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

Essentials - Week 20 (5th Edition)

Week Twenty

Complex/Imperative/S-Vt-DO  Modifiers and Prepositions  Tasks 1-6

Write on your board:  the four types of verbs, the five principal parts of a verb, the four verb attributes, and 12 verb tenses (4 form X 3 time).

Welcome

Colossians 4:2 – Devote yourself to prayer, being watchful and thankful.

Prayer

Part of Speech: Adjectival Modifiers

Let's practice adding some modifiers to sentences.  Modifiers can be adjectives or adverbs.  Remember that they do not contain information that is intrinsic to the sentence.  They just add information to make the sentence more interesting or informative.

 Do you remember that every sentence has a subject and a predicate portion of the sentence?  

(The two school boys, Jo and Nate, pretended to be pirates.)

Let's start with adding some modifiers for the Subject portion of the sentence.  First, we need to identify and label the sentence pattern.

The wolf seemed scary. (S-Vl-PA) 

How can we make the wolf more interesting?  How about we add some one-word adjectives?  

The ______, ________ wolf seemed scary. (adjectives)

Now let's add in a prepositional phrase that tells which wolf.

The wolf in __________________ seemed scary. (adjectival phrase)

Next, let's add an adjectival subordinate clause - otherwise known as a Who/Which clause.

The wolf, who ___________________ seemed scary. (adjectival subordinate/dependent clause)

Lastly, we can modify the subject (wolf) with an appositive.

The wolf, ________(rename the subject)______________, seemed scary. (appositive)

Part of Speech: Adverbial Modifiers

The big, bad wolf scared people.

First, let's add a "when" adverb.  "When" did the wolf scare people?

The big, bad wolf scared people ___________. (one word adverb)

Next, lets add an adverb that tells how often.

The big, bag wolf ____________ly scared people. (one word adverb)

An adverbial prepositional phrase that tells where.

The big, bad wolf scared Little Red Riding Hood at _____________. (adverbial prep phrase)

Finally, let's add an adverbial subordinate clause.  We'll use the subordinating conjunction "when".

The big, bad wolf scared Little Red Riding Hood when he _______________. 

(adjectival subordinating/dependent clause)

Part of Speech: Prepositions

Prepositional Phrases always start with a? (preposition) and end with an? (object of the preposition).

For second or third tour students:

    Some prepositions can where two hats.  They are a preposition when they are followed by     an object, and they are an adverb when they act alone.

    She walked outside the room.

    She walked outside.

    There are also prepositions that we haven't memorized.  Sometimes a group of words acts     as a preposition.

        In addition to... In spite of... According to...

Sentence Classification: Complex, Imperative, S-Vt-DO

(On board) Jesus, save us because you love us.

Identify the independent and subordinate/dependent clauses.

    Independent: Jesus, save us

    Dependent: because you love us

First clause

    Subject: Who or what save us? (you - SP)

    Verb: What is being said about you? (save - V)

    "You save" who or what? (us - underline)

    Does "us" rename or describe you? (no, so "us" is DO and verb is Vt)

Second clause

    Subject: who/what love us? (you - SP)

    Verb: what is being said about "you"? (love - V)

   "You love" what or whom? (us - underline)

    Does "us" rename or describe you? (no, so "us" is DO and verb is Vt)

Does this sentence address anyone? (yes - Jesus - label NDA)

Sentence structure: Complex

Sentence purpose: Imperative

Sentence Pattern: S-Vt-DO

Diagram using example on p. 245

Tasks 5-6

Rewrite sentence using simple structure as Dec, Exc, Int.

Rewrite by structure using declarative purpose as simple, compound, complex (compound-complex for older students).

See Quid et Quo on p. 246

Essentials - Week 19 (5th Edition)

Week Nineteen

Complex/Interrogative/S-Vl-PN/S-Vl-PN  Review Verbs  Tasks 1-6

Label the parts of this sentence:

Make me a saint as you make me an heir.

Welcome

Galatians 6:9 – “Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up.”

Prayer

You will be happy to know that there is nothing new to learn in this lesson.  We will simply be putting old information together.

Verbs

Now lets review verbs. First, remember from your "Verbs" chart, verbs have how many principal parts? (5) Do you remember what they are? (infinitive, present, past, present participle, past participle.  Let's fill out Chart O on the board together using the verb "play".

Play is a regular verb.  This means that most other english verbs will have the same endings as "play".  These endings could be put on a lot of other verbs and you can know right away what that verb's classification is.

Complex/Imperative/S-Vl-PN or PA

We are going to change these declarative sentences to interrogative sentences.

Jo and Rose are siblings.

Nate was happy.

Joy and Nichole look tired.

Cash will be a one-year-old.

(Once the sentences have been changed) Now, let’s make these complex sentences. (ideas)

(You may use who/which or subordinating conjunctions, www.asia.wub.  If they use who/which, go back and use www, or vice versa.)

Tasks 1-6

Choose one of the complex sentences to do tasks 1-6 on.

Charts

Review D, N, O

Essentials - Week 18 (5th Edition)

Week Eighteen

Week Eighteen

Noun Clause/Complex/Interrogative/S-Vi/Review Tasks 1-6

Label the parts of this sentence:

HV     SP         Vt         Adj     DO     A     OCN     SC     SP     Vt         DO   OCA

Will     you     make     this     stem    a     flower     as     you     paint     it     red?

Welcome

Galatians 6:9 – “Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up.”

Prayer

Let's start with a familiar exercise.

We are going to change these declarative sentences to imperative sentences after identifying the independent and subordinate clauses.

Nate will go to the store, since he has a car.

We finished early, since Rose and Jo arrived early. 

I will sit on the front porch, as the days grow warmer.

Now, we will do tasks 1-4 on the first sentence.

Noun Clauses

We've learned about Adverb Clauses that start with www.asia.wub and Adjective clauses that with who/which.  Now, we are going to learn about noun clauses.  They are called noun clauses because they are a clause which takes the place of a noun in the sentence.  

Noun Clause as Subject Noun

What you say reflects your heart.

Question Confirmation

    What reflects your heart? (What you say -- the whole clause is acting as the S)

    What is being said about "what you say"? (reflects -- V)

    What you say reflects what? (heart -- DO)

    Label the Verb Transitive (Vt)

    Are there any modifying words? yes -- Whose heart? (your -- PPA (possessive pronoun adjective)

Now we identify the parts of the noun clause.

What you say

    Who or what "say"? (you -- SP)

    What is being said about "you"? (say -- V)

    "You say" what or whom? (What -- DO)

    Label verb transitive (Vt)

See Essentials Guide for how to Diagram and for questions to identify following sentences, if needed. Use your judgment for how many of these sentences to QC and diagram.  Some you may simply choose to read or put on the board and have students identify the noun clauses, but not do the tasks.

Noun Clause as Predicate Nominative

The third house is where I live.

Question confirmation

Noun Clause as Direct Object

Do you see what I see?

Question confirmation

Noun Clause as Object of the Preposition

The crackers can be eaten by whoever is hungry.

Question confirmation

Noun Clause within another Noun Clause

Her brother said that he would play whatever she wanted

Tasks 1-6

Page 213 weekly sentences

Charts

Review M, N, A

Test to be done at home if desired

Dictate the following sentences, following the later instructions with each before dictating the next.

John ate.

Jesus loves me.

Jesus is holy.

Jesus is King.

I gave my daughter the old cell phone.

God called the light day.

God called the earth good.

Have your student:

Rewrite them as exclamatory, imperative and interrogative.

Label the parts of speech.

Diagram the sentence.

Rewrite sentences by structure (compound or complex).

Choose a sentence and have them complete a Quid et Quo.

Give your student a blank copy of all the mastery charts your child has learned thus far.

This will give you a good idea of where your child is compared to where he/she should be for the year he/she is in.  The administration of this test is entirely up to your judgment.  Only test your child on the areas that she has learned thus far.  Do not be discouraged if first or second year students cannot answer all the questions.  Remember, this is an evaluation, for your benefit.  This will help you to know the areas that may need to be worked on the rest of this year.   If you wish to, you may discuss the results of the test with your student, as appropriate, so that your student is clear on your goals for the next six weeks.

Essentials - Week 17 (5th Edition)

Week Seventeen

Complex/Exclamatory/S-Vt-DO-OCA  Adjectives  Tasks 1-6

Write a sentence with an objective complement noun.

Use one of these verbs:  Make, call, judge, choose, elect, nominate, name, consider, or paint.

Example:  Our country elected Trump President.

Welcome

Philippians 3:14 - “I press on toward the goal to win the prize for which God has called me heavenward in Christ Jesus.”

Prayer

Complex/Exclamatory/S-Vt-DO-OCA

This week, we will learn the LAST of our sentence patterns!  (YAY!)  It includes the Objective Complement Adjective, which is similar to the Objective Complement Noun.  We will also be review adjectives.

OCA

You will remember from when we learned about predicate nominatives and predicate adjectives that a predicate nominate renames the subject and a predicate adjective describes the subject.

Kroger is a store.  Kroger is crowded.

Objective Complement Noun and Objective Complement Adjective are similar to this.  The Objective Complement Noun renames the Direct Object:

We named our dog Charlotte.

The Objective Complement Adjective describes the Direct Object:

God called the earth good.

Same as last week, the DO is not complete in and of itself.  It requires the OCA to complete the thought.  God didn’t call the earth and he didn’t call the good; He called the earth good.  Both are necessary.

Selena considered herself American.

Again, Selena didn’t consider herself and she didn’t consider American.  She considered herself American.

Look at Chart 112: Complex (M) for examples.  Questions?

Adjectives

Aj Aj S Vt Aj DO P PPA OP AJ OCA, SC SP Vl PA
Old farmer John painted some parts of his barn bright purple, because he was color-blind!

Let’s see how many adjectives we can identify in this sentence.  While we find them, we’ll use or Q&Q to identify them.

Old:  descriptive, positive
farmer: descriptive, noun acting as adjective
some: limiting, indefinite pronoun acting as an adjective
his: possessive, possessive pronoun acting as an adjective
bright: descriptive, positive
purple: descriptive, positive
color blind: descriptive positive

Tasks 1-6

p. 203 sentence 2

Charts

Review M, N, L

Essentials - Week 16 (5th Edition)

Week Sixteen

Complex/Declarative/S-Vt-DO-OCN  Nouns and Pronouns  Tasks 1-6

Each student, label one word in this sentence.

Dr. Martin Luther King Jr. gave the world a speech that praised freedom. (S-Vt-IO-DO/SP-Vt-DO)

Welcome

Genesis 1:1 – “In the beginning God created the heavens and the earth.”

Prayer

Complex/Declarative/S-Vt-DO-OCN

This week, we will be continuing to learn about complex structure and will be reviewing the declarative purpose.  We will also be adding a new sentence pattern.  It will include the objective complement noun.  This can be a little tricky, but we’ll work together on it until you understand it.

An objective complement noun follows the direct object and renames what the direct object has become as a result of the action of the verb.

S  Vt  DO  OCN
God called the light day.

S  Vt  DO  OCN
God called the dark night.

In these examples, the verb transfers action to the DO, but the thought is not yet complete. The OCN is necessary to complete the thought.

Also, the OCN renames the DO.  Light and day, dark and night, they mean the same in these sentences.

S  Vt  DO  OCN
We considered that car a lemon.

S  Vt  DO  OCN
The class elected Tom president.

Do you see here that the DO and the OCN are equal?  They mean the same thing.They are both nouns, but perform different jobs in the sentence.

Examples? (write out, but don't label)

Some words that we can use to make these sentences are:  Make, call, judge, choose, elect, nominate, paint.

Questions?

This will be easier to understand if you memorize your charts, specifically chart E.  It talks about the different jobs of nouns.  It will also make doing your Quid et Quo easier, too.

Tasks 1-6

The jury judged the defendent guilty, since he had a strong alibi.

(S-Vt-DO-OCN/SP-Vt-DO)

Essentials - Week 15 (5th Edition)

Week fifteen

Week Fifteen

Complex/Interrogative/S-Vt-IO-DO  Review Interjections  Tasks 1-6

Welcome

Psalm 119:105 – “Thy Word is a lamp unto my feet and a light unto my path.”

Prayer

Complex/Interrogative/S-Vt-IO-DO

We will be continuing to study the complex sentence structure and indirect objects this week.  We will also be reviewing interjections and interrogative sentences.

Interrogative

Let’s review the three ways to change a sentence from declarative to interrogative.

I gave my daughter my old cell phone when I ordered myself a new one.

1. I gave my daughter my old cell phone when I ordered myself a new one? (add question mark)

2. Who gave my daughter my old cell phone when I ordered myself a new one? (interrogative pronoun)

3. Shall I give my daughter the old cell phone when I order myself a new one? (add helping verb to beginning – make sure to change verb tense)

What other helping verbs could we use here?  (should, can, do, have, will, etc.) Make sure the verb tense matches the helping verb.

Questions?

Interjections

An interjection is a word or phrase used to express strong emotion or command.  Interjections stand alone and are often followed by an exclamation point or comma.

Wow!  The Colts actually won a game.

Hello, my name is Joy.

When diagramming, place the interjection above the sentence on its own line.

Questions?

Verb Anatomy:  To Have

(If you have a class of younger students, you may want to introduce a different verb for this chart - like LOVE, which is a regular verb.)

We are going to begin the study of something new for most of you, the study of verb anatomies.  We will eventually learn how to break a verb into all its possible forms. However, we aren’t going to go over all of the “whys” for this right now. Instead, I will be assigning a chart to memorize.  If you memorize this chart, though, and a few others like it, you will be able to learn verb anatomies so much more easily when the time comes.  (pass out chart)  This is the verb anatomy chart for the verb To Have.

As you begin to work on verb anatomies for different verbs, you will see that forms of this verb (to have) are always a part of the perfect and perfect progressive constructions.  The verb To Have can also act as a main verb in a sentence. (Sarah has a dog.)  That is how it is treated here, as a main verb.

I want to point a few things out.  First you can notice on this chart the five principal parts of a verb, which we have been studying in Foundations. (at top of page - to have, have/has, had, having, had) Second, notice the pronouns (on left).  They are either first, second or third person and either singular or plural.  Third, notice the tense is either past, present, or future. Finally, the form is either simple, perfect, progressive, or perfect progressive.

Begin copying this chart until you can say it perfectly.  If you do, you will be ready to move along to other verbs.  If you were a part of foundations in the right cycle, we memorized some of this page.  (I, you, he, she, it, we, you, they)(first person singular, second person singular, third….)

Task Five 

(pass out Analytical Task Sheet)

So far this year, we have been doing tasks 1-4 on our Analytical task sheets.  Today, we're going to add the last two tasks to our repertoire. These tasks are a bit more advanced, so they are primarily for our students who have completed at least one tour of this class.  However, if you are ready, you can (of course) do these tasks.

 Task Five simply gives a form to some of the things that we’ve already been doing in class.  Look at your sheet. (Let the students help you come up with sentences.)

First, you will change the purpose of the sentence that you’ve already identified and diagrammed. 

Let's use a fairly simple sentence for this.

Declarative:  It is snowing outside. 

Exclamatory:  It is snowing outside!

Interrogative:  Is it snowing outside?

Imperative:  Snow.

Next, you’ll rewrite by structure.

Simple:  It is snowing outside.  

Compound:  It is snowing outside, and the snow is deep.

Complex:  It is snowing outside while the sun is still shining.

Compound-Complex:  Since it is snowing outside, and the snow is deep, we should build a snowman.

Third, you’ll rewrite the sentence with modifiers to make it more interesting. (think IEW) (Omit this portion if you only have first tour students.)

-ly word  quality adj  strong verb
It is snowing beautifully outside, and the radiant sun is beaming over the downy hills.

Finally, for the older students, or any adventuresome students, you’ll rewrite the sentence by changing the voice from active to passive.

The ground is being snowed upon by the storm.

Moms, you may want to do this verbally with younger students, so that they don’t get bogged down.

Task six (Omit this portion if you only have first tour students)

Task six can be found on your Quid et Quo chart.  This chart looks intimidating, but it’s not that hard, once you learn to use it.

I’m going to fill one out so that you can see how it works.

The sun is shining brightly today.

Fill in the words of the sentence at the top of the chart.  Then identify each word in the sentence, the purpose, structure and pattern.

Now, we’ll analyze each word in the sentence.

The – adjective, limiting, article

Sun – noun, singular, common, concrete

Is shining – verb, helping and intransitive, present, progressive, singular, third person, active, indicative

Brightly – adverb, simple, positive

Today – adverb, simple, n/a

Now, there will be things on this chart that you don’t know.  That’s ok.  Just fill in the answers that you do know.  Moms, you will have the answers on your task sheets in your book.  Introduce new things to your child as she is ready.  Just don’t let that discourage you from doing the task.  Do what you can.  For example, all of our students should be able to identify what part of speech each word is.  If that is all that you do, you’re doing well.

Tasks 1-6

At home, go over all 6 tasks with your mom if you are a tour 2 or 3 student.  For tour one students, continue with tasks 1-4.  It may be best to use simpler sentences than those listed this week (choose sentences from earlier weeks to practice on, if need be.)

Charts

Review – weak charts

New – N, K

Older students - CC