Essentials - Week 23 (5th Edition)

Week Twenty –three

Compound-Complex/All/S-Vt-IO-DO  Adverbs  Tasks 1-6

Race to see who can write 112 sentence chart on the board first.

Welcome

Philippians 4:8  Finally, brother, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable – if anything is excellent or praiseworthy – think about such things.

Prayer

Compound-Complex/All/S-Vt-IO-DO

Monica gave her dog a bone.

She gave her cat a toy.

She really loves animals. 

Monica, who really loves animals, gave her cat a toy, and she gave her dog a bone.

Write the three sentences on the board.  Allow the students to put them together using FANBOYS and w/w. Identify and diagram this sentence. See p. 281 for diagram examples.

Adverbs

We are going to have a quick review of adverbs before learning about the last kind of verbals.

What questions do adverbs answer? (How? When? Where? Why? How often? How much? To what extent? Under what conditions?)

Adverbs can be:

Simple  (one-word adverb, no suffix)  very

Flexional  (adjective + ly)  quickly ---------flexional can have degrees, like adjectives

Affirmative  yes, certainly  positive  swiftly

Negative  no, not, never  comparative  more swiftly

superlative  most swiftly

Verbals:  Gerunds

Last week we learned about infinitives being used as nouns, adjectives, and adverbs and participles being used as adjectives.  This week we are going to learn about present participles used as nouns.  Remember, present participles are verbs ending in –ing.  Also, remember a noun is a person, place, thing, activity, or idea.  Well, gerunds are typically activity nouns.  Here are some examples:

Voting was illegal for all black men.  Subject

I love dancing.  Direct object

The judges awarded her cooking first prize.  Indirect object

By studying, she passed the quiz.  Preposition

Her favorite pastime is knitting.  Predicate noun

The teacher called his behavior cheating.  Object complement noun

Have children come up with examples.

Tasks 1-4 

Burning was ill-advised in such windy conditions. (See p. 278 for labeling and diagramming.)

Verbs: Subjunctive Mood

(Teach this portion if you have tour two and beyond students.)

Verbs have three moods: Indicative, imperative, and subjunctive.  Indicative verbs are found in declarative, interrogative, and imperative sentences.  Imperative verbs are found in imperative sentences. These are pretty straightforward.  The subjunctive mood is a bit trickier.

The subjunctive mood is the third mood, and it implies a wish that may not be a fact. It often expresses a wish or desire contrary to fact.  It is also used in blessings in church.  Here are some examples.

    If only I had a million dollars!

    If I were a millionaire, I could buy everything I desire.

    The Lord bless you!

    Hope you have a great trip!

Subjunctive mood uses "if" or "though" or "may". The form of the be verb is always "were" or "be" regardless of the person or number of the subject. Using "if" and "I wish" are the most common uses of the subjunctive in modern English, so it is important to know which verb goes with it properly.

    If I were to listen to you, what would you say?

    If I were you, I would listen to your mother.

    If this be true, what can we do?

    I wish I were taller.

    I wish he were happier.

    I wish he were going to the fair with us.

The subjunctive mood is often used in subordinate clauses that use www.asia.wub as conjunctions.

    If she were going to the fair, what would she like to see?

*See Chart DD for more information about Subjunctive mood.

Essentials - Week 22 (5th Edition)

Week Twenty-two

Compound-Complex/All Purposes/S-Vl-PN and PA  Verbals  Tasks 1-6

(Label this sentence.)

My brother, who loves sports, yelled, but he enjoyed the game while he watched it on TV.

Welcome

Proverbs 27:17  As iron sharpens iron, so one man sharpens another.

Prayer

Last week we were supposed to study infinitives, but I wanted to give more time for compound-complex sentences.  Also, infinitives are not dissimilar to participles, which we are introducing today. These can sometime be difficult to understand, so I wanted to give more time to them today.

Verbals:  Infinitives

An infinitive is the first of the five principal parts of a verb. (Infinitive, present, past, present participle, past participle) (To be, to play, to have, etc.)  It can act as a verb.  This is called its "base" form.  However, an infinitive can also act as a noun, and adjective, or an adverb in a sentence.  An infinitive is a verb with the word "to" in front of it. Can you give me an example of an infinitive?

Examples – Let's use some in a sentence.

Jesus is easy to love.  (infinitive acting as an adverb – how?)

To sing is my favorite pastime.

I have a paper to write.

Infinitives can be simple, like the ones above, or they can be phrases and clauses.

To win the presidency takes hard work.  (entire infinitive phrase acting as subject)

Jesus loves to help children.  (infinitive phrase acting as a direct object)

They had the money to visit France.  (infinitive phrase acting as adjective – what kind?)

Jesus died to free sinners.  (infinitive phrase acting as adverb – why?)

Verbals:  Participles Let’s review again.  What are the five principal parts of a verb?( Infinitive, present, past, present participle, past participle)

We’ve just learned how infinitives can act as nouns, adjectives, and adverbs in a sentence.  These are verbs that end in -ed, -en, or -ing used as another part of speech. Now we’re going to learn how present and past participles can act as adjectives in a sentence.

Here are some examples:

Jumping, calling, laughing, playing  present participle

Jumped, called, laughed, played  past participle

Here are some sample sentences using participles:

The jumping child broke his wrist on the trampoline. (present participle used as an adjective)

Don’t awaken a sleeping giant.

The delighted mother received flowers.

The broken tooth caused her great pain.

Similar to Infinitives, participles can also be used as phrases.

Struggling vigorously, the disciples fell asleep.

Labeled a failure, the sad child cheated on the exam.

Be careful not to confuse participles used as adjectives with verb phrases.  If it has a helping verb, it is a verb phrase, not a verbal.

Vh  Vi  part.

The boys were swimming in a rushing river.

(See chart Q or pp. 255 and 267 to see how to diagram these verbals.)

Tasks 1-6

To win a race is wonderful, but since my friend lost, I feel confused.

Essentials - Week 21 (5th Edition)

Week Twenty-One

Compound-Complex/All/S-Vi/S-Vt-DO  Conjunctions  Tasks 1-6

(We will be saving the study of Verbals for next week to study with participles from next lesson. 

I want to give more time to compound-complex.)

Welcome

James 1:4 Perseverance must finish its work so that you may be mature and complete, not lacking anything.

Prayer

Conjunctions - Review

Since we are talking about sentences that have many clauses, it makes sense to refresh our memories about conjunctions today.

Can anyone tell me the definition of a conjunction?

(A conjunction is a word used to combine words, phrases, or clauses together.)

We’ve been practicing using conjunctions to connect sentences.  To do this we’ve used coordinating conjunctions (FANBOYS-kids list) and subordinating conjunctions (www.asia.wub- kids list), and relative pronouns (w/w).  But don’t forget that conjunctions can also join words or phrases together.

(See diagram examples on p. 253)

Amy sings songs and plays piano.  (compound verb)

Tyler loves peanut butter and jelly.  (compound direct object)

Charles, Lucy, and Patty enjoyed the baseball game.  (compound subject)

            I enjoy running in the morning and in the evening.  (compound prepositional phrase)

Compound-Complex/All/S-Vi/S-Vt-DO

Today we are going to learn about out last sentence structure, compound-complex.  These types of sentences are formed when you take a compound sentence and a complex sentence and mesh them together.  In order to better understand how this works, let’s review compound and complex sentences.

*Remember that a clause is a group of words that has a subject and a verb.

(You may want to demonstrate this using students to represent different clauses.  I plan to use two siblings to represent an independent and dependent clause for a complex sentence, then another child to represent another independent clause.  I will give them each a clause to say and then put them together in various ways while I provide conjunctions -written on cards- to bring them together.)

An independent clause is a group of words that has a subject and a verb and can stand alone as a sentence.

A dependent clause is a group of words that has a subject and a verb but cannot stand alone as a sentence.

Compound sentences consist of two Independent clauses that are joined by a coordinating conjunction (Fanboys) and separated by a comma.

I cooked my supper, and then I ate it.

Give thanks to the Lord, for he is good.

Nate likes cheese, but Rose likes peanut butter.

Complex sentences consist of one independent clause and at least one subordinate, or dependent clause/

            As the sun was setting, the sky was radiant.

            While Jo likes biscuits and gravy, Rose prefers waffles.

            My supper, which was spaghetti, was delicious.

So, we have compound sentences and complex sentences.  Now, we just need to mesh them together to make Compound-Complex sentences.  

Use question confirmation and diagramming on each sentence below.

            As the sun was setting, the sky was radiant, and a gentle wind was blowing.

            While Jo likes biscuits and gravy, Rose prefers waffles, but Nate prefers pancakes.

            I cooked my supper, which was spaghetti, and then I ate it.

So, you can see that these sentences have two independent clauses (have students identify) and at least one subordinate, or dependent clause.

(Ask students for ideas for other sentences.)

Questions?

Assignments this week

Introduce chart P, Review Chart H

Essentials - Week 20 (5th Edition)

Week Twenty

Complex/Imperative/S-Vt-DO  Modifiers and Prepositions  Tasks 1-6

Write on your board:  the four types of verbs, the five principal parts of a verb, the four verb attributes, and 12 verb tenses (4 form X 3 time).

Welcome

Colossians 4:2 – Devote yourself to prayer, being watchful and thankful.

Prayer

Part of Speech: Adjectival Modifiers

Let's practice adding some modifiers to sentences.  Modifiers can be adjectives or adverbs.  Remember that they do not contain information that is intrinsic to the sentence.  They just add information to make the sentence more interesting or informative.

 Do you remember that every sentence has a subject and a predicate portion of the sentence?  

(The two school boys, Jo and Nate, pretended to be pirates.)

Let's start with adding some modifiers for the Subject portion of the sentence.  First, we need to identify and label the sentence pattern.

The wolf seemed scary. (S-Vl-PA) 

How can we make the wolf more interesting?  How about we add some one-word adjectives?  

The ______, ________ wolf seemed scary. (adjectives)

Now let's add in a prepositional phrase that tells which wolf.

The wolf in __________________ seemed scary. (adjectival phrase)

Next, let's add an adjectival subordinate clause - otherwise known as a Who/Which clause.

The wolf, who ___________________ seemed scary. (adjectival subordinate/dependent clause)

Lastly, we can modify the subject (wolf) with an appositive.

The wolf, ________(rename the subject)______________, seemed scary. (appositive)

Part of Speech: Adverbial Modifiers

The big, bad wolf scared people.

First, let's add a "when" adverb.  "When" did the wolf scare people?

The big, bad wolf scared people ___________. (one word adverb)

Next, lets add an adverb that tells how often.

The big, bag wolf ____________ly scared people. (one word adverb)

An adverbial prepositional phrase that tells where.

The big, bad wolf scared Little Red Riding Hood at _____________. (adverbial prep phrase)

Finally, let's add an adverbial subordinate clause.  We'll use the subordinating conjunction "when".

The big, bad wolf scared Little Red Riding Hood when he _______________. 

(adjectival subordinating/dependent clause)

Part of Speech: Prepositions

Prepositional Phrases always start with a? (preposition) and end with an? (object of the preposition).

For second or third tour students:

    Some prepositions can where two hats.  They are a preposition when they are followed by     an object, and they are an adverb when they act alone.

    She walked outside the room.

    She walked outside.

    There are also prepositions that we haven't memorized.  Sometimes a group of words acts     as a preposition.

        In addition to... In spite of... According to...

Sentence Classification: Complex, Imperative, S-Vt-DO

(On board) Jesus, save us because you love us.

Identify the independent and subordinate/dependent clauses.

    Independent: Jesus, save us

    Dependent: because you love us

First clause

    Subject: Who or what save us? (you - SP)

    Verb: What is being said about you? (save - V)

    "You save" who or what? (us - underline)

    Does "us" rename or describe you? (no, so "us" is DO and verb is Vt)

Second clause

    Subject: who/what love us? (you - SP)

    Verb: what is being said about "you"? (love - V)

   "You love" what or whom? (us - underline)

    Does "us" rename or describe you? (no, so "us" is DO and verb is Vt)

Does this sentence address anyone? (yes - Jesus - label NDA)

Sentence structure: Complex

Sentence purpose: Imperative

Sentence Pattern: S-Vt-DO

Diagram using example on p. 245

Tasks 5-6

Rewrite sentence using simple structure as Dec, Exc, Int.

Rewrite by structure using declarative purpose as simple, compound, complex (compound-complex for older students).

See Quid et Quo on p. 246

Essentials - Week 19 (5th Edition)

Week Nineteen

Complex/Interrogative/S-Vl-PN/S-Vl-PN  Review Verbs  Tasks 1-6

Label the parts of this sentence:

Make me a saint as you make me an heir.

Welcome

Galatians 6:9 – “Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up.”

Prayer

You will be happy to know that there is nothing new to learn in this lesson.  We will simply be putting old information together.

Verbs

Now lets review verbs. First, remember from your "Verbs" chart, verbs have how many principal parts? (5) Do you remember what they are? (infinitive, present, past, present participle, past participle.  Let's fill out Chart O on the board together using the verb "play".

Play is a regular verb.  This means that most other english verbs will have the same endings as "play".  These endings could be put on a lot of other verbs and you can know right away what that verb's classification is.

Complex/Imperative/S-Vl-PN or PA

We are going to change these declarative sentences to interrogative sentences.

Jo and Rose are siblings.

Nate was happy.

Joy and Nichole look tired.

Cash will be a one-year-old.

(Once the sentences have been changed) Now, let’s make these complex sentences. (ideas)

(You may use who/which or subordinating conjunctions, www.asia.wub.  If they use who/which, go back and use www, or vice versa.)

Tasks 1-6

Choose one of the complex sentences to do tasks 1-6 on.

Charts

Review D, N, O

Essentials - Week 18 (5th Edition)

Week Eighteen

Week Eighteen

Noun Clause/Complex/Interrogative/S-Vi/Review Tasks 1-6

Label the parts of this sentence:

HV     SP         Vt         Adj     DO     A     OCN     SC     SP     Vt         DO   OCA

Will     you     make     this     stem    a     flower     as     you     paint     it     red?

Welcome

Galatians 6:9 – “Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up.”

Prayer

Let's start with a familiar exercise.

We are going to change these declarative sentences to imperative sentences after identifying the independent and subordinate clauses.

Nate will go to the store, since he has a car.

We finished early, since Rose and Jo arrived early. 

I will sit on the front porch, as the days grow warmer.

Now, we will do tasks 1-4 on the first sentence.

Noun Clauses

We've learned about Adverb Clauses that start with www.asia.wub and Adjective clauses that with who/which.  Now, we are going to learn about noun clauses.  They are called noun clauses because they are a clause which takes the place of a noun in the sentence.  

Noun Clause as Subject Noun

What you say reflects your heart.

Question Confirmation

    What reflects your heart? (What you say -- the whole clause is acting as the S)

    What is being said about "what you say"? (reflects -- V)

    What you say reflects what? (heart -- DO)

    Label the Verb Transitive (Vt)

    Are there any modifying words? yes -- Whose heart? (your -- PPA (possessive pronoun adjective)

Now we identify the parts of the noun clause.

What you say

    Who or what "say"? (you -- SP)

    What is being said about "you"? (say -- V)

    "You say" what or whom? (What -- DO)

    Label verb transitive (Vt)

See Essentials Guide for how to Diagram and for questions to identify following sentences, if needed. Use your judgment for how many of these sentences to QC and diagram.  Some you may simply choose to read or put on the board and have students identify the noun clauses, but not do the tasks.

Noun Clause as Predicate Nominative

The third house is where I live.

Question confirmation

Noun Clause as Direct Object

Do you see what I see?

Question confirmation

Noun Clause as Object of the Preposition

The crackers can be eaten by whoever is hungry.

Question confirmation

Noun Clause within another Noun Clause

Her brother said that he would play whatever she wanted

Tasks 1-6

Page 213 weekly sentences

Charts

Review M, N, A

Test to be done at home if desired

Dictate the following sentences, following the later instructions with each before dictating the next.

John ate.

Jesus loves me.

Jesus is holy.

Jesus is King.

I gave my daughter the old cell phone.

God called the light day.

God called the earth good.

Have your student:

Rewrite them as exclamatory, imperative and interrogative.

Label the parts of speech.

Diagram the sentence.

Rewrite sentences by structure (compound or complex).

Choose a sentence and have them complete a Quid et Quo.

Give your student a blank copy of all the mastery charts your child has learned thus far.

This will give you a good idea of where your child is compared to where he/she should be for the year he/she is in.  The administration of this test is entirely up to your judgment.  Only test your child on the areas that she has learned thus far.  Do not be discouraged if first or second year students cannot answer all the questions.  Remember, this is an evaluation, for your benefit.  This will help you to know the areas that may need to be worked on the rest of this year.   If you wish to, you may discuss the results of the test with your student, as appropriate, so that your student is clear on your goals for the next six weeks.

Essentials - Week 17 (5th Edition)

Week Seventeen

Complex/Exclamatory/S-Vt-DO-OCA  Adjectives  Tasks 1-6

Write a sentence with an objective complement noun.

Use one of these verbs:  Make, call, judge, choose, elect, nominate, name, consider, or paint.

Example:  Our country elected Trump President.

Welcome

Philippians 3:14 - “I press on toward the goal to win the prize for which God has called me heavenward in Christ Jesus.”

Prayer

Complex/Exclamatory/S-Vt-DO-OCA

This week, we will learn the LAST of our sentence patterns!  (YAY!)  It includes the Objective Complement Adjective, which is similar to the Objective Complement Noun.  We will also be review adjectives.

OCA

You will remember from when we learned about predicate nominatives and predicate adjectives that a predicate nominate renames the subject and a predicate adjective describes the subject.

Kroger is a store.  Kroger is crowded.

Objective Complement Noun and Objective Complement Adjective are similar to this.  The Objective Complement Noun renames the Direct Object:

We named our dog Charlotte.

The Objective Complement Adjective describes the Direct Object:

God called the earth good.

Same as last week, the DO is not complete in and of itself.  It requires the OCA to complete the thought.  God didn’t call the earth and he didn’t call the good; He called the earth good.  Both are necessary.

Selena considered herself American.

Again, Selena didn’t consider herself and she didn’t consider American.  She considered herself American.

Look at Chart 112: Complex (M) for examples.  Questions?

Adjectives

Aj Aj S Vt Aj DO P PPA OP AJ OCA, SC SP Vl PA
Old farmer John painted some parts of his barn bright purple, because he was color-blind!

Let’s see how many adjectives we can identify in this sentence.  While we find them, we’ll use or Q&Q to identify them.

Old:  descriptive, positive
farmer: descriptive, noun acting as adjective
some: limiting, indefinite pronoun acting as an adjective
his: possessive, possessive pronoun acting as an adjective
bright: descriptive, positive
purple: descriptive, positive
color blind: descriptive positive

Tasks 1-6

p. 203 sentence 2

Charts

Review M, N, L