Week 11: I may be a teacher, but my students are blessings!

Good morning! How difficult to believe we've only one week left in our semester! I'm really pleased with the kids' progress these 11 weeks. I believe they're right where they need to be, both my newbies and my returning students. I hope you're pleased at home as well. :)

EEL at home this week and through our holiday break should consist mostly of review. Spend your time together writing, dressing up and then classifying our first four sentence patterns. To give them practice identifying those coordinating conjunctions, compose compound sentences using a combination of patterns. Encourage dressing up the sentences with adjectives, adverbs and prepositional phrases. Discuss how you could change the sentence purpose from declarative to interrogative to imperative to exclamatory. Then choose one of those purposes to classify and diagram. Here's an example:

Start with, "The puppy was tired, but he chased the squirrel." (compound, declarative, S-VL-PA/S-VT-DO)

Then dress it up: "The puppy with black spots was obviously tired, but he chased the gray squirrel around the sunny backyard for an hour."

How could you change the sentence purpose?

1. "Even though the puppy was tired, did he chase the squirrel for an hour?" (This interrogative changes the structure to complex, but it's certainly acceptable; just don't try to diagram it yet!)
2. "Tired puppy, chase the squirrel for an hour!" (Both imperative and exclamatory; "Tired puppy" becomes a noun of direct address, which we did diagram a few weeks back.)

Then simply choose a purpose to classify and diagram. Along the way, ask questions like, "Is your subject noun singular or plural? Is it first, second or third person? What kind of pronoun is "he"? Anything to pull information out of their brains!

Another twist would be for the kids to compose the sentences. Challenge them to choose an action verb or a being verb and compose a simple sentence from there. Then change it to compound. Then dress it up. Then try to classify and diagram!

The one new thing this week is our memory work. I'd like the kids to practice the principal parts of the verbs "be" and "have." We looked at the verb anatomy charts, located in Appendix D of your guides and in their Student Resource Notebooks, for these yesterday. These two charts are what I want them to master over break. Don't make it a hassle at home. Just ask them to complete each chart a couple of times a week. They'll get it. There is a blank chart in the student charts section of the guide, and I photocopied this for their notebooks also. I'll try to attach the page in an email if I can figure out how to separate it from the rest of the guide electronically; that way they can either complete it on a sheet protector with a dry erase or on paper with a pencil.

I'm guessing you'll spend more time at home this week writing, polishing and practicing the presentation of the IEW "Faces of Medieval History" paper. That's okay. Please email or call if you have any questions. The kids should turn in their papers, rough drafts, checklists and bibliography when they present next week.

Finally, I talked with the kids at the beginning of class yesterday about our Gilded Coupon Campaign. Next week, I'll bring Samaritan's Purse Gift Catalogs to class and let the kids redeem their coupons for catalog items. For those who don't remember or weren't with me last year, here's why we do it and how it works:

The kids have worked hard this semester. Their labor has earned them coupons (which I usually call tickets). Based on Acts 20:35, which says, "It is more blessed to give than to receive," I structure our first semester ticket recemption as a time of giving and our second semester tickets as a time of receiving.

Next Tuesday, each student will turn in the tickets he or she earned over the semester in return for a cash credit. I haven't figured it yet, but each ticket will be worth somewhere around 20 to 25 cents each. So a kid who's earned 20 tickets will be credited somewhere between $4 and $5. On top of that, I offer the kids a chance to double, triple or quadruple their giving by contributing some of their own money. I have two sponsors who will match their giving up to $5 each. For example, a child who earns $5 in tickets and contributes $5 of his own will receive $5 from each sponsor (so $10), for a total of $20 to spend in the Samaritan's Purse catalog.

When we did this last year, the kids' response was an unbelievable blessing to me. They were SO excited to participate! Not a single one of them seemed to mind that they weren't GETTING anything to take home with them. I can't wait to see them "shop" next week!

But if any of this is confusing, let me know, and I'll try to explain more.

Have a wonderful time at home with your kids this week. They're precious!

Erin

Week 10: My post is late!

It's Thursday already. Sorry for the late post. I'll keep it brief!

For EEL at home, continue memorizing Weeks 1-10 and practice diagramming S-Vl-PA sentences. We will stick with the linking verb sentence patterns for our final two weeks of the semester, so we've got time to master the first four patterns before January.

Consult your guide for a ton of super information about adjectives, this week's part of speech focus. The kids and I discussed them at length in class.

Our IEW assignment for the rest of the semester is our "Faces of Medieval History" paper. Please read the front page of the lesson and note the suggestion to select source texts at or below your child's reading level for the person or event chosen as a topic.

On Week 12, they will present their papers in class. They may wear costumes if desired. My expectation is that each student will complete a three-paragraph paper (three topics: A, B and C) with an introductory statement and final clincher. I gave them the final checklist during class, but you will need to either photocopy or help them set up the key word outline pages like the ones given for our last assignment in Lesson 10-14. Basically, they'll complete the following steps between now and Nov. 23:

1. Select at least two source texts. Each topic must be outlined from at least two sources.
2. Key word outline each topic from each text.
3. Fuse the source text outlines for each topic, resulting in three final outlines.
4. Write three rough draft paragraphs -- one per topic. Using the rough draft checklists provided in the previous assignment will insure all dress-ups are present.
5. Combine the rough drafts and begin revising and polishing.
6. Add an introductory statement and final clincher.
7. Complete a final checklist and bibliography.
8. Practice, practice, practice for a smooth presentation.

I'll discuss our Gilded Coupon Campaign Christmas gift next Tuesday.

Enjoy a beautiful weekend!

Erin

Week 9: I am the teacher, and the students are my class.

Sticking with compound declarative sentences in EEL, we looked at our third sentence pattern today: S-Vl-PN. I believe the kids grasped the concept easily. Step 7 on your Simple Steps chart gives you a fairly concise way to determine whether a noun following your verb is a direct object (follows a transitive verb and receives the action of that verb) or a predicate noun (follows a linking verb and can rename or replace the subject noun). So use that at home this week.

During your time together, try dictating compound sentences that combine 2 of our 3 sentence patterns and include a prepositional phrase and/or adverb here and there. Walk your student through the Tasks 1-4 on your ATS sheets. Use your Simple Steps chart if you find it helpful. And remember: there are examples in the guide if you want to use them. :)

I'd also like the kids to work on Week 9 memory work and on their linking verbs list. Although you'll see principal parts discussed in Lesson 9 in your guides, I chose not to focus on those today in class; I'll hit that in a couple of weeks.

IEW has numerous small tasks to complete this week. Lesson 13 introduces prepositional phrase openers; we discussed how to add them and how to label them (#2 in the left margin) during class.

With regard to the final week of our paper on knights, I asked the kids to circle "Level A" or "Level B" on their assignment sheets in class, but basically, Level A needs to add both an introductory statement and a final clincher before the polishing process begins. Level B needs to combine all five paragraphs and begin polishing.

I suggested that the students look for the following elements to "polish":

1. Tighten up sentences by eliminating unncessary words.
2. Try to replace state of being verbs with strong verbs where possible.
3. Make sure each paragraph includes various sentences openers and that sentence after sentence does not begin with the same subject, "Knights were...." or "A knight was...." Checklists should make this easy.
4. Study the chart on transitional words and phrases that I distributed last week. Incorporate smooth transitions between paragraphs.
5. Although I didn't suggest this in class, ask your student to read his or her paper aloud to someone. Where they stumble in reading will often indicate an awkward word, phrase, sentence or transition.

After they revise and polish their papers, which will hopefully happen by Friday, take the time Monday to label papers and complete the appropriate checklist (Level A or Level B). They'll also need to complete a bibliography, which we discussed in class today.

On Tuesday, I'd like for the students to turn in their key word outlines and rough drafts for all paragraphs along with their final papers, bibliographies and checklists. If you do not have your rough drafts because you've "edited" them electronically, it's okay. Just make a note.

Also on Tuesday, for an admission ticket, they may complete and turn in the semicolon worksheet I handed out in today's class. (Hint: I gave them a cream-colored chart that contains most of the answers.)

Finally, we will begin our "Faces of Medieval History" paper on Week 10. The kids should come to class knowing whom or what they will write about. See page 93, I think, in your student books for suggestions, but any medieval personality or theme will suffice. This is our final writing assignment for the semester, and students will present in costume on Week 12 (Nov. 23).

I think that's about it. Lots of details -- if i realize I left something out, I'll post an addendum.

Good class today. We accomplished much. Thanks for your work at home this week.

Erin

Week 8: You can diagram S-Vt-DOs, but can you identify prepositions?

Diving right in to yesterday's EEL lesson, we discussed compound interrogative S-Vt-DO sentences, and I introduced prepositional phrases.

At home this week, stick to the lesson in your EEL Guide. Review the three ways to form interrogative sentences. Practice changing declarative statements (preferably compound S-Vt-DOs) into interrogative questions in these three ways. Then practice classifying and diagramming them.

Also work with identifying prepositional phrases. You'll want to help your student recognize two things:

1. the difference between a word functioning as an adverb or a preposition (The key is prepositions must have an object.).
2. whether a prepositional phrase is adjectival or adverbial.

Be sure to diagram a few sentences with prepositional phrases as well. Use your Simple Steps chart; it really begins to come in handy for the Q&A of classification.

Moving to IEW, I taught the Level B assignment in class yesterday, and I'll detail it below. But to cover Level A first, this week's assignment is simply to write a third rough draft paragraph, this time on Topic C. The outlines for Topic C were included in LAST week's Lesson 11. All students received Lesson 12 in class yesterday, but Level A WILL NOT use Lesson 12 at home this week. By classtime next week, my Level A students should have completed key word outlines, fused outlines and rough draft paragraphs for Topics A, B and C, for a total of three paragraphs.

Level B's assignment is as follows:

Using Lesson 12 distributed in class yesterday, brainstorm the key word outline for both introductory and concluding paragraphs. Be sure to include all the elements of an introduction and conclusion. The lesson is extremely clear, but the kids may need a bit of hand-holding and Q&A to brainstorm dramatic openers (introduction) and to determine what fact about knighthood they believe is "most significant and why" (conclusion). Don't be afraid to help them or make suggestions. I think it will benefit the kids for this to be a "hands-on" week. By classtime next week, Level B students should have five rough draft paragraphs: an introduction, Topics A, B and C, and a conclusion.

Please, if you have questions, call me at home. Have a great week! Hope to see some of you at our barbecue this weekend.

Erin

Week 6: I can diagram sentences, and I can outline paragraphs.

It was great to be back with the students yesterday after our vacation. Thanks to Mrs. Varnell for subbing on Week 5. Once again, for Week 6, we packed in a ton of new information that we will allow to seep and to soak into our minds over the next three to four weeks. I love this class!

During our EEL time, I introduced three main things:

1. A new sentence structure: compound
2. A new sentence pattern: subject-verb transitive-direct object (S-Vt-DO)
3. A new part of speech: conjunctions

While studying compound sentences this week, be sure to help students recognize the difference between compound subjects, compound verbs and compound sentences. I explained to Rachel that "compound" means two of something joined together, be it words, phrases, subject, verbs or sentences! But in order for us to actually have a compound sentence, you must have TWO COMPLETE SENTENCES joined by the coordinating conjunction -- not just two subjects sharing a verb or vice versa.

While learning the S-Vt-DO sentence pattern, use your simple steps chart to identify your subject and verb. Then ask the question "(subject) (verb) what?" to look for a direct object. I would dictate S-Vt-DO sentences for them that will make identifying the DO simple. A sample sentence would be, "John ate cake," or "Sam threw the ball." Take it a step further by dictating a compound S-Vt-DO: "John ate cake, but Sally slurped a milkshake." Work through Tasks 1-4 on the EEL Task Sheet, which will give them practicing classifying and diagramming. Use the Simple Steps chart if it helps, or simply use the task sheet.

The coordinating and subordinating conjunctions are part of their charts and memory work for the week. I especially want them to go ahead and master FANBOYS. Thanks!

In IEW, we began a four-week research report on knights that combines IEW Units VI and VIII. We are completing Lesson 10 at home this week, which requires the students to complete four steps:

1. Choose a topic identified in both source texts (We identified three in class: armor, job/duties, and Code of Chivalry). See page 69.
2. Key word outline that topic's paragraphs, one from each source, on page 74.
3. Condense the two KWOs into one fused outline on page 75.
4. Write a Topic A rough draft and complete the checklist on page 75.

NOTE: Level B students have the option of choosing an alternative topic and adding a third source text of their choosing. For instance, one of the given source texts includes a paragraph on training for knighthood. If a Level B student wanted to write a graph on this topic, he or she could choose a third source text discussing a knight's training to use with the given text. The catch is that all topic paragraphs must be written from at least two sources.

After this week, we will continue writing body paragraphs for one (Level B) or two (Level A) more weeks before turning our attention to introductions, conclusions, revision and bibliographies.

Before I close, I want to let you know I'll be absent once more next week while I work furniture market. I don't plan to miss anymore this fall! It seems weird to be gone as I didn't miss a single week out of 24 last year! But thanks for your patience. Tina Gaines will be an awesome sub I'm sure!

Our class time next week will continue the discussion of compound S-Vt-DOs and fused outlines to write rough draft paragraphs. As there will be much review, the kids should have plenty of time to read their Vikings reports and drill their math facts. :)

As always, please let me know if you have questions during the week. Tremendous thanks for sharing your children with me!

Erin

Week 4: Students, diagram.

What a busy day yesterday full of fantastic learning! We began diagramming, one of my absolute favorite parts of teaching this class. :)

At home with EEL this week, stick with simple S-Vi sentences in both the declarative and the imperative purpose. We really drilled in class yesterday changing a simple declarative S-Vi to a simple imperative S-Vi.

For example, we changed the statement, "Jesus wept," into a command: "Weep." Ask them every time to identify the subject of an imperative sentence: implied "you." Even better, ask them whether it's second person singular or second person plural.

I'd suggest starting with a declarative, classifying and diagramming it on the EEL Task Sheet using steps 1-4. Then change it to an imperative and do the same. See Lesson 4 in the book for diagramming tips -- both page 56 and the teacher sheets at the end of the lesson. Also, if you and your student are not used to the Q&A for sentence classification yet, use Steps 5-7 on your Simple Steps chart to identify the subject noun and intransitive verb.

Finally, we discussed interjections and nouns of direct address in class -- what they are and how to diagram them on a straight line above the subject noun. If you have the opportunity, please work with the nouns of direct address at home.

To illustrate, here are three sentences:

• Jesus wept. (Jesus is the 1st person singular subject noun of this simple declarative S-Vi.)
• Weep. (Second person singular implied "you" is the subject noun of the simple imperative S-Vi.)
• Jesus, weep. (Jesus is a noun of direct address, implied "you" is the 2nd person singular subject noun. The comma is the key because it signals Jesus as an NDA.)

Enough EEL. IEW mimics last week's assignment, with the sole difference being Topic B: Viking Explorers. The students are responsible for reviewing vocabulary and for a rough draft.

Please note, however, that the stapled assignment pages I gave them yesterday contain next week's lesson assignment as well, which for Level A is revision, then adding an introductory statement and final clincher. Level B gives students the option of writing a third paragraph on a clear topic of choice from a source text of choice before they add the intro and clincher. Refer to the initial Lesson 8 assignment page for more information on Level B.

Erin Varnell is subbing for me next week, October 5, while we're at Disney; she will explain further. But the students will turn in a final paper with an attached final checklist when I return Oct. 12.

If you need me, please email. I'll be checking! Have a great rest of the week.

Week 3: This class rocks!

Whew! We packed, crammed, shoved and otherwise jammed a TON of information into yesterday's class. For those with me last year (whom I love and am so glad to have back) none of it was new -- and I could tell on many of their faces! Encourage them at home this week to look for the holes in their mastery of EEL Lessons 1-3. I realize they know a great deal of the information, but I also know they haven't mastered every piece. Challenge them! And let them know I need their participation in class even if they believe they've "been there and done that!" Please tell those sixth graders not to check out on me yet; we've got 21 weeks to go. :)

For my newbies, yesterday may have seemed overwhelming. But it blends beautifully at home, and if you'll spend a mere 30 minutes a day working together this week, much of it will begin to make sense and flow. Mastery will not likely come. But work diligently, memorize what you can, and you'll meet success.

Now, moving on to this week's EEL focus at home, please continue reviewing Weeks 1 and 2 Memory Work and charts, which should take less than five minutes daily, and add in Week 3.

Yesterday in class, I overviewed four things:

• simple sentences (our first sentence structure)
• nouns and pronouns
• S-Vi sentences (our first sentence pattern)
• EEL Task #3 (which guides us through sentence classification of structure, purpose and pattern).

The kids did really well in class, so spend time at home this week building and reinforcing. Use the memory work and charts to overview. Use the lesson in your guide to teach; it's detailed and helpful. And use the EEL Task Sheet to dictate, check mechanics for, and classify at least one simple, S-Vi sentence each day. Two to three sentences would be even better to reinforce the process through repetition.

For IEW, we began a report on "Summarizing References" (Unit IV) using Lesson 8, "Vikings." We will take three weeks to complete this assignment. I decided to take this much time for several reasons. First, by moving from Lesson 2 to Lesson 8, we skipped the introduction of titles and clinchers in Lesson 6. I covered this extensively in class yesterday, but I want to give them time to think these through. Second, our source texts for this lesson are significantly longer than Lessons 1 and 2, and they need time to learn how to successfully KWO this much information. (More on that in a minute...) Third, we learned two sentence openers: the -ly opener (#3) and the VSS, or "very short sentence," (#6). These are easily grasped; if you need help, see Lesson 8, but I don't believe the kids will have trouble.

The assignment for this week is to KWO Topic A: Fierce Warriors. Here's how:

1. Read the source text (p. 56). Identify the main idea of each paragraph (We did this in class, and I suggested they write it down in the margin, so they should have a clue. This main idea ID is not actually part of the assignment, but I think it helps the kids grasp the "bigger picture" of where their paragraph will go and thus helps as they choose facts.).
2. Re-read the source text, tentatively marking a couple of interesting or important facts from each paragraph. Note: The facts should be interesting or important to the student, not necessarily the parent!
3. Once 5 to 7 facts are selected, you may need to help select key words that will memorably condense the fact onto a single line. I say this because some of the "facts" (berserk, for instance) are 3 to 4 sentences long, and we're trying to capture it in 3 key words. Remember, symbols, numbers and abbreviations are free.
4. When the KWO is complete, ask your student to "tell" the paragraph to you from his or her outline. This will insure it flows and makes sense.
5. Then let them write a rough draft. Depending on the skill level, they may add in the dress-ups as they go or add them in after the basic sentences are written.
6. Please go through the "completed" rough draft with them to make sure they have a clear topic and clincher and the new sentence openers.
7. They DO NOT need to turn in their rough drafts on Tuesday, but I will award a ticket to each student who shows me a rough draft paragraph.

In class next week, we will spend more time reading papers aloud and playing games than we did yesterday. We will have ample time to do this because next week's IEW assignment will repeat of this week with Topic B.

This should be a great week of learning! Let me know if you need help. Thanks for sharing the kids with me. They rock!

Erin