Part of Speech: Subject, Predicate
EEL Task(s): None
Subject: The subject is the part of a sentence about which something is being said.
Predicate: The predicate is that part of a sentence that says something about the subject.
Get out Chart A
Who is the subject?
What is the predicate?
Predicate= rest of the sentence
Quick Tips for chart work!!
- 1stmemorize main ideas = gray box
- Master those first
- 2ndmemorize info in regular or bold type
- 3rdmemorize material in italics
Chart A – Road map of next 24 weeks
- Start memorizing gray boxes (correlate Chart A to foundations cycles as you walk through the chart)
- You’ve already memorized most of Chart A
Get out Chart B– Examples of all the 4 sentence purposes
What this first couple weeks looks like!! DON’T GET OVERWHELMED
Week 1-2 = Review of what this year will cover
Week 3 = practice sentences and the analytical task sheet (ATS)
REMBER!!!! EASY +1
Day 1 (class day) = most intense day of the week (2hours)
Day 2-5 = 20-30 min each day of EEL
- Lots of repetition = the classical way (drill/repetition)
- NOT a check list approach to learning
- Let your student be your guide and SCALE
Parents: Day 2 (read your EEL guide Weekly Lesson)
- Have your student memorize their chart work while you read the lesson (chart work can be found at the top of each lesson)
- Do the “at home” section of the weekly lesson
Student Chart Work
- 1styears 15-20min
- 2-3rdyears 5-10min
- Copy once daily working towards recreating on blank sheet of paper.
- Orally reciting chart work is just as effective
- SCALE!! SCALE!! SCALE!! (see page 24 & 25 of the EEL Guide)
Week 3– add in practice sentences (1-2/day)
- 1styear = Tasks 1-2 (build up to 3&4)
- 2-3rdyears = Tasks 1-4 (build up to 5&6)
- Keep it fun, fast!
Day 4 & 5 – make sure to review old charts
Editing – up to you (optional)
- 1styears – keep it simple – where does sentence start and end?
IEW – Day 2-6 (30-60min/day)
Explore -ly adverbs with students.
How would you add an -ly adverb to the sentence…
Let students pick -ly adverbs — everyone’s choices are so different depending on their personality.
Sam quickly ran.
Sam furiously ran.
Sam affectionately ran.
Sam shamefully ran.
Day 2– parent/student read lesson
- I can’t always cover everything in class
- Review what we covered in class, finish outline
- Explore ‘brainstorming’ activities
Day 3 – write rough draft (scale)
- Finish brainstorming activities
Day 4– finish rough draft
- Add stylistic techniques (checklist)
- Review vocab
Day 5– Final Draft