succeed at home this week, but PLEASE let me know if you stumble or find yourself stumped! I'm happily here to help. :)
Erin
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