POPCORN AND HOT CHOCOLATE FOR EVERYONE! IT WAS A SENSORY EXPLOSION!
In weeks 1-3 we learned to use quality adjectives, strong verbs, and -ly words in our writing. This week our focus was to use these dress-ups to help your reader see, hear, feel, smell, and taste what the characters in their stories are experiencing. This makes their stories more fun and exciting to read.
At home complete the KWO on paragraph I and complete the brainstorming before writing the rough draft. After that, you can follow the guide as written. On the strong verbs section of the brainstorming, you may choose verbs from the source text that need to be strengthened and then add an -ly word to that verb choice.
FIVE SENSES SEARCH: On page 25 of the lesson packet, there is a short exercise I recommend that you do with your child at home to help them effectively use five sense adjectives and verbs in their writing. Look at the sample story on page 31. Have them "search" for some of the quality adjectives, strong verbs, and -ly words that describe what something looks like, sounds like, feels like, smells like, or tastes like? There is an opportunity to "search" for the sensory words in each paragraph. Have fun with this exercise! This will allow them to see sensory adjectives and verbs in action.
Remember this is a two week assignment so your child will not be turning in a final draft next week:)
If your child has mastered the KWO structure, you can use the sheets provided in the lesson packet to KWO this week instead of KWOing in their composition books. Just be sure to cover up the original source text when they are orally retelling the story from their KWO and when they are writing their rough drafts.
Over the two weeks, you have the choice to complete one, two or three paragraphs. Choose whatever best fits your homeschool. Use the "Final Checklist" as your guide while writing. For daily instruction, use the guide I provided in class yesterday.
FOCUS FOR THE WEEK:
Structure - Unit I/II Notemaking (KWO) and writing a summary from KWO
Style (NEW) Using Five-Senses adjectives in Stories
(REVIEW) Dress-ups : v, adj, -ly, voc
Decoration : alliteration
Sentence Openers: #3 ( -ly) sentence starter and #6 (very short sentence)
IEW Vocabulary Quiz #1 can be given at the end of the week.
Have an enjoyable week of writing! This story should be a fun one!
Blessings,
Tina
Wednesday, September 26, 2012
Wednesday, September 19, 2012
Week 3 Key Word Outline Reminder
Just a reminder:
We chose not to complete the Key Word Outline for The Oldest Story Ever Known in class yesterday so we could focus on REVIEW and NEW (Sentence Openers) Style elements. Please have your child complete his/her Key Word Outline in their composition books just like we did in week one and two. Adjust the weekly schedule so that you do the whole KWO today and brainstorm dress-ups. The schedule should then resume for the week as written. As always the schedule is just a "suggested" guide for those of you who like the assignment broken down into steps.
Blessings,
Tina
We chose not to complete the Key Word Outline for The Oldest Story Ever Known in class yesterday so we could focus on REVIEW and NEW (Sentence Openers) Style elements. Please have your child complete his/her Key Word Outline in their composition books just like we did in week one and two. Adjust the weekly schedule so that you do the whole KWO today and brainstorm dress-ups. The schedule should then resume for the week as written. As always the schedule is just a "suggested" guide for those of you who like the assignment broken down into steps.
Blessings,
Tina
Week 3 Introducing... Sentence Openers
Hello IEW families,
Structure:
Unit I and Unit II Review
Unit I - Notemaking and Outlining
Unit II - Summarizing "SOME-arizing" from Notes (KWO)
New Style - Sentence Openers:
We introduced the new stylistic technique of using a variety of sentence openers to strengthen your student's writing. We discussed how we normally use #1 openers (sentences that start with a subject) in our speaking and writing. We learned how to use #3 openers (sentences that begin with an -ly word), and the #6 sentence pattern (a very short sentence containing only 2-5 words) to create variety in our writing. These new stylistic techniques will need to be included in their paragraphs this week about the "Oldest Story Ever Known". Please have your child label all #1, #3, and #6 openers in their paper - left hand margin.
Review and New "Dress-up Drama" Activity with Style:
I hoped to get them very excited about using STYLE to make their writing more dramatic through the "Dress-up Drama" activity. We focused on replacing boring "blahjectives" and "weak" verbs (BANNED WORDS) and using all style elements we have learned to dress-up our sentences. The students DRESSED-UP (used quality adjectives, strong verbs, -ly words, vocabulary), DECORATED (used alliteration), and INCORPORATED NEW SENTENCE OPENERS ( #3 -ly and #6 very short sentences) to make their fellow classmates dance, descend, and prance across the classroom. The goal with all of these STYLE elements is to get the students to use them so often that they become very EASY to use and eventually second nature to them.
Weekly Assignment:
IEW Ancients Lesson 4 - "The Oldest Story Known" History Note - The Story of Gilgamesh is included in Volume One The Story of the World. This week we are writing a paragraph about the background of the story and next week we are going to tell the story of Gilgamesh in our assignment. If you have The Story of the World Volume One it might be a fun bonus to read it this week.
(1) Study IEW Vocabulary Words for Lessons 1-3
(2) Make a Key Word Outline of the paragraph page 22 "The Oldest Story Ever Known" by following the Outlining Rule (3-4 words and symbols and numbers are free).
(3) Cover the original paragraph. Use only your outline to help you write a paragraph in your own words. Add the dress-ups and the sentence openers listed on the checklist, page 23. Underline only one of each dress-up (Adj, V, -ly, voc) and decoration (alliteration). Label alliteration (allit) in the right margin. Label sentence openers (#1, #3, #6) in the left margin.
(4) After a proofreading your paper, write a final draft.
*****REMEMBER NO BANNED WORDS!*****
(5) Illustrate your paragraph if desired. (OPTIONAL)
If you have any questions or concerns about the assignment this week please contact me. I am always here to help. The students are doing an amazing job, I can see their confidence with the material growing each week. The class participation is fantastic. Have fun writing this week!!!
Blessings,
Mrs. Gaines
Structure:
Unit I and Unit II Review
Unit I - Notemaking and Outlining
Unit II - Summarizing "SOME-arizing" from Notes (KWO)
New Style - Sentence Openers:
We introduced the new stylistic technique of using a variety of sentence openers to strengthen your student's writing. We discussed how we normally use #1 openers (sentences that start with a subject) in our speaking and writing. We learned how to use #3 openers (sentences that begin with an -ly word), and the #6 sentence pattern (a very short sentence containing only 2-5 words) to create variety in our writing. These new stylistic techniques will need to be included in their paragraphs this week about the "Oldest Story Ever Known". Please have your child label all #1, #3, and #6 openers in their paper - left hand margin.
Review and New "Dress-up Drama" Activity with Style:
I hoped to get them very excited about using STYLE to make their writing more dramatic through the "Dress-up Drama" activity. We focused on replacing boring "blahjectives" and "weak" verbs (BANNED WORDS) and using all style elements we have learned to dress-up our sentences. The students DRESSED-UP (used quality adjectives, strong verbs, -ly words, vocabulary), DECORATED (used alliteration), and INCORPORATED NEW SENTENCE OPENERS ( #3 -ly and #6 very short sentences) to make their fellow classmates dance, descend, and prance across the classroom. The goal with all of these STYLE elements is to get the students to use them so often that they become very EASY to use and eventually second nature to them.
Weekly Assignment:
IEW Ancients Lesson 4 - "The Oldest Story Known" History Note - The Story of Gilgamesh is included in Volume One The Story of the World. This week we are writing a paragraph about the background of the story and next week we are going to tell the story of Gilgamesh in our assignment. If you have The Story of the World Volume One it might be a fun bonus to read it this week.
(1) Study IEW Vocabulary Words for Lessons 1-3
(2) Make a Key Word Outline of the paragraph page 22 "The Oldest Story Ever Known" by following the Outlining Rule (3-4 words and symbols and numbers are free).
(3) Cover the original paragraph. Use only your outline to help you write a paragraph in your own words. Add the dress-ups and the sentence openers listed on the checklist, page 23. Underline only one of each dress-up (Adj, V, -ly, voc) and decoration (alliteration). Label alliteration (allit) in the right margin. Label sentence openers (#1, #3, #6) in the left margin.
(4) After a proofreading your paper, write a final draft.
*****REMEMBER NO BANNED WORDS!*****
(5) Illustrate your paragraph if desired. (OPTIONAL)
If you have any questions or concerns about the assignment this week please contact me. I am always here to help. The students are doing an amazing job, I can see their confidence with the material growing each week. The class participation is fantastic. Have fun writing this week!!!
Blessings,
Mrs. Gaines
Wednesday, September 12, 2012
Week 2 Level A IEW Helpful Hints
Dear moms,
I have listed a Level A alternative assignment at the bottom of the Weekly Guide. However, I would also like to offer some more options in the event that you and your student are not ready to write that first paragraph. Your child will benefit tremendously by remaining at the Unit I - Key Word Outlining task. If you decide that your child is presently needing more time focusing solely on Key Word Outlining and retelling the story, that is a completely wonderful and beneficial task to complete. It would be very difficult to move forward before they are ready. Remember, we are spending all of September learning Unit I and II, there will be many more oportunities to write that first paragraph. Here is what an example schedule would be:
Day 1 Complete the Key Word Outline for the paragraph on Ziggurats.
Drill the Outlining Rule "3-4 words max. and symbols and numbers are free."
Practice IEW Vocabulary.
Day 2 Practice brainstorming quality adjectives and strong verbs.
Retell information on ziggurats orally from their Key Word Outline.
Drill Outlining Rule stated above and review the basic stucture of a Key Word Outline.
Practice IEW Vocabulary.
Day 3 Practice brainstorming -ly words.
Retell information on ziggurats from Key Word Outline.
Drill Outlining Rule, Unit I Key Word Outline Structure.
Practice IEW Vocabulary.
Day 4 Illustrate History Note Page on Sumer.
Review the Unit I basic structure of a Key Word Outline and Outlining Rule.
Practice IEW Vocabulary
Please contact me with any questions or concerns. I hope this is a benefit:)
Blessings,
Tina
I have listed a Level A alternative assignment at the bottom of the Weekly Guide. However, I would also like to offer some more options in the event that you and your student are not ready to write that first paragraph. Your child will benefit tremendously by remaining at the Unit I - Key Word Outlining task. If you decide that your child is presently needing more time focusing solely on Key Word Outlining and retelling the story, that is a completely wonderful and beneficial task to complete. It would be very difficult to move forward before they are ready. Remember, we are spending all of September learning Unit I and II, there will be many more oportunities to write that first paragraph. Here is what an example schedule would be:
Day 1 Complete the Key Word Outline for the paragraph on Ziggurats.
Drill the Outlining Rule "3-4 words max. and symbols and numbers are free."
Practice IEW Vocabulary.
Day 2 Practice brainstorming quality adjectives and strong verbs.
Retell information on ziggurats orally from their Key Word Outline.
Drill Outlining Rule stated above and review the basic stucture of a Key Word Outline.
Practice IEW Vocabulary.
Day 3 Practice brainstorming -ly words.
Retell information on ziggurats from Key Word Outline.
Drill Outlining Rule, Unit I Key Word Outline Structure.
Practice IEW Vocabulary.
Day 4 Illustrate History Note Page on Sumer.
Review the Unit I basic structure of a Key Word Outline and Outlining Rule.
Practice IEW Vocabulary
Please contact me with any questions or concerns. I hope this is a benefit:)
Blessings,
Tina
Week 2 Writing Recap
Hello Writing Geniuses and moms,
I hope you are all excited about your first writing adventure in Essentials this year. I am looking forward to some fascinating paragraphs on the ziggurats of ancient Sumeria. If you do not feel your child is ready to begin writing paragraphs, please see the next post for an alternative schedule this week. For everyone ready to plunge into paragraphs, the Weekly Guide is the last page of your student's lesson packet distributed in class yesterday. Please adjust the daily schedule to comfortably fit your week.
Reminders and Tips:
Before your student begins writing, complete the Key Word Outline we began in class yesterday and complete the brainstorming exercises. Don't forget to use Section 8 in your student's notebook on Dress-ups and Decorations. This will give them a great head start on all of the dress-ups required for this week's assignment (Strong verb, quality adjective, -ly word, vocabulary). Remember to use the rough draft checklist and the Final checklist. Underline one of each. Help your child create an amazing title based on key words in the last sentence of their paragraph.
Example IEW Paper:
If you would like to see a completed paper with all of the dress-ups underlined presented in Unit II IEW format, you may look at the "Evil Ka-Weasel" paper in your parent folder that was distributed at orientation. There is a color copy included in your parent folder.
History of Sumer sheet:
Remember, the History of Sumer sheet that I provided in a page protector is a bonus information sheet or "History Note" on Sumer. This is simply bonus background information for your child to read and learn from this week. If they would like to illustrate the page/draw a map and include it when they turn in their "Ziggurats" paragraph I will reward bonus Writing Rewards for their effort.
How does my child turn in their work next week?
Please turn in their final draft paragraph on ziggurats in a single page protector. The paragraph on ziggurats (facing the front) and the final checklist (facing the back). A great storage tip I have used over the years is to place the lesson sheets in between the Final Draft and Checklist. Personally, I value having all of the steps of the writing process stored together. The steps to that final draft are extremely important and it really displays their growth over the year.
IEW Grammar:
If you have time in your schedule, please drill the Outlining Rule, Unit I KWO Chart format, Unit II Chart, and IEW Vocabulary.
Math Drills:
Level A - 3's and 4's Math Mastery Map - 3's, 4's, and 14's
Have a wonderful week, please contact me if you have any questions!
Blessings,
Tina
I hope you are all excited about your first writing adventure in Essentials this year. I am looking forward to some fascinating paragraphs on the ziggurats of ancient Sumeria. If you do not feel your child is ready to begin writing paragraphs, please see the next post for an alternative schedule this week. For everyone ready to plunge into paragraphs, the Weekly Guide is the last page of your student's lesson packet distributed in class yesterday. Please adjust the daily schedule to comfortably fit your week.
Reminders and Tips:
Before your student begins writing, complete the Key Word Outline we began in class yesterday and complete the brainstorming exercises. Don't forget to use Section 8 in your student's notebook on Dress-ups and Decorations. This will give them a great head start on all of the dress-ups required for this week's assignment (Strong verb, quality adjective, -ly word, vocabulary). Remember to use the rough draft checklist and the Final checklist. Underline one of each. Help your child create an amazing title based on key words in the last sentence of their paragraph.
Example IEW Paper:
If you would like to see a completed paper with all of the dress-ups underlined presented in Unit II IEW format, you may look at the "Evil Ka-Weasel" paper in your parent folder that was distributed at orientation. There is a color copy included in your parent folder.
History of Sumer sheet:
Remember, the History of Sumer sheet that I provided in a page protector is a bonus information sheet or "History Note" on Sumer. This is simply bonus background information for your child to read and learn from this week. If they would like to illustrate the page/draw a map and include it when they turn in their "Ziggurats" paragraph I will reward bonus Writing Rewards for their effort.
How does my child turn in their work next week?
Please turn in their final draft paragraph on ziggurats in a single page protector. The paragraph on ziggurats (facing the front) and the final checklist (facing the back). A great storage tip I have used over the years is to place the lesson sheets in between the Final Draft and Checklist. Personally, I value having all of the steps of the writing process stored together. The steps to that final draft are extremely important and it really displays their growth over the year.
IEW Grammar:
If you have time in your schedule, please drill the Outlining Rule, Unit I KWO Chart format, Unit II Chart, and IEW Vocabulary.
Math Drills:
Level A - 3's and 4's Math Mastery Map - 3's, 4's, and 14's
Have a wonderful week, please contact me if you have any questions!
Blessings,
Tina
Tuesday, September 4, 2012
Week One: Writing Recap
Hello Essentials families,
Thank you for a fast, furious and phenomenal first day of Essentials. We covered a feast of information and I appreciate all of you hanging on tight from the first course to the last. Thank you for your encouraging smiles and patience as we worked our way through some of the logistics and procedures with our notebooks and class schedule. Hopefully it will be smooth sailing from this week forward.
I want to add an additional thank you to all of the moms for jumping in and being so hands-on with your children and children whose moms are not able to attend class. We have balanced the classes to maximize the mom:student ratio and it was wonderful watching you jump in and help all of the children. You were a blessing to me and the students.
Here are some highlights and clarifications for the week:
(1) Grammar Rules: Section 10 in notebook 1a, 1e, 1f
(2) IEW vocabulary: Section 9 in notebook radiant (adj), fashioned (v), serpentine (adj), towering (adj) Study the definitions and parts of speech.
(3) Charts to drill this week: Section 8 in notebook
(a) Unit I Chart - Practice with your student copying the basic structure of a Key Word Outline from memory onto a blank sheet of notebook paper. They should be able to reproduce the following:
Title
I.
1.
2.
3.
4.
5.
6.
7.
(b) Memorize the Outlining Rule Chart by being able to answer the following question.
What is the outlining rule?
3-4 words first, then numbers and symbols are free!
(4) Week One Lesson Section 7 in notebook
I provided a Weekly guide to help you pace your week with IEW. This includes a detailed daily schedule for this week's IEW assignment. This is strictly a suggested schedule. You are the teacher, so please plan and complete the work as it best fits your homeschool. If your student did not make it home with the "Teaching Writing Structure and Style Guide" please email me and I will send it to you. thegaines@triad.rr.com
(5) Public Speaking Guidelines Helpful for Day Five Found in Section 8 of notebook - We will thoroughly discuss the Public Speaking Guidelines for the speaker and the audience next week in class before KWO presentations begin. As your student practices retelling their favorite fable on Monday, you may use these to help prepare your students to present with confidence and clarity.
WRITING REWARDS: Writing Rewards will be given to the students next week for presenting their tongue twisters and retelling their fables in class. They will not be required to turn in their Key Word Outline. I will check for completion and give rewards by looking in their composition book.
Thank you again! I hope you and your students will have a ball this year in Essentials!
Many blessings,
Tina
Thank you for a fast, furious and phenomenal first day of Essentials. We covered a feast of information and I appreciate all of you hanging on tight from the first course to the last. Thank you for your encouraging smiles and patience as we worked our way through some of the logistics and procedures with our notebooks and class schedule. Hopefully it will be smooth sailing from this week forward.
I want to add an additional thank you to all of the moms for jumping in and being so hands-on with your children and children whose moms are not able to attend class. We have balanced the classes to maximize the mom:student ratio and it was wonderful watching you jump in and help all of the children. You were a blessing to me and the students.
Here are some highlights and clarifications for the week:
(1) Grammar Rules: Section 10 in notebook 1a, 1e, 1f
(2) IEW vocabulary: Section 9 in notebook radiant (adj), fashioned (v), serpentine (adj), towering (adj) Study the definitions and parts of speech.
(3) Charts to drill this week: Section 8 in notebook
(a) Unit I Chart - Practice with your student copying the basic structure of a Key Word Outline from memory onto a blank sheet of notebook paper. They should be able to reproduce the following:
Title
I.
1.
2.
3.
4.
5.
6.
7.
(b) Memorize the Outlining Rule Chart by being able to answer the following question.
What is the outlining rule?
3-4 words first, then numbers and symbols are free!
(4) Week One Lesson Section 7 in notebook
I provided a Weekly guide to help you pace your week with IEW. This includes a detailed daily schedule for this week's IEW assignment. This is strictly a suggested schedule. You are the teacher, so please plan and complete the work as it best fits your homeschool. If your student did not make it home with the "Teaching Writing Structure and Style Guide" please email me and I will send it to you. thegaines@triad.rr.com
(5) Public Speaking Guidelines Helpful for Day Five Found in Section 8 of notebook - We will thoroughly discuss the Public Speaking Guidelines for the speaker and the audience next week in class before KWO presentations begin. As your student practices retelling their favorite fable on Monday, you may use these to help prepare your students to present with confidence and clarity.
WRITING REWARDS: Writing Rewards will be given to the students next week for presenting their tongue twisters and retelling their fables in class. They will not be required to turn in their Key Word Outline. I will check for completion and give rewards by looking in their composition book.
Thank you again! I hope you and your students will have a ball this year in Essentials!
Many blessings,
Tina
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