You will benefit by becoming familiar with the lessons of both EEL and IEW by reading these posts below in the left column. I will post this information each after our CC day. You will also be encouraged and equipped by having the links in the right column always accessible. These links include calendar items, schedules, and resources. Take heart! YOU CAN DO THIS!

Tuesday, January 23, 2018

Week 15

WEEK 15

Words of Encouragement
“Thy Word is a lamp unto my feet and a light unto my path.”
Latin Word of the Day

lux
(light)

EEL

REVIEW: 
We built the verb chart together from memory using puzzle pieces. WTG guys!  

SENTENCE STRUCTURE
Cx: has an independent clause and a subordinate clause. 
We reviewed this chart again to remember adjectival versus adverbial. 

PURPOSE: 
Interrogative: What do we know about Interrogative purpose? (Intro: Wk 5)
1. Interrogative = asks a question, interrogates
2. Change End Mark
     Interrogative Pronoun
     Add a Helping Verb

PATTERN: S-Vt-IO-DO
Indirect Object = a noun or pronoun located between the transitive verb and the direct object that tells to whom or for whom the action is done and who is receiving the direct object.
** A sentence will not have an IO without a DO. **
** The transitive verb only transfers action to DO, not IO.**
** Indirect Objects ALWAYS come between the verb and the DO. **

NEW GRAMMAR: Here are the new concepts we covered today. 
P.O.S: VERBS  



DIALECTIC: TASKS 1-6 PAGE 246
COMBO OF 3: We put these three combinations together to write a sentence. 
#1:  Dictate sentence
#2:  Check Mechanics
#3:  Question confirmation
#4:  Diagram Sentences
#5:  Modification Confirmation            
#6:  Quid et Quo (what and why)
Why Quid et Quo?
  • The Quid et Quo allows the students to apply their Charts to a live sentence by analyzing the construction of each sentence
  • Latin, Latin, Latin.  The Quid et Quo is used frequently in Challenge to help master the Latin
  • Understanding this carries over into their writing
  • The Quid et Quo helps begin to ‘stretch’ the brain from the Grammar stage to the Dialectic Stage
I encourage you to refer to the Guide under Week 15 in the Itinerary for instruction of use.  

For beginners, start with a few shorter sentences or randomly select a few words to analyze.


MATH
We warmed up with a few mental math strings.
Then I talked briefly about FACT FAMILIES using addition or multiplication.
Addend + addend = SUM
Multiplacant + multiplicator = product

THEN, we moved on to cards with mom. Each student put a card on their head. To figure out their number, a parent called out the SUM or the PRODUCT. The students had to invert the operations. It was hard for alot of the students! This is good exercise!



IEW


REVIEW: We broke up in groups and took time to listen to eachother’s first paragraph. WAY TO GO!

This is the last week in Unit 6. Let us give one more last shot at it.


STRUCTURE: I modeled Unit 6 one last time in class using the Source Texts on pages 146 and 147. (Wright Brothers) Everyone seems to understand this concept. 


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