EEL – Week four
Write on board: What is the definition of a noun? Of a verb?
Verse of the week:
“Do you see a man skilled in his work? He will server before kings; he will not serve before obscure men.” Proverbs 22:29
You children are receiving two invaluable things: a godly heritage and a good education. You are just the kind of people that God uses to change the world for good and to bring him glory.
OK. According to our EEL guide and I quote:
“The most intensive portion of Essentials is now in the past. From week four forward, the presentation of new material will be systematic and gradual.” We’ll see about that.
This week, we’ll be talking about three things: the imperative purpose, the interjection, and our first sentence pattern – S-Vi.
Imperative Sentence Purpose
Last week, we talked about declarative and exclamatory sentence purposes. Can anyone give me an example of those?
This week we will add the imperative. Does anyone remember what an imperative sentence is?
An imperative is a sentence which gives a command or makes a request.
Example #1: John sits down. Changes to: Sit down.
The subject in the first sentence is -----. What is the subject in the second sentence?
Actually, it is “you”. In the imperative sentence, the subject in never listed; it is simply understood to be “you”.
Did you notice that the verb form changed from the first sentence to the second?
Example #2: Jesus, who laughed, weeps, and he sings. Changes to: Weep and sing.
Subject in the first sentence is _______ and ________. What is the subject of the second sentence?
Verbs change from 3rd person (weeps and sings) to the 2nd person (weep and sing).
Write your own example of an imperative on your board.
Older kids, what if the sentence looks like this: “Sarah, sweep the floor.” What is the subject?
Part of Speech: Interjection
Moms, I got most of this information from “Our Mother Tongue,” page 44. If you have any questions this week, you can look at that. The information in the guide is somewhat lacking on this.
An interjection is: a word or phrase used as a strong expression of feeling or emotion and is grammatically unconnected to the sentence.
Their sole purpose is to declare emotion.
They are usually one word, but may be a group of words. – Help! Or, Oh my goodness!
They are followed by an exclamation point, but may be followed by a comma if the emotion is not as strong. – Wow! or Hi, how have you been?
They can stand alone – Ouch!
They can be part of a declarative sentence – Oh! I didn’t know you were here.
They can be part of an exclamatory sentence – Wow! What a beautiful day!
Give me some examples on your boards. (In a few minutes) Include them in a (verbal) sentence.
Task 4: Diagramming Confirmation for S-Vi Pattern
How are the tasks coming? Were we able to do the first three? If not keep working on those until you can. If you were able to do the first three tasks ok, then we’re going to add a VERY simple version of Task 4.
We’re going to learn how to diagram sentences this week.
OK, so you might ask “why?” What is the point of diagramming?
A sentence diagram is simply a visual representation of each word in a sentence. Diagramming allows students to determine if the grammar is correct. It also challenges them to understand the role of every word in the sentence, as each word belongs in a specific place in the diagram.
Diagramming may seem overwhelming, but diagrams are very logical and organized in that they follow specific rules. In one way, it is similar to a math problem, because it is an objective process. Diagramming a sentence is much like putting together a puzzle – every word has a specific place.
The first step in learning to diagram is to know the base lines that will be used for every sentence.
No matter how large the sentence that you will be diagramming, it will always start with this structure.
Whoa! The squirrel, who loves to run up trees, scampered past on the sidewalk, and he climbed onto a branch.
Overview time! The words, which are capitalized in the sentence, are also capitalized in the diagram. However, we don’t include punctuation in the diagram.
The subject, verb and any other words that are part of the sentence pattern are on the main horizontal line.
All modifiers (adjectives, adverbs, prepositional phrases) are placed on a diagonal line below the word they modify.
All interjections and nouns of direct address are placed on a platform above the subject.
Compound sentences are connected by zigzag lines that connect the verbs of each sentence.
Subordinate clauses (or dependent clauses) are connected to independent clauses by straight dotted lines.
Verbals, such as infinitives and gerunds, are written on platforms above the main line, when used as nouns.
There’s your overview of diagramming. You all ready to diagram large sentences now?
Ok. Maybe not. We’ll start very small. We’ll start with simply the subject and the verb. That simply looks like this: Emelia sings.
On your boards, write a simple sentence. Put your name and something that you do.
This is a subject – verb intransitive sentence pattern. See if you can diagram it.
Now, we are going to get a little tricky. Because we are learning about imperative sentences this week, let’s learn how to diagram simple imperative sentences.
What are some examples that you can come up with of a one-word imperative sentence?
No new charts. Keep working on your old ones – remember the point is to master these charts. Pay special attention on charts A, C and F when they talk about imperative and exclamatory.
Capitalize all proper nouns.
Remember what a proper noun is? A specific person, place, thing, activity or idea. The name of a city, country, person, business, sports team, and etc.