Week thirteen

Week Thirteen

Complex/Dec. and Excl./S-Vt-IO-DO Phrases/Clauses Noun/Pronoun Tasks 1-4

Identify sentence pattern for each sentence

1. We gladly ate our Christmas dinner. (S-Vt-DO) 4. The malls were crowded. (S-Vl-PA)

2. Bethany became quite full before dessert. (S-Vl-PA) 5. Indianapolis is my city. (S-Vl-PN)

3. The cow jumped over the moon. (S-Vi) 6. The horse jumped the fence. (S-Vt-DO)

Welcome (1:00 – 1:45)

Isaiah 9:5-7 – “For unto us a Child is born, unto us a Son is given; and the government shall be upon His shoulder. And His name shall be called Wonderful, Counselor, The Mighty God, The Everlasting Father, The Prince of Peace.”

Prayer

Well, if you thought that we would be taking it easy on our first day back, then you don’t know this curriculum very well. We’re going to jump right in. We have a LOT to cover and not much time.

Complex/Dec. and Excl./S-Vt-IO-DO

S-Vt-IO-DO (This should take about 5 minutes.)

Who can tell me about S-Vt-DO? What do those stand for? Also, in identifying this pattern, we have to answer certain questions. (quickly) Who or what is the sentence about? What is being said about man? Man gave what or whom? Can money rename or replace man? OK. So, that’s how we identify a direct object.

This week we are going to add another element, the indirect object. For those of you who have been memorizing the noun chart (E), you’ll notice that one of the jobs a noun or pronoun can do is to act as an indirect object.

An indirect object is a noun or pronoun, located between the transitive verb and the direct object that tells to whom or for whom.

Let’s rewrite this sentence by adding an indirect object. (The generous man gave the church all his money.)

OK, let’s do our question confirmation. Who or what is the sentence about? (man) What is being said about man? (gave) Man gave what or whom? (money) Can money rename or replace man? (no, direct object) Now, we will add a new question, because we noticed that there is an extra noun in our sentence. Man gave money to (or for) whom (or what)? (church, indirect object)

Notice, the indirect object does not receive the action of the verb. In this sentence, the man didn’t give the away the church, right? He gave his money. So, remember a couple of things: indirect objects ALWAYS come between the verb and the DO. Also, a sentence will NEVER have an IO without a DO. Questions? 3 examples?

Complex Sentence Structure

So far we’ve studied simple and compound sentences. A simple sentence consists of just one independent clause. It can be any pattern. (The cow jumped over the moon.) A compound sentence consists of two independent clauses joined by a coordinating conjunction. (The cow jumped over the moon, and the cat ran away with the spoon.)

Now, we are going to introduce the complex sentence. A complex sentence adds a new twist – it is made up of an independent clause and at least one dependent (or subordinate) clause. Remember, independent means that a clause can stand by itself. A dependent or subordinate clause cannot stand alone.

Tom, who loves animals, owns a sheepdog.

This is a complex sentence. It contains one independent clause (Tom owns a sheepdog.) and one dependent clause (who loves animals).

Now, we’ve studied the difference between a phrase and a clause. Do you remember what a clause must have? (subject and verb) Does “who loves animals” have a subject and a verb? Yes. So, it is a clause. However, can it stand alone? No. Therefore, it is a dependent clause; it depends on another clause to make a complete sentence.

What if the sentence said this, instead? “Tom, a great hunter, loves animals.” Would it still be a complex sentence? No, “a great hunter” isn’t a clause (it doesn’t have a subject and a verb). In order for a sentence to be complex, it has to contain at least two clauses and one of them has to be dependent, or not able to stand on its own.

This is what you need to know to identify complex sentences. Does the group of words have a subject and a verb? And can it stand on its own or not? However, you know we can’t stop there, right? This curriculum would never allow that.

Subordinate/Dependent Clauses

When to use commas: Dependent clauses are usually separated from the sentence with commas, but not always. We use commas if the dependent clause could be removed from the sentence without confusion.

Tom, who loves animals, owns a sheepdog.

The boy who loves animals owns a sheepdog.

In the second sentence, the clause (who loves animals) is necessary for identifying which boy we are talking about. In this case, we do not use commas.

Identifying the type of clause: Today, we are going to talk about two types of clauses, adjectival and adverbial.

Adjectival - An adjectival clause is a dependent clause that functions as an adjective in the sentence. It will answer one of the questions, What kind? Which? How many? Whose? In IEW, we know these as who/which clauses, because they almost always will start with a who or a which. They can also start with whom, whose, whoever, whomever, that, what, and whatever. These are all relative pronouns. (They are called relative pronouns, because they will relate back to a word or phrase in the independent clause.) In adjectival clauses, the relative pronoun acts as the subject of the clause.

Tom, who loves animals, owns a sheepdog. “Who loves animals” is our adjectival (or who/which) clause. What question does it answer? (which)

Adverbial – An adverbial clause is a dependent clause that functions as an adverb in the sentence. It will answer one of the questions, How? When? Where? Why? How often? How much? To what extent? Under what conditions? In IEW, we know these as www.asia.wub clauses. What does this acronym stand for? (when, while, where, as, since, if, although, whereas, unless, because) An adverbial clause will start with one of these words. In adverbial clauses, these words act as a conjunction and not as a subject.

Tom must love animals, because he owns a sheepdog. What is the clause here? What question does it answer? (why)

Tom owns a sheepdog, whereas his sister owns a collie. What is the clause here? What question does it answer? (under what conditions)

Tasks 1-4

Page 213

Charts

Review charts A,E,F,H,I,L. This can be oral or written. Drill each several times.

New chart M (112 sentences – complex)

If your child is struggling to memorize charts, get more interactive. Make it a game. Try to fill it out with them. Have competitions to see who can finish first. Do a hangman game out of it. Just remember, these charts are foundational to all your student will learn in this class. Memorize as many as you can this year. It will make next year SO much easier.