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