WEEK 5
Words of Encouragement
“But the Lord God called to the man, “Where are you?” and then He said, “Who told you that you were naked? Have you eaten from the tree that I commanded you not to eat from?”
First example of interrogation! Did God already know these answers?
Latin Word of the Day- interrogāre (to question)
EEL
REVIEW:
I divided the kids into two groups- Purple Stars and Red Hearts. We sure did enjoy one intense round of TIC TAC TOE.… the kids did great. It was a scratch.
NEW GRAMMAR: Here are the new concepts we covered today.
PURPOSE- Interrogative
MY CUP WAS KNOCKED OVER! This kiddos enjoyed their little interrogation.
Interrogate: to ask questions of (a person), sometimes to seek answers or information that the person questioned considers personal or secret.
3 Ways to make a sentence Interrogative, just like a perfect CIA officer!
(Change the end mark from a period to a question mark. Add inflection. Diagram the same.)
Ex. Chloe ate. (Declarative)
Chloe ate? (Interrogative)
(Replace the subject with an interrogative pronoun.)
Ex. Chloe ate. (Declarative)
Chloe ate? (Interrogative)
Chart F (Pronouns) list of interrogative pronouns (Who, Whom, Whose, Which, What)
(Begin the sentence with a helping verb)
Ex. Chloe ate. (Declarative)
Did Chloe eat? (Interrogative)
EACH STUDENT is now an official Certified Intelligence Agent! :)
Start memorizing the helping verbs and the Interrogative Pronouns.
Helping Verbs- Foundations' English Grammar memory work for Cycle 1 weeks 13-20.
Interrogative Pronouns- Cycle 2 Weeks
DIALECTIC:
We put together our combinations and wrote a few sentences. S, S-Vi, Int. We also had extra time to build a few sentences from the ground up. It was fun.
MATH
We started our math time with a little lesson on Exponents. I hope it was helpful. We then broke up into groups and worked to clear the their N2K Board. The Red Hearts team had to get evens. The Purple Stars team had to get odds. Everyone worked hard! WTG!
IEW
REVIEW:
We broke up in groups and took time to listen to eachothers paper. It was so sweet to hear all the students sharing and all the feedback they were giving eachother. THANK YOU for being wonderful mamas and helpers.
STYLE:
Dress ups we’ve had so far: -ly word, w/w clause, alliterations, senses words, strong verbs.
TWO NEW STYLISTIC TECHNIQUES:
BECAUSE CLAUSE is a group of words with a subject and a verb that begins with a BECAUSE. This clause can be added before or after a complete sentence.
Just like the who/which clause, a because clause cannot stand on its own. It is dependent on the rest of the sentence. The sentence should still make sense when we remove the because clause. You can’t just add the word “because” to a sentence to make a because clause.
EX: Ruby was covered in mud.
Because Ruby was covered in mud. Is not a complete thought, and does not work as a part of a complete sentence.
Ruby was covered in mud because she went into the creek.
Or
Because she went into the creek, Ruby was covered in mud.
CONVERSATION is interesting because we can tell the reader exactly what was said. Think about the story of the Three Little Pigs. If we just explained what happened, “The wolf marched up to the first house, knocked, and began blowing,” it’s far less memorable (and interesting) than using the actual quotes…
“Little pig, little pig, let me in!”
“No, not by the hair of my chiny-chin-chin!”
“Then I’ll huff, and I’ll puff, and I’ll blow your house down!”
● Punctuation goes inside the closing quotation marks and the FIRST LETTER is CAPITALIZED! :) The wolf asked, “Won’t you let me in?”
● The actual words said in conversation will be surrounded by quotation marks, but not the narration. The pigs replied, “Not by the hair of my chiny chin chin.”
● Place a comma after the set-up narration or surrounding narration that interrupts the speech. “Then I’ll huff,” he relied, “and I’ll puff.”
● When a speaker continues with more than one sentence, do not close the quotes until the end of his speech. The first pig ran to his brother’s house and yelled, “Let me in! Let me in!”
STRUCTURE:
We jumped right on in with STORY SEQUENCE.
I. Character and Setting
II. Plot or Problem
III. Climax and Resolution
We started off with reading our source text- A Shot Heard Around the World.
● Paragraph one is going to be about our characters and setting.
○ Where? When?
○ What is the political climate like?
○ Who is our main character? How does he feel? Why?
○ What’s his plan?
○ How else will his help?
● Paragraph two is going to be about the conflict or problem. Again, tell the reader what is going on. What do the characters want? What do they do? Say? Think? Feel?
○ What’s the problem? (Colonists perspective)
○ Where is John going?
○ Who is there?
○ What does the captain of the minutemen command?
○ What does the British officer command?
● Paragraph three is about the climax, or turning point, and the resolution. We need to ask ourselves: What leads to the conflict being solved? What happens as a result? What is learned? What’s the message/moral?
○ What are the minutemen doing (or, not doing)?
○ What happens?
○ What is the result of the conflict? Where were redcoats going?
○ What did the minutemen do?
○ Who fired first? What is this even called?
We built a beautiful KWO. Our students will go home and write these KWOs into sentences. Afterwards they will add dressups using the checklist.
REMINDER- you are the teacher. MODIFY, lay out clear expectations, and help your student be successful. :)
