Week fifteen

Week Fifteen

Complex/Interrogative/S-Vt-IO-DO Interjections Tasks 1-6

Welcome

Psalm 119:105 – “Thy Word is a lamp unto my feet and a light unto my path.”

Prayer

Complex/Interrogative/S-Vt-IO-DO

We will be continuing to study the complex sentence structure and indirect objects this week. We will also be reviewing interjections and interrogative sentences.

Interrogative

Let’s review the three ways to change a sentence from declarative to interrogative.

I gave my daughter the old cell phone when I ordered myself a new one.

1. I gave my daughter the old cell phone when I ordered myself a new one? (add question mark)

2. Who gave my daughter the old cell phone when I ordered myself a new one? (interrogative pronoun)

3. Shall I give my daughter the old cell phone when I order myself a new one? (add helping verb to beginning – make sure to change verb tense)

What other helping verbs could we use here? (should, can, do, have, will, etc.) Make sure the verb tense matches the helping verb.

Questions?

Interjections

An interjection is a word or phrase used as a strong expression of feeling or emotion. Interjections stand alone and are often followed by an exclamation point or comma.

Wow! The Colts actually won a game.

Hello, my name is Joy.

When diagramming, place the interjection above the sentence on its own line.

Wow Hello

Colts won game name is Joy

Questions?

Verb Anatomy: To Have

We are going to begin the study of something new for most of you, the study of verb anatomies. We will eventually learn how to break a verb into all its possible forms. However, we aren’t going to go over all of the “whys” for this right now. Instead, I will be assigning a chart to memorize. If you memorize this chart, though, and a few others like it, you will be able to learn verb anatomies so much more easily when the time comes. (pass out chart) This is the verb anatomy chart for the verb To Have.

As you begin to work on verb anatomies for different verbs, you will see that forms of this verb (to have) are always a part of the perfect and perfect progressive constructions. The verb To Have can also act as a main verb in a sentence. (Sarah has a dog.) That is how it is treated here, as a main verb.

I want to point a few things out. First you can notice on this chart the five principal parts of a verb, which we have been studying in Foundations. (at top of page) Second, notice the pronouns (on left). They are either first, second or third person and either singular or plural. Third, notice the tense is either present, past or future. Finally, the form is either simple, perfect, progressive, or perfect progressive.

Begin copying this chart until you can say it perfectly. If you do, you will be ready to move along to other verbs. If you were a part of foundations last year, we memorized some of this page. (I, you, he, she, it, we, you, they)(first person singular, second person singular, third….)

(Passed out copies of p.424 – Verb Anatomy: To Have)

Task Five

(pass out Analytical Task Sheet)

Task Five simply gives a form to some of the things that we’ve already been doing in class. Look at your sheet.

The first part, you will change the purpose of the sentence that you’ve already identified and diagrammed.

Declarative: It is snowing outside. (ask for examples for others)

Exclamatory: It is snowing outside!

Interrogative: Is it snowing outside?

Imperative: Snow.

Next, you’ll rewrite by structure.

Simple: It is snowing outside. (ask for examples)

Compound: It is snowing outside and the snow is deep.

Complex: It is snowing outside while the sun is still shining.

(Don’t worry about compound-complex yet.)

Third, you’ll rewrite the sentence with modifiers to make it more interesting. (think IEW)

-ly word quality adj strong verb
It is snowing beautifully outside, and the radiant sun is beaming over the downy hills.

Finally, for the older students, or any adventuresome students, you’ll rewrite the sentence by changing the voice from active to passive.

The ground is being snowed upon by the storm.

Moms, you may want to do this verbally with younger students, so that they don’t get bogged down.

Task six

Task six can be found on your Quid et Quo chart. This chart looks intimidating, but it’s not that hard, once you learn to use it.

I’m going to fill one out so that you can see how it works.

The sun is shining brightly today.

Fill in the words of the sentence at the top of the chart. Then identify each word in the sentence, the purpose, structure and pattern.

Now, we’ll analyze each word in the sentence.

The – adjective, limiting, article

Sun – noun, singular, common, concrete

Is shining – verb, helping and intransitive, present, progressive, singular, third person, active, indicative

Brightly – adverb, simple, positive

Today – adverb, simple, n/a

Now, there will be things on this chart that you don’t know. That’s ok. Just fill in the answers that you do know. Moms, you will have the answers on your task sheets in your book. Introduce new things to your child as she is ready. Just don’t let that discourage you from doing the task. Do what you can. For example, all of our students should be able to identify what part of speech each word is. If that is all that you do, you’re doing well.

Tasks 1-6

Let’s go over all the tasks once before we have break. P. 246 sentence 3

Charts

Review – weak charts

New – N, K

Older students - DD