We are still studying adverbs! These are a lot more difficult to pinpoint than some other parts of speech. Here are some scriptural examples we studied and diagrammed:
Alma 32:11 Ye must not worship God only once in a week. ("only" and "once" are both adverbs and "only" modifies "once." We had fun diagramming that one! I think I even heard the words: "I love diagramming sentences!" --Eliza)
1 Nephi 5:19 These plates of brass should never perish.
Alma 61:6 They are flocking to us daily.
Today's homework assignment:
Grammar Assignment: Write 2 sentences which include adverbs that answer the question, "how often?" Some examples would be: once, sometimes, always, never, occasionally. Be careful not to confuse adverbs with adverbial phrases.
Writing Assignment: Re-write your story of a person who played a practical joke and got caught, and this time include characters' thoughts. Avoid all banned words: go/went, come/came or any form of either. In the back of their writing notebooks is a page full of interesting alternatives.
Due: Tuesday March10th
FOL Logo
Thursday, February 27, 2014
Senior A-Language Arts
I. We researched the For Strength of Youth Pamphlet and the scriptures and reasoned that:
A. The way we use language reflects our individuality and character and our commitment to Christ.
B. We are known by our voice, penmanship, our communication style, writing ability, and vocabulary.
C. We have a responsibility to cultivate our English skills to better serve God and His kingdom.
II. We discussed the 7 Literary Terms we will be studying this semester/year: biography, letters, essay, drama, autobiography, poetry, and prose.
IV. We discussed and defined the 5 Literary Elements we will use to analyze the literature we read. These include: setting, characterization, plot, theme, and style.
HOMEWORK:
1) Write a short definition of each of the 7 types of literature using the Websters 1828 Dictionary (online version will work-just google Websters 1828 online dictionary)
2) Research and record a scripture that uses the word language, word, or communication, etc.
3) Finish homework from last week: copy the poem "Father William;" diagram the sentence "Literature is the study of character and life."
A. The way we use language reflects our individuality and character and our commitment to Christ.
B. We are known by our voice, penmanship, our communication style, writing ability, and vocabulary.
C. We have a responsibility to cultivate our English skills to better serve God and His kingdom.
II. We discussed the 7 Literary Terms we will be studying this semester/year: biography, letters, essay, drama, autobiography, poetry, and prose.
IV. We discussed and defined the 5 Literary Elements we will use to analyze the literature we read. These include: setting, characterization, plot, theme, and style.
HOMEWORK:
1) Write a short definition of each of the 7 types of literature using the Websters 1828 Dictionary (online version will work-just google Websters 1828 online dictionary)
2) Research and record a scripture that uses the word language, word, or communication, etc.
3) Finish homework from last week: copy the poem "Father William;" diagram the sentence "Literature is the study of character and life."
Tuesday, February 25, 2014
Writing and Grammar Junior B
Today we will review -ly words and share what they found in the scriptures.
Grammar Assignment:
1) Choose one of the following adverbs found in the BOM: anxiously, diligently, earnestly, honestly, patiently, peaceably, steadfastly, and valiantly. Next, look up the word in the BOM index. Be careful, because these words often fall under sections with nouns, verbs and adjectives (e.g. diligence, diligent, diligently). They will have to carefully look at each example and decide how the word is used to see if it is a true adverb. Reading it out loud helps. They are then to choose one scripture as an example, and write a sentence telling what the adverb is, where it is found and what verb it describes. Then write a paragraph giving examples of how they can "verb-adverb" in their own lives. (e.g. seek diligently, engage anxiously)
2) Find two adverbs in the Book of Mormon, one that answers the question "when" (e.g. soon, tomorrow, now), and one that answers the question "where." (e.g. up, forth, away, here). These might be found right next to each other.
3) Write 2 sentences of your own that each include adverbs telling where and when. 4 sentences total.
Due: Thursday, Feb 27th
Writing Assignment:
Write a paragraph about someone who plays practical jokes on others, and then gets caught. Don't tell your reader what your characters are thinking.
Due: Thursday Feb 27th
Monday, February 24, 2014
Language Arts Junior A
Principle: God uses letters to preserve a history and testimony. Example Moroni 8:1, Romans Chapter 1 Introduction. Invitation: Find another scripture that is a letter, read it and summarize what history or principle of testimony is preserved.
Writing:
For Tuesday February 25th we will be writing letters for our journal time. So please bring an address if you want your child to write to someone specific. Otherwise I have 2 missionaries to whom the children can also write.
Thursday February 25th: Comparison essay comparing the months of the year in conjunction with our poem.
HOMEWORK: finish what was not completed in class. We have speedy writers and slower ones. If they get done in class then they have a lighter load at home or do another letter/essay to reinforce if you choose.
Grammar
We will do a "grammar load" which means the children will be given lots of information that you can reinforce at home and we will use our shorter day on Thursday to reinforce and/or report back. This is unusually heavy because we missed class last Thursday. No pressure, :) They will get all this again and again. But this week we will try and include: commas in addresses, commas in dates (birthday), capitalization (proper names, initials, titles of respect, addresses, poems), contractions (he's, she's, it's, we'll, you're, can't, won't, doesn't, weren't) list 2 (aren't, weren't, hasn't, haven't, doesn't, didn't, shouldn't, couldn't, wouldn't, don't, can't, isn't), and adjectives that compare. We will be prepping for a comparison essay on Thursday. On Thursday we will add conjunctions (For, And, Nor, But, Or, Yet, So = FANBOYS)
HOMEWORK is to copy the stanza's 1, 2, and 3 of The Year ( in the poetry section of your notebooks) and label each noun, action verb and adjective.
Memorization
Poetry: memorize The Year stanzas 1, 2, 3
Phonograms
Review ch, oo, aw Add long a phonograms: ay, ai, eigh (only one sound each) Add ei, ey, ea ( 3 sounds each) We will review the other sounds these make another day and this week look only for long a words with this spelling. * (unless your student wants to find and record all the sounds these phonograms make, then they can do more.)
*Resources: Spelling Power Group 6 all levels, Phonics Pathways pgs 156,157, 211, 212, 213; phonograms cards 35, 36, 48, 55, 56, 57; Why Johnny Can't Read phonogram lists 34,40, 65; Free Reading
The goal for me in this exercise is to help the children start paying attention to words with a marvel in their eyes "WOW, there are lots of spellings for the same sound. Which one is in this word? I FOUND A LONG a WORD!! I WANT TO ADD IT TO MY NOTEBOOK." Free reading is a great place to find words with spellings you have just studied. For example last week we did "aw." Then in our free read time Michael gave a report on the tawny owl. He asked how do you say that word, we reviewed our phonogram and then he could read tawny. I was excited and wanted to add it to his phonogram noetbook. :)
HOMEWORK: add two or more long a words for each spelling of long a. (ey rule 1, ei rule 2, ea rule 3)
I do not expect to get all this done in one day. Each of you now have an outline of goals for this week. Hopefully we will cover the basics listed in Language Lesson 1-2 and Writing Strands 2 by the end of the semester if you can continue working at home with the weekly targets. Let me know if this is what you are looking for!
Writing:
For Tuesday February 25th we will be writing letters for our journal time. So please bring an address if you want your child to write to someone specific. Otherwise I have 2 missionaries to whom the children can also write.
Thursday February 25th: Comparison essay comparing the months of the year in conjunction with our poem.
HOMEWORK: finish what was not completed in class. We have speedy writers and slower ones. If they get done in class then they have a lighter load at home or do another letter/essay to reinforce if you choose.
Grammar
We will do a "grammar load" which means the children will be given lots of information that you can reinforce at home and we will use our shorter day on Thursday to reinforce and/or report back. This is unusually heavy because we missed class last Thursday. No pressure, :) They will get all this again and again. But this week we will try and include: commas in addresses, commas in dates (birthday), capitalization (proper names, initials, titles of respect, addresses, poems), contractions (he's, she's, it's, we'll, you're, can't, won't, doesn't, weren't) list 2 (aren't, weren't, hasn't, haven't, doesn't, didn't, shouldn't, couldn't, wouldn't, don't, can't, isn't), and adjectives that compare. We will be prepping for a comparison essay on Thursday. On Thursday we will add conjunctions (For, And, Nor, But, Or, Yet, So = FANBOYS)
HOMEWORK is to copy the stanza's 1, 2, and 3 of The Year ( in the poetry section of your notebooks) and label each noun, action verb and adjective.
Memorization
Poetry: memorize The Year stanzas 1, 2, 3
Phonograms
Review ch, oo, aw Add long a phonograms: ay, ai, eigh (only one sound each) Add ei, ey, ea ( 3 sounds each) We will review the other sounds these make another day and this week look only for long a words with this spelling. * (unless your student wants to find and record all the sounds these phonograms make, then they can do more.)
*Resources: Spelling Power Group 6 all levels, Phonics Pathways pgs 156,157, 211, 212, 213; phonograms cards 35, 36, 48, 55, 56, 57; Why Johnny Can't Read phonogram lists 34,40, 65; Free Reading
The goal for me in this exercise is to help the children start paying attention to words with a marvel in their eyes "WOW, there are lots of spellings for the same sound. Which one is in this word? I FOUND A LONG a WORD!! I WANT TO ADD IT TO MY NOTEBOOK." Free reading is a great place to find words with spellings you have just studied. For example last week we did "aw." Then in our free read time Michael gave a report on the tawny owl. He asked how do you say that word, we reviewed our phonogram and then he could read tawny. I was excited and wanted to add it to his phonogram noetbook. :)
HOMEWORK: add two or more long a words for each spelling of long a. (ey rule 1, ei rule 2, ea rule 3)
I do not expect to get all this done in one day. Each of you now have an outline of goals for this week. Hopefully we will cover the basics listed in Language Lesson 1-2 and Writing Strands 2 by the end of the semester if you can continue working at home with the weekly targets. Let me know if this is what you are looking for!
Subscribe to:
Posts (Atom)