Language Arts A
Last week on Tuesday we wrote our assignment to "convince." Most of the students had not completed the assignment at home so we wrote in class for 45 minutes. The students all wrote 4-5 sentences on their topic and had wonderful ideas. Even after explaining what paragraph form was 2-3 times they still were having a difficult time writing in that format.
On Thursday we started with the basics illustrating WHY we learn to write with a specific form, correct spelling, capitalization, punctuation, etc... The children quickly got the message. They quickly deduced that we write correctly so that people can understand what we want to communicate.
The visual compared a shabbily dressed person with a well dressed presentation. The shabby person had a snow boot on one foot and bare toes on the other, a visor over her shoulder and applied mascara to her cheeks and lipstick to her face. The students could quickly see needed corrections in the shabby attire "You need a sock here, a hat here and this is how you put it on, etc..." The suit drew the comment "These are you temple clothes."
Ame took the children through a poorly written letter. They quickly picked out misspelled words, scribbles, upside down exclamation points question marks after a statement, and capital letters everywhere but the beginning of sentences. When asked to compare it with a corrected letter then deduce which one would have the most impact, they could see the importance of good form and grammar. We added our encouragement that each of them have important things to write. As parents we are hoping to teach them how to communicate clearly.
Homework : continue writing with your children :)
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Sunday, March 30, 2014
Friday, March 28, 2014
Junior B New Writing Assignment
Grammar: Reviewed sentence patterns and analyzed/diagrammed two S-V-DO sentences. Some of the kids are having a hard time grasping this. With practice, they will get it by the end of the year.
Etymology: We discussed the suffixes -er, -ing, -able, and reasoned what each of them must mean. An open ended assignment is to find words with suffixes and prefixes and add them to their charts.
Writing: New Assignment! They are to write a story about a fisherman who caught something unusual. The first part of the writing process is pre-writing and I want them to stay on this step until next class. DO NOT START WRITING! Some of the kids will have a difficult time lingering on this step, but it is important. They are to brainstorm three different things: setting, plot and characters. I hope they will have fun with this.
Etymology: We discussed the suffixes -er, -ing, -able, and reasoned what each of them must mean. An open ended assignment is to find words with suffixes and prefixes and add them to their charts.
Writing: New Assignment! They are to write a story about a fisherman who caught something unusual. The first part of the writing process is pre-writing and I want them to stay on this step until next class. DO NOT START WRITING! Some of the kids will have a difficult time lingering on this step, but it is important. They are to brainstorm three different things: setting, plot and characters. I hope they will have fun with this.
Wednesday, March 26, 2014
Junior B Writing and Grammar
Yesterday, we began by reviewing the 6 sentence patterns and practicing on 2 sentences. We will now do this as a routine every week for review.
I introduced Etymology, which is the study of words. Will analyzed the words 'reading', 'reader' and 'unreadable,' looking for root word, suffix and prefix. The study of etymology will increase their ability to guess at the meaning of words they come across, but do not know.
For writing, they are finishing up their paragraphs due on Thursday. I am teaching them the 4 step writing process (prewriting, drafting, revising and presenting), and we will go through this process many times in class before the semester is over. Perhaps the most neglected, and important step is revising. I hope to teach them that there is strength in accepting criticism and suggestions, and compare it to the repentance process.
I introduced Etymology, which is the study of words. Will analyzed the words 'reading', 'reader' and 'unreadable,' looking for root word, suffix and prefix. The study of etymology will increase their ability to guess at the meaning of words they come across, but do not know.
For writing, they are finishing up their paragraphs due on Thursday. I am teaching them the 4 step writing process (prewriting, drafting, revising and presenting), and we will go through this process many times in class before the semester is over. Perhaps the most neglected, and important step is revising. I hope to teach them that there is strength in accepting criticism and suggestions, and compare it to the repentance process.
Wednesday, March 19, 2014
Language Arts A
Grammar: The children reported words they had found that had phonograms in them. YEA!! On Tuesday we reviewed phonograms with flash cards, acted out Adverbs by walking quietly, talking loudly, and running quickly. On Thursday we will play a game to help reinforce all the long a and long e phonograms. To keep a good thing going, I will offer Vitamin C drops for memorizing the definition of an adverb and the questions adverbs answer. :) The children did so well last week memorizing the FANBOYS!
Homework: If you'd like continue adding to your word lists with these phonograms. If we haven't created a sheet in your notebook yet, you can do that for any phonogram you feel needs reinforcement.
Writing: We did a prewriting oral report on the reasons why you would convince me to do ___. The children were very creative and good logical thinkers. Thank you for writing the "list."
Homework: Write a paragraph to convince from the list compiled. Share your paragraph with me next Tuesday (not a read aloud - just turn in to me. :)
Reading: Thank you for taking turns reading! You are all doing so well and being helpful to each other. :)
Homework: If you'd like continue adding to your word lists with these phonograms. If we haven't created a sheet in your notebook yet, you can do that for any phonogram you feel needs reinforcement.
Writing: We did a prewriting oral report on the reasons why you would convince me to do ___. The children were very creative and good logical thinkers. Thank you for writing the "list."
Homework: Write a paragraph to convince from the list compiled. Share your paragraph with me next Tuesday (not a read aloud - just turn in to me. :)
Reading: Thank you for taking turns reading! You are all doing so well and being helpful to each other. :)
Tuesday, March 18, 2014
Junior B Writing and Grammar
Today, I started a new Grammar and Writing Program. As I've been going through First Language Lessons and Writing Strands, I have felt that the lessons are not teaching skills, just spoonfeeding information. As I have looked around for a skill based, principle-based curriculum, Angie steered me toward the Noah Plan/Principle Approach and I have loved everything I have read! This is what she is using for Adam and Grace. I hope you'll bear with me in the transition and start to see more fruits from your children. I don't do this lightly. I have been studying this curriculum in much depth for several weeks. My original idea was to incorporate the principles into my FLL and WS lesson plans, but it became clear that I could not do both, and in order to really understand this method, I just need to dive into it head first. It's never too late to get on the right path!
Grammar
Today, we introduced Sentence Patterns and we worked on memorizing them. I will review them each week so they will have them memorized in a couple of weeks. Here are the sentence patterns:
S-V
S-V- DO
S-V-IO
S-V-IO-DO
S-V-PN
S-V-PA
Those of you who are familiar with CC and EEL will see that these are not the same sentence patterns. I can't tell you how frustrated I was to realize that this is not an exact science! When I googled it, there were numerous versions, some up to 9 and 10 different sentence patterns. So, I have chosen to just go with what the Noah Plan has laid out, as I am happy with the intensity of the curriculum and I'm planning on sticking with it for a while, at least with my own children. I hope you will bear with me and I wade through all this.
Today we discussed all of the patterns briefly, and we will go over all of them in more depth before the semester is done. Another element I will introduce next week and cover through the rest of the year is Etymology. This is the study of root words, suffixes and prefixes. The study of Etymology will improve vocabulary and teach students to use reasoning skills as they encounter new words.
Writing
I introduced the writing process. The four steps of writing are:
Prewriting
Drafting
Revising
Presentation
We briefly experienced all of these by going through the process to write one sentence. I focused especially on the prewriting. I showed them how to use a brainstorming bubble to get ideas for their chosen topic. We then reasoned together how the brainstorming/prewriting process helped improve their ideas. I was pleasantly surprised to see how much they enjoyed the process and how well it got the creative juices flowing. Jameson chose the topic of "the wall" and was able to come up with a very interesting sentence by going through the process.
Assignment:
Go outside by yourself in nature. Sit with your notebook and find something you see to write about. Write your topic in the middle of your paper, put a circle around it, and write as many connecting ideas as you can. Think of what you might see, touch, taste, smell and hear. Take 4 or 5 of your connecting ideas and make 2 sentences out of each. Put all these sentences together to make a first draft of your paragraph. On Thursday, we will talk about revising, adding topic and clincher sentences as well. Eliza was VERY concerned about revising in class, as we had talked about having others read and give feedback. I'm not sure how I'm going to approach that. I want it to happen, but I also don't want to give her an ulcer.
Just an idea: I usually take assignments from the blog and print them out to put in their binders, so they don't have to bug me when they want to do it, and they don't have to rely on their faulty memories.
See you Thursday!
Grammar
Today, we introduced Sentence Patterns and we worked on memorizing them. I will review them each week so they will have them memorized in a couple of weeks. Here are the sentence patterns:
S-V
S-V- DO
S-V-IO
S-V-IO-DO
S-V-PN
S-V-PA
Those of you who are familiar with CC and EEL will see that these are not the same sentence patterns. I can't tell you how frustrated I was to realize that this is not an exact science! When I googled it, there were numerous versions, some up to 9 and 10 different sentence patterns. So, I have chosen to just go with what the Noah Plan has laid out, as I am happy with the intensity of the curriculum and I'm planning on sticking with it for a while, at least with my own children. I hope you will bear with me and I wade through all this.
Today we discussed all of the patterns briefly, and we will go over all of them in more depth before the semester is done. Another element I will introduce next week and cover through the rest of the year is Etymology. This is the study of root words, suffixes and prefixes. The study of Etymology will improve vocabulary and teach students to use reasoning skills as they encounter new words.
Writing
I introduced the writing process. The four steps of writing are:
Prewriting
Drafting
Revising
Presentation
We briefly experienced all of these by going through the process to write one sentence. I focused especially on the prewriting. I showed them how to use a brainstorming bubble to get ideas for their chosen topic. We then reasoned together how the brainstorming/prewriting process helped improve their ideas. I was pleasantly surprised to see how much they enjoyed the process and how well it got the creative juices flowing. Jameson chose the topic of "the wall" and was able to come up with a very interesting sentence by going through the process.
Assignment:
Go outside by yourself in nature. Sit with your notebook and find something you see to write about. Write your topic in the middle of your paper, put a circle around it, and write as many connecting ideas as you can. Think of what you might see, touch, taste, smell and hear. Take 4 or 5 of your connecting ideas and make 2 sentences out of each. Put all these sentences together to make a first draft of your paragraph. On Thursday, we will talk about revising, adding topic and clincher sentences as well. Eliza was VERY concerned about revising in class, as we had talked about having others read and give feedback. I'm not sure how I'm going to approach that. I want it to happen, but I also don't want to give her an ulcer.
Just an idea: I usually take assignments from the blog and print them out to put in their binders, so they don't have to bug me when they want to do it, and they don't have to rely on their faulty memories.
See you Thursday!
Thursday, March 13, 2014
Writing Junior B
Today's writing assignment is as follows:
On Friday or Monday, write down 5 things that made you happy today. Then, write 5 things that made you sad, upset, frustrated, angry or anxious.
Choose 3 of the above items, and write 2-3 sentences about each event. Put the sentences together to create the body of your paragraph. Write a topic sentence and a clincher sentence.
On Friday or Monday, write down 5 things that made you happy today. Then, write 5 things that made you sad, upset, frustrated, angry or anxious.
Choose 3 of the above items, and write 2-3 sentences about each event. Put the sentences together to create the body of your paragraph. Write a topic sentence and a clincher sentence.
Wednesday, March 12, 2014
History-Upper grades
We began the lesson by RESEARCHING the downfall of the early Central American Empires: the Mayan's, the Aztec's, and the Incan's.
We RESEANED the similarities of their downfall and RELATED it to the "Pride Cycle" in the Book of Mormon. We REASONED that we can avoid the "destruction" portion of the Pride cycle by being humble and repentant-thus creating a new cycle: the Cycle of Humility. We also REASONED that as a nation/world, we are in the "Pride/Selfish" step of the cycle, heading to the "destruction" step.
Next, we REASONED that "Individuals, families, and nations can thrive in times of peace."
Homework: (pick and choose from below)
1) Learn what it means to be humble. Complete a word study on humble/humility.
2) Reason what you can learn from the early Central American civilizations. RECORD what you can do to help preserve peace in your society (family, neighborhood, ward, nation, world). Write a paragraph about your thoughts and ideas.
3) We don't know very much about the Incas because they couldn't write and didn't keep records. Writing or record keeping gives others the opportunity to learn about us and from us. A) Ask your parents (or grandparents) to share something from their journals that they are thankful to have written and preserved; B) Keep a record of your life this week and try to write in your journal every day.
4) Being able to speak and write is a blessing and adds knowledge and understanding to the world. What does the Lord say about writing and how we should use it? Look up the word "writing" (NOT WRITE) in the Book of Mormon Index and read all of the scriptures listed (about 10). Write a paragraph about what the Lord says about writing, how we should use it, and anything else you learn while reading.
We RESEANED the similarities of their downfall and RELATED it to the "Pride Cycle" in the Book of Mormon. We REASONED that we can avoid the "destruction" portion of the Pride cycle by being humble and repentant-thus creating a new cycle: the Cycle of Humility. We also REASONED that as a nation/world, we are in the "Pride/Selfish" step of the cycle, heading to the "destruction" step.
Next, we REASONED that "Individuals, families, and nations can thrive in times of peace."
Homework: (pick and choose from below)
1) Learn what it means to be humble. Complete a word study on humble/humility.
2) Reason what you can learn from the early Central American civilizations. RECORD what you can do to help preserve peace in your society (family, neighborhood, ward, nation, world). Write a paragraph about your thoughts and ideas.
3) We don't know very much about the Incas because they couldn't write and didn't keep records. Writing or record keeping gives others the opportunity to learn about us and from us. A) Ask your parents (or grandparents) to share something from their journals that they are thankful to have written and preserved; B) Keep a record of your life this week and try to write in your journal every day.
4) Being able to speak and write is a blessing and adds knowledge and understanding to the world. What does the Lord say about writing and how we should use it? Look up the word "writing" (NOT WRITE) in the Book of Mormon Index and read all of the scriptures listed (about 10). Write a paragraph about what the Lord says about writing, how we should use it, and anything else you learn while reading.
Language Arts-Senior A
Tuesday we focused on the "Literature" aspect of Language Arts. Over the next few weeks, we will be reading and discussing the scriptures, in particular, the Bible, as a literary work of art.
We started our discussion with the following principle: The greatest books you will ever read will be the scriptures. The scriptures are the source and seedbed of literature and liberty.'
We then RESEARCHED the words "source" and "seedbed" so that we could discuss HOW the Bible was the source and seedbed of literature and liberty.
Next, we REASONED that "The Bible contains seven types of literature: poetry, prose, biography, letter, essay, drama and autobiography." This is why (from a scholarly point of view) the bible is considered the highest standard of literary excellence of the world!
We next reasoned that "the Founding Fathers learned about God's system for representative government in the Bible. The laws are recorded in the first 5 books of Moses in the Old Testament. This is the only place in holy writ where God outlines in detail His plan for civil government." (Promises of the Constitution, p. 4-5; RELATE Alma 61:15) This is HOW and WHY the Bible is/was the source and seedbed of Liberty.
Next, we transitioned to the study of the book of Proverbs and researched the words "didactic" and "proverb." We reasoned that the book of Proverbs is a didactic form of literature, or one that teaches maxim's of wisdom and the principles of right living. Then we read Proverbs 1:1 and learned that Solomon was the author of the book of Proverbs.
We then discussed how certain parts of Proverbs were written in acrostic style poetry and learned about aspects of Hebrew poetry, including parallelism and reiteration. We learned that Proverbs 10:31 is an acrostic poem using all of the letters of the Hebrew alphabet, thus conveying the meaning that that particular section of scriptures conveys all the breadth of that particular subject (or in our terms: A to Z).
Homework: (pick and choose from the list below)
1) RECORD the theme and purpose of the book of Proverbs.
2) Read the following scriptures and identify and record the moral of each:
Proverbs 6:6-11 (done together in class)
Proverbs 17:9
Proverbs 20:22
3) Solomon, the writer of Proverbs was a wise, wise man. Read I Kings 3 and record the story of how Solomon became wise.
4) Write an acrostic poem that tells a story.
We started our discussion with the following principle: The greatest books you will ever read will be the scriptures. The scriptures are the source and seedbed of literature and liberty.'
We then RESEARCHED the words "source" and "seedbed" so that we could discuss HOW the Bible was the source and seedbed of literature and liberty.
Next, we REASONED that "The Bible contains seven types of literature: poetry, prose, biography, letter, essay, drama and autobiography." This is why (from a scholarly point of view) the bible is considered the highest standard of literary excellence of the world!
We next reasoned that "the Founding Fathers learned about God's system for representative government in the Bible. The laws are recorded in the first 5 books of Moses in the Old Testament. This is the only place in holy writ where God outlines in detail His plan for civil government." (Promises of the Constitution, p. 4-5; RELATE Alma 61:15) This is HOW and WHY the Bible is/was the source and seedbed of Liberty.
Next, we transitioned to the study of the book of Proverbs and researched the words "didactic" and "proverb." We reasoned that the book of Proverbs is a didactic form of literature, or one that teaches maxim's of wisdom and the principles of right living. Then we read Proverbs 1:1 and learned that Solomon was the author of the book of Proverbs.
We then discussed how certain parts of Proverbs were written in acrostic style poetry and learned about aspects of Hebrew poetry, including parallelism and reiteration. We learned that Proverbs 10:31 is an acrostic poem using all of the letters of the Hebrew alphabet, thus conveying the meaning that that particular section of scriptures conveys all the breadth of that particular subject (or in our terms: A to Z).
Homework: (pick and choose from the list below)
1) RECORD the theme and purpose of the book of Proverbs.
2) Read the following scriptures and identify and record the moral of each:
Proverbs 6:6-11 (done together in class)
Proverbs 17:9
Proverbs 20:22
3) Solomon, the writer of Proverbs was a wise, wise man. Read I Kings 3 and record the story of how Solomon became wise.
4) Write an acrostic poem that tells a story.
Tuesday, March 11, 2014
Language Arts Junior B
Today we did grammar. I will cover writing on Thursday.
Academic Principle: Adverbs are used in literature to tell when, where, why, how, how much, how often, under what condition and to what extent.
Spiritual Principle: When, where, how, and how often we obey the commandments is important to Heavenly Father.
We reviewed adjectives and adverbs and the difference between them. Then we discussed the following sentences and filled in the blanks with various adverbs answering when, where, how, and how often (both negative and positive):
I pay my tithing ___________.
I can _______________ search the scriptures.
Assignment: Choose a good action you have a difficult time doing. Write 3 sentences telling either when, where, how or how often you can do this action better. (e.g. I can obey quickly, I can obey immediately, I can obey always.) Share your three sentences with your parents and display them where they can be seen often.
Academic Principle: Adverbs are used in literature to tell when, where, why, how, how much, how often, under what condition and to what extent.
Spiritual Principle: When, where, how, and how often we obey the commandments is important to Heavenly Father.
We reviewed adjectives and adverbs and the difference between them. Then we discussed the following sentences and filled in the blanks with various adverbs answering when, where, how, and how often (both negative and positive):
I pay my tithing ___________.
I can _______________ search the scriptures.
Assignment: Choose a good action you have a difficult time doing. Write 3 sentences telling either when, where, how or how often you can do this action better. (e.g. I can obey quickly, I can obey immediately, I can obey always.) Share your three sentences with your parents and display them where they can be seen often.
Monday, March 10, 2014
Language Arts A week of March 10
Principle: 2 Nephi 26:27 "..he hath commanded his people that they should persuade all men to repentance... We experience GOOD persuading and EVIL persuading (Ether 4:12 and Moroni 7:17) What scriptures/literature can you find which helps persuade a person to do good. Invitation bring an oral report to class over the next 3 weeks sharing a scripture, poem, or story which demonstrates effective persuasion.
Writing: We will introduce persuasive writing this week. Writing Strands #8. The children will choose something to "sell " and write positive qualities about that object. Over the next 2 weeks wee will give oral presentations selling our object then finally write a "convincing" piece that helps others want our item. We will continue with comparison, and copy work of the poem "THE YEAR" for penmanship.
Homework: Each child chose something to sell: Elizabeth: the movie Pocahontas, Jenna: vitamin C drops, Michael: Direct TV, Roger chose why we should live in the forest. Each was asked to bring a list of as least 4 reasons why this is a good thing so that we can begin an outline of a paragraph "Convincing" us to buy/do this thing. We demonstrated with a list of why we should have a class party as Skate Daze.
Phonograms: As we review the long A sounds we will move to the long e sound produced by ea, ee, y, ie, ei, ey, io, or e consonant e. We will be adding to these lists over the next two weeks. So look for these pages in the phonogram section of the notebook and add words that your child finds in his/her reading that fit these spellings. (Spelling Power for Ame and me is group 7 of all levels; SWR ? I don't have; Phonics Pathways for Kara and me are pg 96,97,98, 159, 170)
Homework: find at least 2 words for ee and ie (three sounds - long e, long i and short i as in collie?)
Grammar: We will learn how to spell are read contractions. ( First Language lessons 119, 120, 121, Phonic Pathways pg 201) and Review conjunctions FANBOYS
Homework: Boy we had fun Your children are motivated by Jelly Belly jelly beans! If you have time and want to do some Language arts before next Tuesday, it would be a great time to reinforce what conjunctions are. The children memorized For, And, Nor, But, Or, Yet, So. Now they could look for those conjunctions, identify them and then write their own sentences with each conjunction. In 2 Nephi 2 on page 57-59 of the Book of Mormon I found all seven conjunctions. :) Have fun looking for them, but don't stress, for it is not worth it, nor is it worth the contention, but if you can have fun and enjoy the hunt so that you learn and grow in the process, DO IT! :)
Thank you for your wonderful children. Each one is a delight to watch and see their minds work and connect. Your wonderful parenting is evident. I am sure you receive great comfort in being willing to just be a parent to these valiant souls. :)
Writing: We will introduce persuasive writing this week. Writing Strands #8. The children will choose something to "sell " and write positive qualities about that object. Over the next 2 weeks wee will give oral presentations selling our object then finally write a "convincing" piece that helps others want our item. We will continue with comparison, and copy work of the poem "THE YEAR" for penmanship.
Homework: Each child chose something to sell: Elizabeth: the movie Pocahontas, Jenna: vitamin C drops, Michael: Direct TV, Roger chose why we should live in the forest. Each was asked to bring a list of as least 4 reasons why this is a good thing so that we can begin an outline of a paragraph "Convincing" us to buy/do this thing. We demonstrated with a list of why we should have a class party as Skate Daze.
Phonograms: As we review the long A sounds we will move to the long e sound produced by ea, ee, y, ie, ei, ey, io, or e consonant e. We will be adding to these lists over the next two weeks. So look for these pages in the phonogram section of the notebook and add words that your child finds in his/her reading that fit these spellings. (Spelling Power for Ame and me is group 7 of all levels; SWR ? I don't have; Phonics Pathways for Kara and me are pg 96,97,98, 159, 170)
Homework: find at least 2 words for ee and ie (three sounds - long e, long i and short i as in collie?)
Grammar: We will learn how to spell are read contractions. ( First Language lessons 119, 120, 121, Phonic Pathways pg 201) and Review conjunctions FANBOYS
Homework: Boy we had fun Your children are motivated by Jelly Belly jelly beans! If you have time and want to do some Language arts before next Tuesday, it would be a great time to reinforce what conjunctions are. The children memorized For, And, Nor, But, Or, Yet, So. Now they could look for those conjunctions, identify them and then write their own sentences with each conjunction. In 2 Nephi 2 on page 57-59 of the Book of Mormon I found all seven conjunctions. :) Have fun looking for them, but don't stress, for it is not worth it, nor is it worth the contention, but if you can have fun and enjoy the hunt so that you learn and grow in the process, DO IT! :)
Thank you for your wonderful children. Each one is a delight to watch and see their minds work and connect. Your wonderful parenting is evident. I am sure you receive great comfort in being willing to just be a parent to these valiant souls. :)
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