Hello Essentials Moms!
This is our last week of Essentials work...can you believe it? You should be working through the sentences for the week in the Analytical Task Sheet, with special emphasis on the Quid et Quo if you have a 2nd or 3rd year student. All charts may be reviewed this week. Please also polish up the Faces of History Report and compose 1-3 sentences introducing the character (in the 1st person).
This Thursday is our final day to meet, and the exciting End of Year Reading. This means your child may read his/her Faces of History Report while wearing their costume! Please have them dress in costume at the end of lunch, so they are already dressed when class starts at 1pm.
We will also practice for our End of Year Presentation Night (May 11) by walking into stage and reciting from memory the 1-3 sentences introducing their character. Please bring your students sentences as a printed hardcopy. For students who have memorized their sentences and can recite from memory, Mrs. Morse has promised rewards!
As a fun change for the day, we will have all the girls meet together and all the boys meet together. Our schedule will be as follows:
1pm
Girls in Mrs. Deiter's Essentials room
Boys in Sanctuary with Mrs. Brown for math games
1:25
Boys in Mrs. Deiter's Essentials room
Girls in Sanctuary with Mrs. Brown for math games
1:50
All students in Sanctuary to practice lining up, walking on stage, reciting sentences, walking off stage.
2:10-3pm
Girls in Mrs. Brown's Essentials room for reading their reports
Boys in Mrs. Deiter's Essentials room for reading their reports
Tuesday, April 25, 2017
Friday, March 10, 2017
Weeks 19-21
Grammar: Review of previous sentence structures with some added advanced concepts.
Please continue to complete the Analytical Task Sheet each week, with special emphasus in the Quid et Quo for second and third tour students.
Writing: in week 19 we will add Intro/Conclusion to "Knights" and research our Faces of History character. Please see the blog post with the listing of students characters if you are still deciding on your character.
Students should be beginning their research, looking for 3-5 topics to take notes on from multiple references, then in the coming weeks merge and arrange the facts on a single topic into a merged key word outline.
Please continue to complete the Analytical Task Sheet each week, with special emphasus in the Quid et Quo for second and third tour students.
Writing: in week 19 we will add Intro/Conclusion to "Knights" and research our Faces of History character. Please see the blog post with the listing of students characters if you are still deciding on your character.
Students should be beginning their research, looking for 3-5 topics to take notes on from multiple references, then in the coming weeks merge and arrange the facts on a single topic into a merged key word outline.
Monday, February 27, 2017
Week 18 Recap
Grammar:
Now we compare S-Vt-DO OCN and OCA (see previous blog post)! 😄
Writing: Marco Polo
More Inventive Writing (using our own mind as the source text by asking ourselves questions). This assignment is fun because our students get to write a letter and let their imaginations run wild! Great place to practice all our dress ups!
Now we compare S-Vt-DO OCN and OCA (see previous blog post)! 😄
Writing: Marco Polo
More Inventive Writing (using our own mind as the source text by asking ourselves questions). This assignment is fun because our students get to write a letter and let their imaginations run wild! Great place to practice all our dress ups!
Monday, February 13, 2017
Week 16-17 Recap
Grammar: S-Vt-DO-OCN and OCA
I like to think of the contrast between these two structures as similar to the difference between S-Vt-DO-PN and PA: it's a matter of the DO being renamed as another noun or describing by an adjective what the object has become.
Writing: Favorite Amusements, 1&2
Unit VII: Inventive Writing
In this unit we practice using our own experiences and imagination as a source text. We do this by asking ourselves a series of questions about a topic (questions in the student text). Remember, it's the process of asking and answering these questions well which we want the students to master; not simply rewriting a source text!
I like to think of the contrast between these two structures as similar to the difference between S-Vt-DO-PN and PA: it's a matter of the DO being renamed as another noun or describing by an adjective what the object has become.
Writing: Favorite Amusements, 1&2
Unit VII: Inventive Writing
In this unit we practice using our own experiences and imagination as a source text. We do this by asking ourselves a series of questions about a topic (questions in the student text). Remember, it's the process of asking and answering these questions well which we want the students to master; not simply rewriting a source text!
Wednesday, January 25, 2017
Weeks 14-15 Recap
During these next two weeks we study S-Vt-IO-DO. The addition of the Indirect Object introduces the Dative case (the one receiving something from the subject).
Writing: Knights 1&2
During these weeks we again practice summarizing references.
Monday, January 23, 2017
Faces of History LIST
This can serve as a listing of the historical characters who have already been claimed by one of our Essentials students. As you decide upon your character please message Mrs. Deiter and Mrs. Brown to reserve your person. If you change your mind, please let us know ASAP so we can release that character back to other students. Thanks! 😄
Richard the Lionhearted: Alex Cole
Alfred the Great: Ethan Davis
Joan of Arc: Sydney Spikkeland
Mary Queen of Scotts: Lacey Brown
Madame Jean Marie Guyon: Evelyn Lo
Shakespeare: Chase Richardson
Eric the Red - Caleb Smith
Eleanor of Castile - Andrea Johnson
Eleanor of Aquitaine - Rylin Smith
Marie Antoinette - Halle Morse
Genghis Khan - Wyatt Locey
King Arthur - Payton Sorrenson
C.S.Lewis - Emerson Forrester
Anna Comnena - Jessica Hostetler
Memory Masters - Roman Deiter
Æthelflæd, eldest daughter of Alfred "the Great" -Naomi Chavez
Week 13 Recap
Ajectival and Adverbial Clauses
Remember that you can tell which one it is based on whether it answers the Adjective questions (What kind? Which? How many? Whose?) or the Adverb questions: (How? When? Where? Why? How often? How much? To what extent? Under what condition?)
When diagraming, you connect the clause to the word it modifies.
Writing: Medieval Cathedrals
Unit IV: Summarizing Multiple Sentences. The goal of this unit is for a student to experience choosing just a few pieces of information from multiple sources and combine them to a single paper. Your student gets to choose what is "interesting" or "important" for his/her report. Resist the urge to pass judgement on his choices; the goal is not the most ideal or comprehensive or most historically enlightening range of facts, but for them to understand this process. If we give them some latitude in an otherwise very directed assignment, hopefully we will keep their attention.
Remember that you can tell which one it is based on whether it answers the Adjective questions (What kind? Which? How many? Whose?) or the Adverb questions: (How? When? Where? Why? How often? How much? To what extent? Under what condition?)
When diagraming, you connect the clause to the word it modifies.
Writing: Medieval Cathedrals
Unit IV: Summarizing Multiple Sentences. The goal of this unit is for a student to experience choosing just a few pieces of information from multiple sources and combine them to a single paper. Your student gets to choose what is "interesting" or "important" for his/her report. Resist the urge to pass judgement on his choices; the goal is not the most ideal or comprehensive or most historically enlightening range of facts, but for them to understand this process. If we give them some latitude in an otherwise very directed assignment, hopefully we will keep their attention.
Thursday, January 5, 2017
Welcome Back! Spring 2017 Essentials
Hello BGCC Moms!
We meet again for Essentials in just one week! My family is all looking forward to seeing our BGCC family again...my kids were even a bit disappointed that we have to wait another week. (I, however, was so glad to have another week to get back into school!) 😄
Here are a few things to be aware of as you approach the next 12 weeks of Essentials:
❄️ There is no paper due this next week (in case you were making your child sweat!).
❄️ Although we've loaded 12 Grammar charts into our student's grey matter in semester 1, we only have 5 new charts between now and the end of the year! So expect a little slower pace on volume of information, and instead more time to review and put all the pieces together in our heads.
❄️ On the writing side of things, we have 7 papers for this semester, with the largest of these being our Faces of History Report. This is the report which is written about an historical person, and the student dresses in costume to recite a summary sentence of the person's life at our End of Year Celebration.
❄️ Please begin looking for an historical person from the medieval era who captures your studen's interest and whom your student could research and present.
❄️ Remember that it IS "the practice of composing a paper and using the dress ups" which gives our children tools for future writing. Don't be frustrated (or ashamed!) at papers which reflect grade-school age maturity...we expect this as the "training wheels" as our kids learn the basics. Believe in the end goal: graduates who are fluent in communication skills! ❤️ In the meantime we give opportunity and praise all the good things!
See you next week!
Bronwyn
Here are a few things to be aware of as you approach the next 12 weeks of Essentials:
❄️ There is no paper due this next week (in case you were making your child sweat!).
❄️ Although we've loaded 12 Grammar charts into our student's grey matter in semester 1, we only have 5 new charts between now and the end of the year! So expect a little slower pace on volume of information, and instead more time to review and put all the pieces together in our heads.
❄️ On the writing side of things, we have 7 papers for this semester, with the largest of these being our Faces of History Report. This is the report which is written about an historical person, and the student dresses in costume to recite a summary sentence of the person's life at our End of Year Celebration.
❄️ Please begin looking for an historical person from the medieval era who captures your studen's interest and whom your student could research and present.
❄️ Remember that it IS "the practice of composing a paper and using the dress ups" which gives our children tools for future writing. Don't be frustrated (or ashamed!) at papers which reflect grade-school age maturity...we expect this as the "training wheels" as our kids learn the basics. Believe in the end goal: graduates who are fluent in communication skills! ❤️ In the meantime we give opportunity and praise all the good things!
See you next week!
Bronwyn
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