Week 6 Recap & Suggested Assignments

DARE TO BE DIFFERENT!

I've posted this to my blog in years past. I just love it, so I thought I would keep the tradition gaining!

A friend has this picture and notes that this tree, surrounded by a sea of lush greenery, dares to strike a bold pose, boasting its brilliant fiery citrus and amber leaves. She comments that DIFFERENT can be beautiful. Don't you agree? Although we share a common faith, age, grade and/or homeschooling experience, we are all uniquely and wonderfully made. Anytime you feel strange about that, I hope you remember this phenomenal picture and what it represents. Dare to be different. Celebrate your true self!

Whew!  Week 6 - Time's a flyin'!!  We had a new sentence structure & pattern today as well as a new part of speech. 

IN REVIEW:
~~GRAMMAR~~

POS - Conjunctions - Words which connect words, phrases or clauses.  

There are 3 main types of conjunctions:
Coordinating: (most common) connects grammatically equal words - Think FANBOYS -For, And, Nor, But, Or, Yet, So
Correlative: always come in pairs - either/or; neither/nor; both/and; whether/or; not only/but also; not/but
Subordinating: unite an independent clause with a dependent clause - usually begins adverbial clauses - www. asia .because; see mastery chart  for complete list

Also Relative Pronouns & Conjunctive Adverbs are as conjunctions (again see mastery chart H)

Our sentence for this week is: Compound, Declarative & Exclamatory, S-Vt-DO
EEL Model Sentence:  Jesus loves me, so he loves you. or  Jesus love me, so he loves you!

A compound sentence consists of 2 or more independent clauses (2 sentences- 2 subjects and 2 verbs).  The independent clauses are joined by a conjunction.  The independent clauses must have their own stated subject & verb.  Remember to watch for compound subjects and compound verbs - those are NOT compound sentences.

To determine your sentence structure, ask the questions:

1.  "is there a FANBOYS connecting clauses?".  An "yes" answer=COMPOUND
2.  "is there a www . asia . because or who/which clause?" - "yes"=COMPLEX
3.  "neither?" - "yes"=SIMPLE
4.  "both?" - "yes"=COMPOUND-COMPLEX

We have a new sentence pattern!!  Sentence Pattern S-Vt-DO always has a transitive verb because the action is being transferred from the subject noun to the direct object (noun or pronoun).  We ask the question "(subject) (verb) what? or (subject) (verb) whom?


Bart went to the movies and he bought popcorn.

(Bart) (went) what?or whom? - cannot answer - S-Vi   (he) (bought) what? or whom? - answer=popcorn - S-Vt-DO

(s)     (v)                   (c)  (s)   (v)      (DO)
Bart went to the movies and he bought popcorn.  Compound, Declarative, S-Vi / Declarative, S-Vt-DO
(you'll notice with a compound sentence you will identify 2 sentence purposes & 2 sentence patterns)

We learned how to diagram a compound sentence with the S-Vt-DO pattern.


~~WRITING~~
We added some more stylistic writing tools to our writing toolbox - conversation, 3sss similes & metaphors!


SUGGESTED ASSIGNMENTS:
~~GRAMMAR~~
 Master Charts to be completed:  Mastery Chart G (Compound Structure) & H
This week you'll test/proof - see p 109 in EEL guide
Corresponding OMT Lesson #7 & 21

Continue to review previous mastery charts & remember those "GOALS"!

GRAMMAR CHALLENGE: Memorize the coordinating conjunctions & recite them in class (2nd & 3rd yr students must also do subordinating conjunctions www.asia.wub).  Sweet treat reward!

GRAMMAR CHALLENGE #2:  Label & diagram week 6 sentences.  5 points

PARENTS:  
See p. 109 in your EEL Guide.  It's suggests that you test/proof the 1st six weeks to see how much your student is learning or has mastered.  Please read this page and test/proof according to the goals you and your child set at the beginning of the year.  This could be a valuable tool in determining if you are meeting those goals and/or if adjustments should be made.  

Please remember that you can always scale the lessons (up or down) to meet your child's or family's needs per week.  YOU DON'T HAVE TO DO IT ALL!!  You'll be amazed at what your child retains from simply hearing the information!!  Please call me if you have any questions regarding scaling lessons.

Modification for the older/advanced student: Try doing the Quid Et Quo verbally with some of your dictated sentences. On the weekly challenges you can add to it.  ie. instead of memorizing just coordinating conjunctions you can ask them to know the "definitions" of all the conjunction types and/or give examples.  

~~WRITING~~

1.  No new vocab this week.  Just review previous vocab.


This week we are still working with our story sequence chart.  You'll be choosing which story you want to write (from lesson 10, 11 or 12).  Remember to check the story sequence chart - have you answered all the questions for setting, background & characters; conflict/plot; climax/resolution?  Make sure you refer to questions listed for your chosen story as well as the story sequence chart handed out in class to make sure you have all the necessary elements.


Use those brainstorming pages & ideas from class to make your story come alive. Remember you are an artist - painting with words - GET COLORFUL!! :)


WEDNESDAY
If you are not writing the story we did in class, read the first paragraph of your chosen story & answer the story sequence questions from that lesson. Draft your 1st paragraph.  If you are writing the story we did in class, simply draft the first paragraph.  Do the following for your 2nd & 3rd paragraph (read story, make outline notes & draft paragraph).

THURSDAY
Highlight all verbs in 1 color and all nouns in another for all paragraphs. Using the brainstorming pages (& any notes from class) and begin to write in those strong verbs and quality adjectives to each paragraph.

FRIDAY
Review over your draft and see where you might be able to add other stylistic techniques you've learned (or already know) - alliteration, ly words, 3sss, conversation, similes, metaphors, openers - THE SKY IS THE LIMIT!  Review what you've written.  Have you chosen appropriate adjectives to describe those nouns? Do you have strong action verbs? Do you have words repeated too often or used the same verb or adjective more than once?  Remember with decorations...a little goes a long way. Don't overcrowd your paper with too many adjectives or alliteration etc.

MONDAY
Type your final paper and read it to your family for feedback.

TAKE OUT YOUR SRN TO HELP YOU WITH WORD CHOICES AS WELL AS YOUR THESAURUS.  
highlight all "to be" verbs (am, is, are, was etc) and any other lame verbs & replace with good strong action verbs; 1 day to add good quality  appropriate/fitting adjectives (JUST BECAUSE IT'S A COOL BIG WORD DOESN'T MEAN IT DESCRIBES YOUR NOUN PROPERLY).  Put yourself in the story - what do you see, hear, smell, feel etc??; add those snazzy stylistic techniques - make sure they enhance your paper and not jumble it up - watch for too much repetition - vary your dress-ups & decorations!

Bring your final papers to class next week.


******PARENTS:  I can't say it enough. Scale accordingly.  You don't need do it all - especially for those younger students!!