Week #13 in Review

1. Punctuation/Capitalization rule(s): Rule 11 from your EEL pg. 457

Use dashes to indicate an abrupt thought, to set off parenthetical information, or before an author’s name when it follows a direct quote.

2. Homophones: EEL pg. 485

• Student A: walk-wok
• Student B: road-rode, board-bored, soar-sore
• Student C: ewe-you

3. Grammar Charts:

1)      Review charts A,E,F,H,I,L. This can be oral or written. Drill each several times. 2)      New chart M (112 sentences – complex)
4. Weekly Practice sentences: EEL pg. 433 (in Sentences section of the Student Notebook)  All 5 sentences for Week 13   5.  Spelling (optional): EEL pg. 467    6. Editing (optional): In the Editing section of the Student Notebook, your student will have their 13th week exercises 7. Analytical Task Sheet: Beginning students: Complete tasks 1-4 (on sentences 1-4).    Advanced students tasks 1-5 on all sentences this week. 8.  HBW  Levels  A & B (or Level B- choose your own topic using 3 sources for Weeks 14-15) Week 13          Continue fused KWO for paragraph about Gladiators (lesson 21).                         Write rough draft, using all the elements of style that you have learned (according to mom). Week 14          Write KWOs and then fused KWO for How Rome Began & Roman Government (lessons 22 & 23). Write rough draft, same as above. Week 15          Write KWO, fused KWO and rough draft for Engineering Feats of Ancient Rome (lesson 24). Add dramatic openers and closers to the two-paragraph rough draft. Polish your rough draft. Write final draft using Lesson 25- Putting it all together. (Include bibliography if your mom wants you to.) Follow checklists on handout. Label paper appropriately.

To Bring Week #13

For this week....

Parents bring:
1) pgs. 201-208 from EEL guide (Week 13)
2) HBW teacher manual (if you have one) Lesson 21:Gladiators (pgs. 183-188 )
2) paper to write on
3) something to write with


Students will refer to/go over:
1) Charts M & review A,E,F,H, I, L
2) Blue Analytical Task Sheet (laminated 11x17 that I had made)
3) HBW student workbook Lesson 21

Week #11 in Review

Remember to be thinking about a piece of writing to read this week (all students)
 
1. Punctuation/Capitalization rule(s): Rule 11 from your EEL pg. 457

Use a comma or commas to separate the dependent clause from the independent clause in a complex sentence.

2. Homophones: EEL pg. 485

• Student A: some-sum, one-won, none-nun   
• Student B: pair-pare-pear
• Student C: picture-pitcher, addition-edition

3. Grammar Charts:

Chart L (all) & Review charts C (Linking Verbs)/D (Irregular Verbs)/K (Verb Anatomy: To Be)
4. Weekly Practice sentences: EEL pg. 433 (in Sentences section of the Student Notebook)  All 5 sentences for Week 11   5.  Spelling (optional): EEL pg. 467    6. Editing (optional): In the Editing section of the Student Notebook, your student will have their 11th week exercises 7. Analytical Task Sheet: Beginning students: Complete tasks 1-4 (on sentences 1-4).    Advanced students tasks 1-5 on all sentences this week. 8.  HBW  Level A- Complete lesson #20 (Colosseum) pgs. 175-178; work on piece that will be shared in class   Level B- Lesson #20 (Colosseum) pgs. 175-178; work on piece that will be shared in class             9. Vocabulary Words: These are found on the blue sheet I handed out at our parent meeting- this is the only sheet in our Vocabulary section of our Student Notebook.

To Bring Week #11

For this week....

Parents bring:
1) pgs. 175-186 from EEL guide (Week 11)
2) AHBW teacher manual Lesson #20 (Colosseum) pgs. 175-178
2) paper to write on
3) something to write with


Students will refer to/go over:
1) Charts C, D, K
2) Blue Analytical Task Sheet (laminated 11x17 that I had made)
3) Quid et Quo

Week #10 in Review

Remember to be thinking about a piece of writing to read aloud in 2 weeks (all students)
 
1. Punctuation/Capitalization rule(s): Rule 10 from your EEL pg. 457

 If 2 independent clauses joined by a conjunction are short and closely related in thought, the comma may be omitted.

2. Homophones: EEL pg. 485

• Student A: here-hear; there-their-they’re
• Student B: missed-mist, guessed-guest, passed-past
• Student C: ring-wring

3. Grammar Charts:

Chart L (all) & Review charts C (Linking Verbs)/D (Irregular Verbs)/K (Verb Anatomy: To Be)
4. Weekly Practice sentences: EEL pg. 433 (in Sentences section of the Student Notebook)  All 5 sentences for Week 10   5.  Spelling (optional): EEL pg. 467    6. Editing (optional): In the Editing section of the Student Notebook, your student will have their 10th week exercises 7. Analytical Task Sheet: Beginning students: Complete tasks 1-4 (on sentences 1-4).  Advanced students tasks 1-5 on all sentences this week. 8.  HBW  Level A- Lesson #19 (Aqueducts) pgs. 169-173   Level B- Lesson #20 (Colusseum) pgs. 175-18

To Bring Week #10

For this week....

Parents bring:
1) pgs. 161-174 from EEL guide (Week 10)
2) AHBW teacher manual (if you have one) Lesson 19 (pgs. 169-171)
3) TWSS manual


Students will refer to/go over:
1) Charts C, D, K, L
2) Blue Analytical Task Sheet (laminated 11x17 that I had made)
3) AHBW student workbook Lesson 19 (pgs. 169-171)