Essentials - Week 13 (5th Edition)

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.)

The generous man gave all his money.

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? (man) What is being said about man? Man gave what or whom? Can money rename or replace man? No. 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.  

Mom gave me a suitcase.

Dad bought me ice cream.

Katie gave Nate a piggy-back ride.

Questions?  

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. I ate my supper. Nate gave Jo a Nerf gun. Rose is a girl.) 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. I ate my supper, but mom wasn’t hungry. Nate gave Jo a Nerf gun, but then he wanted it back. Rose is a girl, and Jo is a boy.)

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.

The house, which had the fire, is for sale.

This is a complex sentence. It contains one independent clause (The house is for sale.) and one dependent clause (which had the fire).

Remember, we’ve studied the difference between a phrase and a clause. Do you remember what a clause must have? (subject and verb) Does “which had the fire” 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? “The house, an Italianate, is for sale.” Would it still be a complex sentence? No, “an Italianate” 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

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

Adjectival (or Adjective) Clause - 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 Tom)

Adverbial (or Adverb) Clause – 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? We also 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. These words are called subordinating conjunctions. Do you remember the other kind of conjunctions we’ve learned about? (coordinating conjunctions)  

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

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

Tasks 1-4

While Katie owns a cat, she really wants a dog.

Are there more than one clause? (yes) 

Are they independent or dependent? (first dependent, second independent)

Who eats ice cream? (Katie)

What is being said about “Katie”? (owns)

“Kate owns” what? (cat)

What type of word is “While”? (Subordinating Conjunction – SC)

Charts

Review charts A,E,F,H,I,J. 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.

Essentials - Week 12 (5th Edition)

Week Twelve

 

Compound/Interrogative/S-Vl-PN(PA)  Review  Tasks 1-4

 

1. Molly and Mary went to the store.

2. Molly went to the store, but Mary stayed at home.

3. Molly went to the store and came home again.

 

Welcome

Isaiah 9:6 – “For unto us a child is born, to us a son is given, and the government will be on his shoulders.  And he will be called Wonderful Counselor, Mighty God, Everlasting Father, Prince of Peace.”

Prayer

 

Compound Review

What is a compound sentence?  (Two complete sentences joined by a coordinating conjunction – FANBOYS)

Which of these sentences is a compound sentence?  Why? 

(DON’T erase)

 

Compound/Interrogative/S-Vl-PN(PA)

Mary went to the store, and she went to the bank.

How can we change this sentence to an interrogative sentence?

 

Mary went to the store, and she went to the bank?

 

Who went to the store, and who went to the bank?

 

Did Mary go to the store, and did she go to the bank?

 

Tasks 1-4

Is Jesus the king, and is he good?

 

Who is my friend, and who is kind?

 

Betsy is so pretty!

 

Is that a new dress?

 

Betsy is going to a dance.

 

This grape tastes sour!

 

Julie, taste this grape.

Mastery Charts

Review charts C/D/K

Review 8 parts of speech

Essentials - Week Eleven (5th Edition)

Week Eleven

Compound/Exclamatory/S-Vl-PN(PA)  Review sentence patterns  Tasks 1-4

(Write on Board)

Label these sentences as having a predicate adjective or a predicate noun.

1. Sally is my friend.  2. Sally is beautiful.

3. Kroger is crowded. 4. Kroger is a store.

5. Charlotte is annoying. 6. Charlotte is my dog.

 

Compound/Exclamatory/S-Vl-PN (PA)

This week, you’re going to practice changing some declarative sentences into exclamatory sentences.  We’ve done this before, just with a different sentence pattern, so it should be fairly easy.

 

Look at this sentence.

 

Jesus is God, and He is King. 

 

How can we change this to an exclamatory sentence?

 

How about this one?

 

Jesus is alive, for He is holy.

 

So, this is pretty simple, right?  Since there isn’t much to learn that is new this week, we’re going to spend some time in review.

 

Review

We are going to look at as many sentences as we can squeeze in and go through all four tasks together for each sentence.  However, I won’t be telling you ahead of time which purpose, structure or pattern that we’ll be using.  This will be a little challenging, but I know you’ll do well.

 

(Use question confirmation and task sheets)

S-Vt-DO  Allison joined the club, because she likes it.

S-Vi  They are eating by candlelight.

S-Vl-PA  Leaves become red, for God is artistic.

S-Vt-DO  Kristy, write a poem.

S-Vl-PN  My first car was a powerful Chevrolet.

S-Vt-DO  The father anxiously paced the room.

S-Vl-PA  Wow! She looks exhausted.

S-Vi  Jack swam. 

S-Vl-PN  That boy is my happy brother.

S-Vi  Did the baby cry?

 

This week at home

Tasks 1-4

 

Mastery Charts

Review charts C/D/K

 

 

Essentials - Week Ten (5th Edition)

Week ten

Week Ten

Preposition/Interjection  Compound/Declarative/S-Vl-PA  Tasks 1-4

Review

Identify S-Vt-DO or S-Vl-PN

1. My dog ate my homework. (S-Vt-DO)

2. Zachary became a highschool student. (S-Vl-PN)

3. The horse jumped the fence.   (S-Vt-DO)

4. God is the Creator of all things. (S-Vl-PN)

5. That was a great party! (S-Vl-PN)

6. Does Luke like spinach? (S-Vt-DO)

Preposition

Today, we are also going to learn about prepositions.  A preposition relates a noun or pronoun to another word. Such as:  (write on board) OR A preposition is a word used to show the relationship of a noun or pronoun to another word in the sentence.

Here are a few examples:

Under the covers

Up the hill

Between us

Near the cross

With our borders

Without anger

Can you guys come up with anything?  (The rabbit ran ______ the fence.)

Prepositions aren’t that hard for one simple reason – we memorize a list of them. Once we memorize them, we can always recognize them.  (Pass out song) OR (Cross Seven weeks 12-15)

Prepositions are always followed closely by a noun or pronoun.  This is called the object of preposition.  Find the OP in the above sentences.

So, the preposition, the object of the proposition (OP) and any adjectives between them make up a prepositional phrase.

Prepositional phrases act as adjectives or adverbs and modify other words in the sentence.  If it modifies a noun, it is adjectival; if it modifies a verb, then it is adverbial.

The boy hugged his mother in the morning.

Where is the prepositional phrase in this sentence?

Do you have any idea whether this phrase is used as an adjective or adverb? Why?

Now, diagramming prepositional phrases:  You have to find the phrase, decide what word that it describes and then diagram it under that word.

boy  | hugged | mother

in

    morning

           the

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.

Compound/Declarative/S-Vl-PA

There is a reason that we studied adjectives this afternoon.  You need to have a basic understanding of adjectives to understand our new sentence pattern:  S-Vl-PA.

This pattern very closely resembles the pattern that we learned last week.  Does anyone remember what that was?  Can you give me an example?

So we have a subject, a linking verb, and a predicate nominative (which renames or equals the subject).  Has anyone memorized your entire list of linking verbs yet?

(Write them on the board as they say them.) (Cross Seven week 22)

feel, become, remain, (and) taste, 

seem, appear, 

look, sound, stay, 

smell, grow, am, is, 

are, was, were,

be, being, been.

The first part of our list up here are all the less common linking verbs.  The most common linking verbs are the last eight – am, is, are, was, were, be, being, and been.  However, this week, we’ll be using the first eleven a little more.

Predicate Adjectives

So, our pattern for this week is Subject-Linking Verb-Predicate Adjective.  Instead of having a noun that renames or equals the subject at the end of the sentence, we have an adjective.  We call this a predicate adjective.

A predicate adjective follows a linking verb (just like a predicate nominative) and describes the subject.

The rose is red.

The rose smells beautiful.

The rose feels soft.

The rose grows brown.

Now, just when you think you’re starting to get this, I’m going to confuse you.  Can you tell me if both of these verbs are linking verbs?

The rose smells beautiful.  The girl smells the rose.

The rose feels soft.  The girl feels the rose.

The tricky thing about these less common linking verbs is that they can play two parts.  They can sometimes be linking and sometimes be action.

Here’s the test.  Take out the linking verb in each of these sentences and replace it with the word “is”.  If “is” can easily replace the verb, it is linking.  If not, it is action.

Let’s compare some sentences that have a predicate adjective to those which have a predicate nominative.

Sally is my friend.  Sally is beautiful.

Kroger is a store.  Kroger is crowded.

Charlotte is my dog.  Charlotte is annoying.

Tasks 1-4 

Sally is beautiful.

Mastery Charts

Chart L (Prepositions)

Review charts G/I/J/K

Prepositions Song

(To the tune of Rudolf the Red-nosed Reindeer) 

You know these prepositions I present to you 

Are Essential English and you can learn them, too.

These are the words that amaze

When used in a prepositional phrase.

About, Above, Across, After,

Along, Amid, Among,

Around, at, atop, before,

Behind, below, beneath,

Beside, between, beyond, but,

By, concerning, down, during,

Except, for, from, in, inside,

Into, like, near, of, off, on,

Onto, out, outside, over, 

Past, regarding, since,

Through, throughout, to, toward, under,

Underneath, until, up, upon,

With, within, without.

This is the entire list.

Prepositions relate nouns or pronouns 

to another word!

Essentials - Week Nine (5th Edition)

Week Nine

 

Compound/Declarative/S-Vl-PN  Linking Verbs  Tasks 1-4 Chart K: To be

 

Review: Jesus loves me, and He loves you. (change to interrogative)

 

Compound/Declarative/S-Vl-PN

We have now studied the sentence pattern S-Vt-DO with every sentence purpose. That whole section of our English puzzle is now complete.  We are now going to move on to S-Vl-PN sentence pattern.  It has similarities and some stark differences to the pattern we’ve already studied.  Particularly, in order to understand this new sentence pattern, we have to understand the different types of verbs.

 

Verb types

Transitive – transfers action from the subject to the object.

Bob hit the ball.

 

Intransitive – does not transfer action to an object.

Bob hit.  The cat ran up the tree.

 

Helping – helps another verb assert action, being, or existence.

Bob could hit the ball. (transitive)  The can has run up the tree. (intransitive)

The dinner will be good. (linking)

 

Linking – makes an assertion by joining two words.  It either helps a predicate noun to rename the subject, or it helps a predicate adjective to describe the subject.

 

S-Vl-PN

When there is a linking verb followed by a noun, we call that a subject – linking verb – predicate noun/nominative sentence pattern.  We will label it like this: 

 

 S         Vl        AA      AJ        PN

Bob     is         a          ball      hitter.

 

We diagram S-Vl-PN sentence patterns like this:

Bob  is  hitter

 

There are a few ways to recognize if you’re looking at a sentence with a transitive verb and direct object or with a linking verb and a predicate noun:

 

1.     A linking verb shows equality between the subject and the noun that follows it.

(Or you can say that a linking verb renames the subject.) 

 

Bob is a ball hitter.  Hitter renames Bob.

Bob is talented.  Talented describes Bob.

In this example, both of the following are true:  Bob is a ball hitter.  Bob = ball hitter.

2. You can also reverse the sentence.

The ball hitter is Bob.  Bob is a ball hitter. 

 

These are interchangeable and mean the same thing.

This would not be the case for a transitive verb.

Bob hit the ball.  The ball hit Bob.

Do these two sentences mean the same thing?

 

3. Finally, can you take out the verb and replace it with “is”?

Lucy became queen.  Lucy is queen.

 

So, these are two ways that you can tell if you are dealing with a S-Vt-DO sentence pattern or a S-Vl-PN sentence pattern:

Does the subject = the noun that follows the verb?

Can you reverse the sentence without changing the meaning?

And, can you replace the verb with is and it still make sense?

Has anyone memorized the linking verbs?  They are: (Mary had a Little Lamb)

feel, become, remain, (and) taste, 

seem, appear, 

look, sound, stay, 

smell, grow, am, is, 

are, was, were,

be, being, been.

 

Predicate

Just a reminder about predicates – The predicate is the part of the sentence which says something about the subject.  In these sentences, the predicate will include both the verb and the predicate nominative.

 

Predicate Nominative

Can anyone tell me what predicate nominative means?  Predicate – in the predicate portion of the sentence.  Nominative – nominative means subject.  So, essentially, you have a word that means the same thing as the subject that follows the predicate, or verb.

 

Nouns and Pronouns

You can use either a noun or a pronoun as a predicate nominative. (A pronoun replaces a noun in order to avoid repetition.)

 

Look at chart E.  You can see on the noun chart that predicate nominative is one use of a noun.

Now look at chart F.  When pronouns are being used as a predicate nominative, you will have to use only pronouns from the subjective, or nominative, list (I, you, he, she, it, we, you, they).

It is I.  It is me.

The winner is he.  not  The winner is him.

This is she.  not  This is her.

(Try reversing it.)

 

Tasks 1-4

Mercury is a planet.

 

 

Mastery Charts

Charts D, K

Memorize linking verbs

 

 

Essentials - Week Eight (5th Edition)

Compound/Interrogative/S-Vt-DO

This week, we will continue to talk about compound sentences and the sentence pattern S-Vt-DO.  We will be adding in the twist of making it an interrogative sentence.

Jesus loves me, and He loves you.

First, let’s identify the sentence patterns.

S  Vt  DO  C  S  Vt  DO

Jesus loves me, and He loves you.

Second, what is the structure of this sentence?  (compound)  How do we know?

We know it is compound, because it has two complete clauses joined by a conjunction.

What if it looked like this:

Jesus loves me and you.

Would it still be compound?  Why?

OK.  So we know that this sentence is compound, declarative, right?  Let’s change this sentence into an interrogative sentence.  How would I do that?

#1 - Change punctuation:  Jesus loves me, and He loves you?

#2 - Use interrogative pronouns (who, when where):  Who loves me, and who loves you?

#3 - Use helping verbs to begin the sentence:  Does Jesus love me, and does He love you?

More sentences to change to interrogative:

Zach went fishing, and he caught a fish.

Sarah baked a cake, but Miley ate it.

Abigail completed her work, so she can play volleyball.

 

Adjectives

Today, we will also be learning about adjectives and some of the different ways that they can be used in a sentence.  Can anyone tell me what an adjective is?  (An adjective modifies a noun or pronoun by describing, qualifying, or limiting.)  This means that an adjective is added to help explain a noun more exactly. 

Look at chart L while we talk about adjectives, to give a better understanding of where we are.

Ready for the big picture about adjectives?

One-word adjectives:

Descriptive – add detail to a noun or pronoun and tell what kind.

BLUE car/BEAUTIFUL girl/PORCH light

NEW house/LESS talkative/MORE talkative/TALLER boy

LEAST talkative/MOST talkative/TALLEST tower

Possessive – tell whose 

MY/OUR

MINE/OURS

TOM’S/HANNAH’S

Limiting – tell how many or which

A, an, the  - articles

One, twenty, first  - numericals

This, that, these, those - demonstratives

All, another, any  - indefinites

What, which, who  - interrogatives

Multi-word adjectives

Adjectival phrase – prepositional phrase acting as an adjective.

(Prepositional phrases are always either adjectival or adverbial.)

My dad is a man of great integrity.

Adjectival clause – a subordinate clause that functions as an adjective in a sentence.

My dad, who loves me, instructs me.  (we know these as who/which clauses)

Infinitive – an infinitive is “to” plus a verb used as a noun, adjective or adverb.

The one to ask is Mike.

The best way to know if you’re looking at an adjective is to know what questions to ask.  If you look on your chart, they are listed at the top of the page.

What kind?  Which?  How many?  Whose?

A few weeks ago, we studied adverbs.  Does anyone remember the questions you ask to identify adverbs?

How?  When?  Where?  Why? How often?  How much?  To what extent?  Under what conditions?

These questions are really important to memorize, so that you can tell the difference between an adjective and an adverb.

Analytical Tasks

Ok, let’s put these together. Let’s identify a couple of sentences that are interrogative, compound, S-Vt-DO, and have adjectives.  Do you think we can do it?  I think you can.  We’ll take it one step at a time.

Vh       S     Vt    AJ      AJ        DO       CC 

Did Rose draw this beautiful picture, or did Jo draw it?

Diagram

SP        Vt       AA   AJ    DO       CC   SP      Vt     AA   AJ        DO

Who washed the dirty dishes, and who swept the crumby floor?

Diagram

AA   S        Vt       AA   DO  CC SP     Vt           AA   DO

The dog chewed the bone, or he swallowed the bone?

Diagram

This week at Home

Keep working on your Analytical Task Sheets with your practice sentences.  Also, practice the Adjectives Chart.