Essentials - Week Six (5th Edition)

Essentials - Week six

 

Now that we have learned all four sentence purposes, it is time to add a new structure (remind of chart A).  We will learn about the compound structure of a sentence, as well as about conjunctions, which are necessary for forming compound sentences.  In addition, we will learn about a new sentence pattern Subject-Verb transitive-Direct Object.

 

Conjunctions

Can anyone tell me what a conjunction is?  It is a word used to connect words, phrases or clauses together.  We’ve just been using these in the previous sentences. 

 

The most common conjunctions are coordinating conjunctions, and we will be focusing on these today.

 

Coordinating conjunctions connect grammatically equal words, groups of words, or clauses.  They can be easily memorized by the acronym FANBOYS:

 

For

And

Nor

But

Or

Yet

So

(use erasure method to memorize list)

 

Two independent clauses can be joined with a coordinating conjunction to create a compound sentence.  The clauses are separated by a comma and a coordinating conjunction.

 

Other types of conjunctions – (look at chart H)

There are other types of conjunctions that you will start to memorize on your charts, but we’re not going to learn the details about those yet.  

Correlative –    Neither/nor  Either/or

Subordinating – When  while  where  as  since  if  although  whereas  unless  because

Relative pronouns – that, who, whose, whom, which

S-Vt-DO

We are also going to learn about a new sentence pattern this week, which you’ll have a chance to practice during the week.  It is the subject – verb transitive – direct object sentence pattern.

This pattern requires a transitive verb, which means that the verb transfers the action to the thing that follows it.  Up until this week, all of our verbs have been INtransitive and didn’t transfer the action to an object.  Now, we are adding verbs that do transfer their action. That thing to which they transfer action is a direct object, or the object of the action.

 

S  Vi

Jesus loves.

S  Vt  DO

Jesus loves me.  (Jesus loves what/whom?) 

S  Vt  DO

My mother loves roses.  (Mother loves what/whom?)

 

Do you see the difference here?  In the first sentence, Jesus loves.  It is simply what He does.

 

In the second sentence, the action of loving is being transferred to the word me.  So, we ask the question:  Jesus loves who or what?  Jesus loves me.  Me is a pronoun acting as a direct object.

 

In the third sentence, roses is a noun acting as a direct object.  My mother loves who or what?  My mother loves roses.

 

Some things to think about when studying transitive verbs:

1.  Direct objects are always nouns or pronouns.

2.  Not all verbs can be transitive verbs.

 

The dog barked in the yard.  (The dog barked who or what?)

The verb barked cannot be transitive because it does not transfer action to anything. There is no answer to the question WHO or WHAT.

 

Subject and Predicate with Direct Object

A few weeks ago, we were talking about subject and predicate.  Remember the subject is who or what the sentence is about, and the predicate is what is being said about the subject.

 

My daughter loves broccoli.

What is the subject?  The predicate?  So, the direct object is part of the predicate.

Clauses

Now for some review.  Can anyone tell me what is necessary to make a sentence? (5 parts of a sentence: Capital letter, subject, verb, complete sense, and end mark). Very Good!  Today, we’re going to talk about something called an independent clause.  An independent clause is very much like a sentence in that it has 3 of the 5 parts: subject, verb, and complete sense. In fact, a simple sentence is a type of independent clause.  So, an independent clause is a group of words that contains a subject and a verb and expresses a complete thought. Look at these groups of words.  You tell me if they are an independent clause.

 

In the morning. (no)

We will go to the store tomorrow. (yes)

Over the river and through the woods. (no)

It is nice outside. (yes)

 

Compound Sentences

Now that you understand the idea of an independent clause, we’re going to introduce a new sentence structure – the compound sentence.  A compound sentence is simply two independent clauses joined together by a coordinating conjunction.  Let’s look at some examples of compound sentences.

 

Ex:  My mother loves me.  She cares for me.

My mother loves me, and she cares for me.

My mother loves me, so she cares for me.

My mother loves me, for she cares for me. 

 

This sentence joins two independent clauses with a comma and “and”.  Note that each clause could stand alone as its own sentence.  We took, essentially, too complete sentences and joined them together with – (what?).

 

Now look at this sentence:

My mother loves me and cares for me.

 

Is this a compound sentence?  Why not?  There are no longer two independent clauses.  “Cares for me” cannot stand alone as its own sentence, but rather depends upon the subject, Mother.

 

Look at this one:

My mother and I love our dog, Charley.

Is this a compound sentence?  No.  There are two subjects but only one verb.  “My mother” cannot stand alone as its own sentence. Just to reiterate, in order for a sentence to be compound, it must contain two independent clauses, joined by a coordination conjunction.

 

Analytical Task Sheet for Compound Sentences

How do we ask questions and recognize Direct Objects, Coordinating Conjunctions, and Compound Sentences?  Let’s work our way through some examples:

 

Task 1 - Dictation

John ate candy, and he drank soda.

Task 2 - Mechanics

Is there at least one subject?

Is there at least one verb?

Does it begin with a capital letter?

Does it have an end mark?

Does it make complete sense?

Is other punctuation and capitalization correct?

Are words spelled correctly?

 

Task 3 – Question confirmation

Is there more than one clause (more than one subject/verb combo)

                  If yes, then focus on the first clause first.

Who or what is this clause about? John – S for subject noun

What is being said about John? John ate – V for verb 

John ate what? candy – DO for direct object 

Add “t” to the V for verb.  There is a Direct object, so the verb is Transitive.  The action is transferred to the object (candy)

 

And – CC for coordinating conjunction

 

Second clause:

Who or what is this clause about?  he – S for subject 

What is being said about he?  he drank – V for verb 

He drank what? soda – DO for direct object

Add “t” to the V for verb.  There is a Direct object, so the verb is Transitive.  The action is transferred to the object (soda

 

Classification:  Compound, Declarative, S-Vt-DO/S-Vt-DO

 

Task 4 – Diagramming

Diagram – explain that each clause has its own line, connected with the dotted line

Charts

Practice charts G and H this week.  They will really help in understanding the tasks.

Tasks (moms)

1-4 at home.  If you need to only diagram the first clause of the sentence, that’s ok. And if you need to only diagram the subject and verb, that’s ok, too.  You know your student.

Essentials Week Five (5th Edition)

Today, we are going to focus on Interrogative Sentences.  We won't be introducing any new parts of speech or new sentence patterns today, so you can take this week to Review what we've learned so far.  So let's dig in to Sentences with an Interrogative Purpose

Interrogative Purpose

Interrogative Purpose is the final sentence purpose to study.  Can you name the others?  (Declarative, Exclamatory, Imperative). What is an Interrogative sentence? An Interrogative sentence asks a question and ends with a question mark.

While the other sentence purposes always follow the same construction or pattern, the interrogative sentence offers at least three options for how to build a sentence.  The way we remember them is CIA.  

C - Change the punctuation and voice inflection.  

    Jesus forgives?

I - Insert an interrogative pronoun. Do you remember what those are? (who, whom, whose, which, what)

    Who forgives?

A - Add a Helping Verb.

    Does Jesus forgive?

Parsing and Diagramming Interrogative Sentences

(In this format, I am unable to draw the vertical lines for the division of subject and verb.  So make sure to include those on the board.)

C - The diagram for this construction looks like that of a declarative sentence.  Based on the diagram alone, you wouldn't be able to tell if the sentence were declarative or interrogative.

Who/what is this sentence about? (Jesus) S
What is being said about Jesus? (forgives) V
Jesus forgives what? (no answer) i (intransitive verb)

 

      S        Vi

    Jesus forgives?

    Jesus     forgives   

              

I - When diagramming this sentence, use SP to label the subject, because the subject is the interrogative pronoun.

Who/what is this sentence about? (Who) SP
What is being said about Who? (forgives) V
Who forgives what? (no answer) i (intransitive verb)

 

      SP     Vi

    Who forgives?

    Who    forgives  

              

A - This one is a little tricky.  Because we used a helping verb at the beginning of the sentence, we have to rearrange the words in the diagram.  Note that the helping verb retains its capital letter.  This is because it was the first word in the sentence.  

This is a question with a helping verb, so we first invert the subject/helping verb.  

Jesus does forgive.

Who/what is this sentence about? (Jesus) S
What is being said about Jesus? (Does forgive) V
Is there a helping verb? (yes) Vh
Jesus does forgive what? (no answer) i (intransitive verb)

  

    Vh     S        Vi

   Does Jesus forgive?

    Jesus        Does forgive

This week

1. Practice charts A-E.  You can do this verbally from memory, or (if you're having trouble remembering some) write them each out several times.

2. Practice sentences and analytical tasks. You'll find these on p. 317 in the Essentials Guide.

Essentials - Week Four (Fifth Edition)

Essentials – Week 4

 

PART OF SPEECH

Pronouns

What is a Pronoun? A pronoun replaces a noun in order to avoid repetition.  In English, pronouns are almost a complicated as verbs. Like Nouns, Pronouns have different jobs they perform in a sentence.

Take a look at the chart.

There are personal pronouns – and several types of personal pronouns, demonstrative, interrogative, Indefinite, and relative.

 

Personal Pronouns

This is the most complicated group of pronouns.  It is also the most like Latin-like part of English in how it is organized.  Each personal pronoun represents a specific person, animal, thing, or group of them. Each pronoun is distinguished by:

Case – Subjective, objective, possessive, or reflexive

Number – Singular or Plural (I/we, he/they)

Person – 1^st, 2^nd, 3^rd (I, you, he)

Gender – Masculine, Feminine, or Neuter (he, she, it)

                  

                  Reflexive Pronouns

A reflexive pronoun is a personal pronoun compounded with -self or -selves. This shows that the action affects the subject. (myself, yourself, himself, etc)

 

                  They will move the table themselves.

                  

 

        He thinks a lot of himself.

 

Demonstrative Pronouns

                  A Demonstrative Pronoun indicates an entity and distinguishes it from others.

                                    This, that, these, those

                                    This is my book.  Those are my parents.

                  

Interrogative Pronouns

                  An interrogative pronoun asks a question.

                                    Who whom, whose, which, what

 

           Indefinite Pronouns

                  …are definitely indefinite…

    Indefinite Pronouns refer to a non-specific person, place, thing, activity, or idea. The             opposite of personal pronouns.

                  All, another, any, anybody…

 

Relative Pronouns

A relative pronoun is found at the beginning of an adjectival clause and relates it to the word it modifies.  

Who, whom, whose, whoever, that, which, what, whatever.

                                    Look at that boy WHO went to sleep.

 

Antecedent – each personal pronoun has a word or words that it is replacing. This word is called the antecedent.

 

Sentence Classification – Imperative Purpose

Last time, we studies declarative and exclamatory sentences.  This week we will add Imperative sentences.  An imperative sentence issues a command or suggestion.

 

John sits down.  Sit down.  OR EVEN     Please, sit down.

He gave me a book.  Give me a book.    

Because she was tired, she went to bed.  Because you’re tired, go to bed.

 

How do we classify an imperative sentence?  It can be a little tricky.  First of all, let’s ask our questions from our task sheet using the following sentence:

                                    Sit down.

 

Who or what is this sentence about? This is the tricky part.  The answer to this question in every imperative sentence is the same.  It’s “you”!

                  

                  So, again… who or what is this sentence about? You!

                  Add (you) in front of the sentence. Write SP above the “you”. (subject pronoun)

                  

                                       SP

                                    (you) Sit down.

 

                  What is being said about you? (sit). Write V above the “sit”.

                                    

                                      SP     V

                                    (you) Sit down.

                  

You sit what or whom?  (There is no answer to this – the action is not transferred to an object, so write Vi above the verb for Verb intransitive.)

 

                                      SP     Vi

                                    (you) Sit down.

 

We won’t worry about the last word yet.  It is a describing word.  We’ll get to those later.

 

This is how we diagram this sentence.

 

                                    

                                    (you)     Sit 

 

 

This week, we will practice the Pronoun chart every day.  And we will do our analytical task sheet every day.

Questions?

Essentials - Week Three (5th Edition)

Essentials - Week three 

This week begins the real digging in. It may still feel like an overwhelming amount of information. However, just get what you can from it. 

First of all, you really need to be working on your charts daily. If you don’t work on the charts, you won’t get it. Memorizing the charts really is training your brain to retain. 

Parents, I encourage you to challenge your students on the charts. My kids usually surprise me with how much they are able to memorize. Try taking away the original, even though he or she may not know it perfectly yet. Also, verbally drill the charts. Also, you can work on the charts with your kids; race them like I did last week. Most important thing – do it every day. 

Speaking of charts, you’ll need to look at chart E (Nouns) while I’m teaching today. 

What we’ll be doing 

First, we are also going to talk about some purposes of a sentence. Then, we are going to talk about nouns. These are the “who” and “what” of the sentence. Nouns play many vital roles in our language. They are also key in learning new languages. Today, we are going to cover the many properties of nouns. Our goal is to give you a framework (I know another overview) of this part of speech.

Declarative/Exclamatory 

Quickly, let’s talk about sentence purposes. These will be the easy part of our day. A declarative sentence makes a statement, or expresses a fact or idea. Everyone give me an example of a Declarative sentence. 

Now change it to exclamatory. That’s right. An exclamatory sentence is just like a declarative, but you say it differently. 

How do we know that we need to say it differently? (!) 

You guys got this. That was the easy part of our day. 

Nouns

Now, let’s talk about nouns. Who can give me the definition of a noun? That’s right; a noun names a (on board) person, place, thing, activity or idea. 

Use/Job 

Most important thing we’ll learn about nouns is the idea of usage, or the different jobs that a noun does. These are listed on chart E, right in the middle. 

Nouns can be 

subjects

possessives

indirect objects

direct objects

objects of prepositions

predicate nominatives

objective complement nouns

nouns of direct address

appositives

All we really need to focus on today is the subject. Can anyone tell me what a subject is? (Who or what the sentence is about) or (That part about which something is being said) 

For each of the following sentences, tell me the subject: 

Monica went to the store. 

My dog ate my homework. 

The beautiful city lights twinkled like stars against the night sky. 

 You also need to know that nouns usually do not have to change form to have a different job. Instead of, “My dog ate my homework”, you can say, “I love my dog”. Dog is doing a new job in this sentence. It’s no longer the subject, but it’s the same word. 

So, the first job (or Usage) that a noun can serve is a subject. 

Type 

We also need to understand that there are different types of nouns. I don’t expect you to understand all of these this year, but I want to give you the overview, especially since you’ll be filling out these words in your charts. 

Look at your chart. Nouns can be common or proper, concrete or abstract, collective and compound. 

 

Proper nouns name a specific person, place, thing, activity or idea. Proper nouns are names. Can anyone tell me some proper nouns? (people, cities, countries, companies) Write on board 

Common nouns are just the opposite. They name a non-specific person, place, thing, activity or idea. When you use a common noun, you aren’t talking about a specific person, place, etc. But about these things in general. 

Use a common noun for every proper noun on the board. 

Then, we have concrete and abstract nouns, which are also opposites. 

Concrete nouns name a physical object that can be experienced with the five senses. If you can touch it, taste it, hear it, smell it or see it, it is a concrete noun. – examples on board 

Abstract nouns, in contrast, name a concept, quality or condition that cannot be experienced with the five senses. These are the ideas. Let me give you two examples, and then you can come up with some on your own. Freedom, happiness. (moms help, too) 

There are also collective and compound nouns. These are not opposites. 

Collective nouns refer to a group composed of members. Examples: herd, flock, church, class, children, men, women, and etc. These are nouns that talk about more than one person or thing, but they are not plural. You wouldn’t say, “The herd are loose.” Or “The class are happy today.” (unless you're British)

Compound nouns are made up of two or more words joined together. Examples: doorknob, lifesaver, homework, etc. 

Any questions about nouns? 

Tasks 

Lastly, this week, we are going to introduce our analytical tasks. Pass out sheets and practice one together.

We are going to start taking the information that we are memorizing and using it in real-sentence situations. This first year, we are only doing the first four tasks. Next year, we may add the others. 

Here are the tasks: 

Task 1: Dictate sentence to the student to write down. 

Task 2: Check the mechanics of the sentence. – is it spelled correctly, Capitalized, end mark? 

Task 3: Label every word using question confirmation, then classify the sentence with its purpose, structure and pattern. 

Task 4: Diagram the sentence. 

Task 5: Rewrite the sentence by altering its purpose and structure. 

Task 6: Identify all the details of each individual word in the sentence. 

What you should try to do this week is tasks 1-3, maybe task 4. 

Assignments

Practice Chart E (Nouns)

Keep practicing previous charts you may be weak on.

Write down one dictated sentence daily on Analytical Task Sheet and analyze it with the questions below.

Analytical Task Sheet

 

Task #1: Dictation – Write down the sentence as your mom reads it to you.

 

 

 

_____________________________________________________________________________________

 

Task #2: Mechanics – Check to see if you wrote the sentence correctly.

__  Begin sentence with capital letter?

___   Remember the end mark?

__   Any other punctuation or capital letters?

__    Spelled correctly?

 

Task #3: Question Confirmation – Ask these questions to identify the parts of speech.

 

      1. Who or what is this sentence about? (who is doing the action, or who is being talked about)

            Write SN for Subject noun above this word.

      2a. What is being said about __(SN) __?

            Write V above the Verb or main verb of the sentence?

      2b. Is there a helping verb in addition to the main verb? (am, is, was, been, have, has, had, do, etc.)

            If so, write HV above the helping verb(s). 

 

      3. Ask (SN) (V) what or whom?

            If there is no answer to what or whom, the verb is intransitive and does not transfer the action.

                        Write Vi above the main verb.

            If there is an answer, underline the word. Then we have to determine if it is a DO, PN, or PA.

            Does the word rename the Subject? 

                        If yes, Write PN for Predicate Nominative above the word.

                        If no, ask…

            Does the word describe the subject? 

                        If yes, Write PA for Predicate Adjective above the word.

                        If no…

            Then the word is a Direct Object and receives the action of the verb.

                        Write DO above the word.

      4. IF the word is a DO (Direct Object) ask the following question.

            To whom/what or For whom/what?

            If there is an answer to that question, underline the word.

                        Write IO for Indirect Object.

 

      5. Choose One from each list.

 

Structure:

__    Compound

__    Complex

__    Simple

__    Compound/Complex

 

Pattern:

__   S-Vi

__   S-Vt-DO

__   S-Vl-PN

__   S-Vl-PA

__    S-Vt-IO-DO

__    S-Vt-DO-OCN

__    S-Vt-DO-OCA

Purpose:

__    Declarative

__    Exclamatory

__    Interrogative

__    Imperative

 

Task #4. Diagram Confirmation – Diagram Sentence on separate page or back of this page.

Week #3 Sentences (one per day at home)

Dictate these sentences, and have your student write them on the Analytical Task Sheet.  Then answer the questions on the Task Sheet.  (Answers are below in red.)

 

1.        Jesus wept.

 

       SN        Vi

    Jesus    wept.

2.        Julie danced.

 

    SN        Vi

Julie   danced.

 

 

3.        Tom jumped.

 

SN          Vi

Tom    jumped.

 

 

4.        Milo ran.

 

         SN      Vi              

Milo    ran.