Essentials

Week 7

In Class...

EEL
  • Reviewed through a new game--"Attack!"

  • New Grammar--Compound Imperative Sentences
--Imperative sentences can only be made compound if Nouns of Direct Address are used. Otherwise, they become simple sentences with compound verbs.

--Compound verbs are diagrammed on a "rocket ship."

--Nouns of Direct Address (NDA) are diagrammed like interjections (on a line above the main sentence).

---NDAs must be followed by a comma.

  • New Chart--I (Adverbs)
--Definition and Questions can be sung to "The Cup Song"--see YouTube link below. (also found on CCC--username: marleiw)

--hand motions for one-word adverbs and adverb degrees


  • Analytical Task Sheet

--Continue with Tasks 1-4

--went through a similar process as task 5 while talking about compound imperative sentences.

--2nd year students are encouraged to go ahead and complete task 5 when doing the ATS at home (We will start this in class in week 13).

--2nd year students are welcome to complete task 6 as well (We will begin this in class in week 15).



IEW


  • Students read their "Alfred the Great" paragraphs.


  • New Style--Similes and Metaphors (page 185 in TWSS)
--These are comparisons between two unlike things

--Similes use "like" or "as" and are more common
--Metaphors include most anything else and tend to be harder to write


  • Continue with Structure--Summarizing a Reference (Unit 4)
--"Some-a-rize"

--Key words come from interesting, important, or relevant facts (not from each sentence)

--5 to 7 facts (lines) in Key Word Outline

--Roman Number "I" is the "topic--Charlemagne, conqueror" (Even though this is not the first fact in the source text. The first sentence of the student's paragraph should be a "topic sentence," covering the key words of the topic.



Math
  • Battleship Board Slam with partners

Classical Conversations Cycle 2 Week 14 - ADVERBS to Cups

***At Home...

EEL
  • Try to be sure your student knows not only the names of the parts of speech, but also the definitions of each (page in Student Resource Notebook).
--Also, the definitions at the beginning of each EEL lesson are important to be familiar with. Taking some time to review these is important.

  • Continue reviewing Charts A through H


  • Begin Working on Chart I
--The most important charts so far are A, C, D, E, F, H, and I

--Also, remember that mastery of the entire chart (except A) is not necessary for 1st year students. An general overview of each chart is better than mastery of just a couple.


  • Weekly Practice Sentences using the Analytical Task Sheet (complete at least one per day)
--Sentences 1, 3, and 5 from this week's lesson are the easiest to do

--We did a sample of sentence 2 in class
--Remember, step by step instructions are in the lesson

  • Optional--Editing Exercises and Spelling Lists in the EEL guide



IEW
  • Do Lesson 12 in the Medieval History Based Writing book


  • This week is easy, because everything is included in this one lesson! (even the checklist has exactly what we have covered so far!)

  • Remember, you will not be bringing a paper in this week, as we will add to this paper next week in lesson 13


  • Find a simile or metaphor to share with the class during our share time next week (Ice cream points will be awarded!)


  • A Challenge option is to write an additional paragraph on Charlemagne from the source text "Charlemagne the Reformer" from the Medieval History Based Advanced Writing Blackline Masters

***Reminders***

Teachers

  • Be sure to read your lessons for next class--Week 8 in EEL Guide and lesson 13 in MHBW.



  • We will be going over the dress-up Quality Adjectives. You can review this on page 173 in the TWSS.



  • Take note of the change in IEW schedule in the coming weeks. I attached a revised schedule to the email I sent out. I will also bring a printed copy next Tuesday.

My Prayer for you this week...

I try to read from the Homeschool Mom's Bible daily. The devotions intertwined within God's Word are wonderful and encouraging. Today's thoughts are, again, from one devotion this week.


After speaking of her struggles with being both mom and teacher, the author says this: "I feared this dual role would create an emotional distance between us. As the homeschooling years went on, I realized those fears were unfounded. The relationship I had with my children as their mother gave me opportunities to minister to their personal issues and concerns. The relationship I had as their teacher led to moments for counseling college and career choices, editing job resumes and more. I became the resource my children went to first when they needed help, and we grew even closer."


It was encouraging to me to hear from a veteran homeschool mom that these dual roles that seem to conflict at times now will in fact be brought full circle, as God can and will fulfill His promise to us, as He has called us to homeschool our children.


"And my God will meet all your needs according to the riches of his glory in Christ Jesus." Philippians 4:19


"Train up a child in the way he should go, and when he is old he will not turn from it." Provers 22:6