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

Essentials - Week 14 (5th Edition)

Week Fourteen

Complex/Imperative/S-Vt-IO-DO Verbs: Voice Tasks 1-4

Identify the dependent (subordinate clause) and label it as adjectival or adverbial.

Monica, who has a beautiful smile, loves school.

Since we just ate lunch, we are all tired.

The girl who is in her seat first will receive the prize.

Welcome

Proverbs 2:1-5: “My son, if you accept my words and store up my commands within you, turning your ear to wisdom and applying your heart to understanding, and if you call out for insight and cry aloud for understanding, and if you look for it as for silver and search for it as for hidden treasure, then you will understand the fear of the Lord and find the knowledge of God.”

Prayer

Complex/Imperative/S-Vt-IO-DO

It has been many weeks since we studied the imperative sentence purpose. This week we are going to review it in conjunction with the complex structure and the indirect object sentence pattern. There is no new information here, just putting together what you already know.

Imperative

Remember that an imperative sentence issues a command or request.

Here is an example of an imperative sentence:

Give your daughter your old cell phone when you order yourself a new one.

What is the structure of this sentence? Simple? Compound? Complex? (complex)

How do you know? (It has an independent and a dependent clause - when.)

What is the dependent (subordinate) clause? (when you order yourself a new one)

Let’s do some question confirmation. Who or what is the first clause about? (you) What is being said about “you”? (give) You give what? (cell phone) Can “cell phone” replace or rename “you”? (No, DO) You give cell phone to whom or what? (daughter, IO)

OK, so this first clause has what pattern? (S-Vt-IO-DO)

Who or what is the second clause about? (you) What is being said about “you”? (order) You order what? (one) Can “one” replace or rename “you”? (No, DO) You order one for whom or what? (yourself, IO)

OK, so this second clause has what pattern? (S-Vt-IO-DO)

What is the purpose of this sentence? (Imperative)

Questions? Examples?

Part of Speech: Verb (voice)

Verbs can have either an active or a passive voice, or in the case of linking verbs, no voice at all. The voice of the verb depends on the subject and what it is doing.

Active – An active voice indicates that the subject of the sentence is performing the action.

John bought Jessica a new puppy.

The child loved.

Jeff admires her voice.

The tornado ravaged the town.

In all these sentences, it is the subject that is performing the action.

Passive – In the passive voice, the subject receives the action. The subject does nothing, but something may be done to the subject.

A new puppy was bought for Jessica by John.

The child was loved.

Her voice was admired by Jeff.

The town was ravaged by the tornado.

In these sentences, is the subject doing anything? (No) It is merely the recipient of the action.

Think of Christmas morning when someone gives you a gift. Do you do anything to get that gift? No, it is bought, wrapped, and handed to you by someone else. You are passive in the receiving of the gift. Passive voice is the same way; it is passive in the receiving of the action.

To change a sentence from active to passive, you must:

1. Add a helping verb.

2. Change original verb to past participle.

3. The Direct Object becomes the subject and the subject is sometimes added in a prepositional phrase.

Questions?

Tasks 1-4

p. 173 sentence 1 and 5

Charts

Review A,E, H,I,L,M

New CC, and for older students – DD

You may want to divide up the charts a bit: A, E and H Tuesday and Thursday; I, L, and M on Wednesday and Friday.

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.