This site will function as a communication tool for our Essentials Class. Weekly Assignments, helpful tips and other noteworthy items will be posted for our members. Please contact Mrs. Collins at sandtcollins@fuse.net for more information.

Wednesday, September 19, 2012

Week 4 Recap & Suggested Assignments

Hello my eminent, exemplary essentials students! (student=noun/common/plural/neuter...  practice makes permanent - a sweet treat for whoever can tell me what IEW decoration is in that greeting)

IN REVIEW:
~~GRAMMAR~~
Today our POS was INTERJECTIONS!

INTERJECTIONS  have no relationship to other words in the sentence & express powerful emotions. WOW!

Our Sentence this week is:  Simple, Imperative, S-Vi
EEL Model Sentence :  Weep.

As we discussed the imperative purpose is the trickiest purpose compared to other purposes as it leads to a completely different sentence structure & meaning.  In the English language the Imperative Mood (remember our verb review) is only used as a command or request & forces the writer to use 2nd person verbs "Be quiet."  "Please stop that."  Both sentences have an implied "you" as the subject pronoun.  We don't know if it's singular or plural or the gender.  So much changes when we take a sentence like: "Joe, who laughed, smiled and he sang." and change it from a declarative to an imperative sentence: "Smile and sing."  The subject goes from Joe, which requires a 3rd person singular verb to an implied "you" which requires a 2nd person singular or plural verb.

Diagramming sentences (we'll get more into this as we go along): 

*The subject, verb and any other nouns, pronouns or adjectives that are part of the Sentence Pattern are placed on the main horizontal line

*The subject and predicate (verb) are separated by a vertical line through the horizontal line

*Interjections are on a platform (line) above the subject & not on the line with the sentence as well as expletives (sentence construction beginning with the word it or the word there and is followed by the verb form to be as in "It is time that we go") & nouns of direct address (like our sentence today)

*All modifiers are on diagonal lines under the word they are modifying.

*Compound sentences are connected by zigzag lines from one verb to the next with the conjunction sitting on a shelf

*Dependent clauses are connected to independent clauses by straight dotted lines

*Verbals, like infinitives & gerunds are written on platforms above the line when used as nouns

*Each word in capitalized as the in the sentence.

**Special note for imperative sentences:  Imperatives have the "implied you" as the subject.  This is placed within ( ) in the subject portion of the diagram

I know it seems overwhelming.  Remember you're not supposed to "get it" all at once. Take it one step at at time!!

Stay the course.    Download the grammar.      Commit it to memory. 

Practice what you know on mastery sheets/exercises in OMT and the EEL guide. *This can be done verbally!*

Consistent, persistent practice = success!


~~WRITING~~
Lesson 9 Ancient History History Writing - Today we learned how to note take using the story sequence model.


SUGGESTED ASSIGNMENTS:
~~GRAMMAR~~
Review of Mastery Charts A-F (test your self & see how much you've mastered - this can be done verbally)
EEL - At Home - working through sentences - beginning task 4 diagramming - work through tasks according to level


Related OMT Lesson - 8


CHALLENGE: Complete week 4 sentences - 10 points


~~WRITING~~
1. Cut out & learn lesson 4 vocabulary (study previous vocab for quiz!)

This week you'll finish note taking using the story sequence chart (remember, you're not key word outlining each sentence).


WEDNESDAY
From your notes, draft your first paragraph on the setting, characters & background.  Then using your story sequence chart & the outline on p54, note take on paragraph 2.

THURSDAY
Write the draft for paragraph 2.  Using the brainstorming worksheet on p55 brainstorm some strong verbs to replace "come" & "said" and some good ly words.  Read over p 55 & answer the questions.

FRIDAY
Again, using your story sequence chart and the outline on p56 take notes for paragraph 3.  Draft paragraph 3.

MONDAY
Using the brainstorming worksheet on p 57 brainstorm adjectives, strong verbs & ly words.  Highlight ALL verbs in all 3 paragraphs.

Bring your drafts to class and we will spend time revising & editing & brainstorming spectacular stylistic techniques!!!


Parent Corner:
Just another reminder that for newer/younger students PLEASE scale accordingly.  Keep paragraphs short or have them focus on 1 part of the story sequence chart (i.e. I Characters, Setting & Background) so they are not overwhelmed.  These are advanced writing concepts & you don't want to burn them out!  Again, they can dictate their paragraph(s) to you to lighten their load.

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