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Classical Conversations – Week 13 – Lesson Plan

  • January 8, 2018
  • By MJ
  • 0 Comments
Classical Conversations – Week 13 – Lesson Plan

I am hoping this will be an easy spot for my students to review what we have covered this week for Classical Conversations Essentials grammar, writing, and homework assignments.  I hope you find this post useful, even if it is a little rough.  I didn’t want to spend too much time getting my rough draft down on paper, but will try and fine tune it as the years go by.  For those of you who are just starting to follow me, or learning what the Essentials program is.  It is a 3 year study of the English language.  Each year is exactly the same program as the previous year, but the students are challenged with harder sentences and more polished writing assignments.

This week we plan to study the Sentence Pattern S-Vt-IO-DO, Complex sentence structures, Adjectival Clauses, Adverbial Clauses, and review Pronouns/Nouns.

 

Please Review

Direct Object = Noun that answers the question Who? Or What?

S-Vt-DO (sentence pattern)

“Jake kicked the captain.”

  • Who is the sentence about? Jake
  • Jake did what? Kicked
  • Jake kicked who or what? Captain
  • Can “captain” replace Jake or does it describe Jake? No
  • So therefore we can now label the verb Vt and call “captain” the DO
  • please diagram the sentence and raise your hand when finished.

IO=Indirect Object = Noun or pronoun located b/t the Vt and the DO and tells to whom or for whom the action is done & who is receiving the DO.

REVIEW Chart E, F (nouns, pronouns)

Dictate the following simple sentence.

“Creed made a boat.” (S-Vt-DO)

vs

“Creed made me a boat.” (S-Vt-IO-DO)

We must ask a new question….

  • Who is the sentence about? Creed
  • Creed did what? Made
  • Creed made what? Boat
  • Can Boat replace or describe Creed? No
  • Who is receiving the DO (boat)? Me
  • Me= Indirect Object (IO)

 

More examples to diagram in class: 

“Reuben gave candy.”

vs

“Reuben gave me candy.”

Remember!!!   A sentence will not have an IO without a DO.

New Sentence Structure + review the previous 2 learned.

Simple Sentence Structure = One independent clause

Compound Sentence Structure = 2x independent clauses

Complex Sentence Structure = 1 independent clause + 1 dependent clause (www.asia.wub)

 

Independent = stand alone = Subject+Verb and can stand alone

Dependent (subordinate) =

  • CANNOT stand alone even though they have a Subject + Verb.
  • Doesn’t express a complete thought.
  • Many times it is set off by commas to show that part of the sentence is non-essential

 

“Chloe, who loves animals, owns a dog.”

  • Independent = Chloe owns a dog
  • Dependent = who loves animals
    • Adds more information, isn’t necessary to the sentence=commas

Don’t use commas if the dependent clause is necessary to identify the noun you are talking about in your sentence

 

“The girl who loves neon orange owns a dog.”

  •    Which girl?
  •    The girl who loves neon orange!! (not the girl who loves yellow)

 

As opposed to…

 

            “The girl who loves yellow doesn’t own a dog.”

  • Which girl?
  • The girl who loves yellow!!

 

The dependent clause is identifying the correct girl if there are more than one!!!!

 

3 different types of clauses: (we will discuss the first 2 today)

  1. Adjectival
  2. Adverbial
  3. Noun

 

Adjectival Clauses:

  • Subordinate clause functioning as an adjective in the sentence
  • Usually begins with a relative pronoun
    • Who, whom, whose, whoever, whomever, that, which, what, whatever
    • most common are who and which clauses
  • Adjectival clauses act like adjectives = relate back to and describe the noun or pronoun from the independent clause in the sentence
  • Have a Subject + Verb
  • Answers the adjective questions?
    • What kind? How many? Which? Whose? (See Chart L)

 

Subordinate Clauses can have their own sentence patterns (S-Vt-DO) that are different from the independent clause pattern (e.g. S-Vt-IO-DO)

 

“Alaska, which is sizeable, is a fun place to live.”

“The bus which is yellow drives slowly.”

“The students, who are excellent listeners, are also well behaved.”

 

Adverbial Clauses:

  • Subject + Verb
  • Connected to the independent clause using subordinating conjunctions (www.asia.wub)
    • When, while, where, as, since, if, although, whereas, unless, because
  • Act like an adverb and answer the adverb questions.
    • How? When? Where? Why? How often? How much? To what extent? Under what condition? (Chart I)
  • Commas are only necessary when the subordinate (dependent) clause comes before the independent clause.

 

“While she eats dinner, Michelle likes to drink water.”

vs

“Michelle likes to drink water while she eats dinner.”

 

 

“When he ran fast, Reuben became exhausted.”

vs

“Reuben became exhausted when he ran fast.”

 

Make a note to students that Prepositional Phrases (example: “into the woods”) don’t act the same way as clauses.

 

Phrases:

  • no subject + verb
  • don’t cause the sentence to be complex

 

 

HOMEWORK for Grammar!!

Study New Chart M

Review previous charts (A, E, F, H, L)

Analytical Task Sheet – Practice Sentences (pg 213) – Task 1-4 for each sentence.

 

 

IEW Unit 6 (summarizing multiple references)

 

REVIEW:  Read papers out loud for 10minutes

 

#3 –LY Adverb openers

  • put an –ly adverb at the beginning of your opening sentence.
  • Use a comma if you want a break in your sentence
  • Practice by adding the –ly adverb in the middle of your sentence, then take it and move it to the beginning.

 

“The children built a snowman.”

  • “The children quickly built a snowman.”
  • Quickly, the children built a snowman.”

 

USHBW Lesson 16, Page 125

  1. Fold your paper horizontally once, then vertically once.
  2. Open it up and in the top left hand corner right a KWO from the first source text, second source text goes in the box to the right, etc..
  3. Pick 5-7 interesting facts per source text and fill out your KWO
  4. In the blank bottom left box of your paper fuse the two KWO outlines together, starting with a topic sentence, and ending with the work “clincher”
  5. Pick interesting facts from each source text and organize them so it makes sense.

HOMEWORK!!

Finish writing your paragraph using your fused outline.  Use your #3 -LY Adverb opener plus as many other dress-ups as you can manage easily.  Remember!!  Easy+1 and Scale, Scale, Scale!!

By MJ, January 8, 2018
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