Download For Unit 3—Verb Phrases

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Thhee IIddeeaall K
KIISSSS G
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Booookk 11
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Annaallyyssiiss K
Keeyyss ffoorr SSuupppplleem
meennttaall E
Exxeerrcciisseess
© Dr. Ed Vavra
Revised June, 2015
KISS Instructional Materials are available for free at KISSGrammar.org.
For Unit 2--A Focus on Subjects and Verbs ................................................. 2
A Focus on Single-Word Verbs ....................................................................................... 2
Ex. 6 - Single Word Verbs from Ben and Alice............................................................ 2
Ex. 7 - Simple Subjects and Verbs from “The White Fawn” [AK] .............................. 3
Ex. 8 - Identifying Simple Subjects and Verbs from “Hansel and Grethel” [AK] ....... 4
For Unit 3—Verb Phrases .............................................................................. 5
Helping Verbs (Tenses) .................................................................................................... 5
Ex. 1 - Verb Phrases (Tenses) From Ben and Alice (#1) .............................................. 5
Ex. 2 - Verb Phrases (Tenses) From Ben and Alice (#2) .............................................. 5
Ex. 3 - Identifying Verb Phrases from “Little Red Riding Hood” [AK] ...................... 6
Other Helping Verbs ........................................................................................................ 6
Ex. 4 - Identifying Verb Phrases from “The White Fawn” [AK] ................................. 6
Unit 6 –A Focus on Compounds..................................................................... 7
Ex 1 – From “The Story of the First Woodpecker” [AK] ............................................ 7
Unit 9—Prepositional Phrases ....................................................................... 8
Ex. 1 - Adding Prepositional Phrases From Ben and Alice (#1)................................... 8
Ex. 2 - Adding Prepositional Phrases from Ben and Alice (#2).................................... 8
Passages for Analysis....................................................................................... 9
Ex. 1 –“Little Rabbit” (Part 1) by Anne Schutze .......................................................... 9
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Ex. 2 – “Little Rabbit” (Part 2) by Anne Schutze ....................................................... 10
Ex. 3 – “Time to Rise” - From A Child's Garden of Verses ....................................... 10
Ex. 4 - Lesson Twenty-Seven from STANDARD FIRST READER ............................ 11
Ex. 5 - Lesson Twenty-Eight from STANDARD FIRST READER ............................. 11
Ex. 6 – “Singing” From A Child's Garden of Verse ................................................... 12
Ex. 7 - An Exercise in Capitalization and Punctuation: “The Heron” ........................ 13
Ex. 8 - Lesson Sixty-Six from the STANDARD FIRST READER .............................. 14
Ex. 9 - Lesson Seventy-Two from the STANDARD FIRST READER........................ 14
Ex. 10 - Lesson Seventy-Four from the STANDARD FIRST READER ..................... 15
FFoorr U
Unniitt 22----A
A FFooccuuss oonn SSuubbjjeeccttss aanndd V
Veerrbbss
A
A FFooccuuss oonn SSiinnggllee--W
Woorrdd V
Veerrbbss
Ex. 6 - Single Word Verbs from Ben and Alice
Note that the analysis keys include a complete analysis of each sentence for
teachers' information. For this exercise, the students are expected to identify only
the subjects and verbs.
1. We have a little white cat (DO). |
2. We like a white cat (DO). |
3. Who is {in the house}? |
4. Are you {in the house}? |
5. Here I am. |
6. Blackie ran away. |
7. Jumpity-hoppity was a little rabbit (PN). |
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8. You are one (PN) {of our many friends} {on the farm}. |
9. Mother saw the dog house (DO). |
10. They put the bird (DO) {in the house}. |
Ex. 7 - Simple Subjects and Verbs from “The White Fawn” [AK]
1. A King and Queen were perfectly happy. |
2. The crab transformed herself (DO) {into a beautiful little old woman}. |
3. I am afraid (PA). |
4. {In this superb place} dwelt six Fairies. |
5. All the Princes admired the portrait (DO) greatly. |
6. You are {in trouble}. |
7. Princess Noire now went {to the Fairy} {of the Fountain}. |
8. Princess Desirée heard {of the Prince's illness}. |
9. The Fairy {of the Fountain} was the cause (PN) {of this disaster}. |
10. The Queen threw herself (DO) {upon their necks}. |
11. She then escorted the Queen (DO) {to the most magnificent palace}. |
12. She is fifteen years [NuA] old (PA). |
13. They showed her (IO) the Prince's portrait (DO). |
14. Giroflée ran {after her mistress}. |
15. The door opened, | and a crab appeared. |
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Ex. 8 - Identifying Simple Subjects and Verbs from “Hansel and
Grethel” [AK]
1. Grethel shared her bread (DO) {with Hansel}. |
2. We are ready (PA). |
3. Hansel peeped back {at the house}. |
4. The mother led the children (DO) deep {into the wood}. |
5. We have only half (DO) a loaf {of bread}. |
“Only half a loaf” will raise long discussions among grammarians. Is “half” the direct
object, or an adjective to “loaf.” Is “only” an adjective to “half”? It can be explained in
several ways. In this case, I’ve opted for the explanation through ellipsis—“only half of a
loaf....”
6. It is the only means (PN) {of escape} {for us}. |
7. {In the back room} were two nice little beds. |
8. It was quite dark (PA). |
9. Nevertheless he comforted Grethel (DO). |
10. That is not a cat (PN). |
11. Hansel and Grethel were very happy (PA). |
12. I am Grethel's brother (PN). |
13. Then she gave them (IO) each a piece (DO) {of bread}. |
“Each” can be explained as an adjective that sometimes follows the noun (or pronoun)
that it modifies, or it can be explained as a pronoun that functions as an appositive to
“them.”
14. These are better (PA) {than pebbles}. |
15. The slice {of bread} was still smaller (PA) {than the former piece}. |
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FFoorr U
Unniitt 33—
—V
Veerrbb PPhhrraasseess
H
Heellppiinngg V
Veerrbbss ((T
Teennsseess))
Ex. 1 - Verb Phrases (Tenses) From Ben and Alice (#1)
1. Blackie will not hurt you (DO). |
2. Your home is {in town}. |
3. We will run {to the garden}. |
4. I found the little bird (DO) here {in the garden}. |
5. Who will play house (DO)? |
6. I give many good eggs (DO). |
7. Father was {in the house}. |
8. Do we have a bear picture (DO) {in this room}? |
9. You will live {in this house}. |
10. We have made a good picture (DO). |
Ex. 2 - Verb Phrases (Tenses) From Ben and Alice (#2)
1. My bird can not fly. |
2. I am {in a tree}. |
3. I will get your bird (DO) {for you} (IO). |
4. I did not color my picture (DO). |
5. You will like this school (DO). |
6. Is the little bird hurt (PA)? |
7. Jack had put a box (DO) {under Ben’s cap}. |
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8. Who is here {in the house}? |
9. Will you come {to the garden} {with me}? |
10. They made this house (DO) {with my help}. |
Ex. 3 - Identifying Verb Phrases from “Little Red Riding Hood” [AK]
Some of these sentences have been adapted to increase the variations of
verb phrases.
1. And what (DO) are you carrying {under your apron}? |
2. You will {at once} know it (DO). |
3. I have been looking {for you}. |
4. Then your grandmother will have had nothing (DO). |
5. But she had begun to look {for flowers}. |
Most grammarians would probably consider “had begun” as the (finite) verb phrase here,
and “to look” (an infinitive—verbal) as the direct object of “had begun.” But at this early
KISS Level, I would accept “had begun to look” as the verb phrase.
6. Where are you going so early, Little Red Riding Hood [DirA]? |
7. Why do you not look {about you}? |
8. Little Red Riding Hood kept going deeper and deeper {among the trees}. |
9. She was not {at all} going to be frightened (P). |
10. She will have been beloved (P) {by everyone}. |
O
Otthheerr H
Heellppiinngg V
Veerrbbss
Ex. 4 - Identifying Verb Phrases from “The White Fawn” [AK]
1. Soon you will have a daughter (DO). |
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2. We will bestow all sorts (DO) {of good gifts} {upon her}. |
3. You have only to hold this bouquet (DO), and mention each flower (DO). |
4. Prince Guerrier used to stand {before the picture} and avow his passion (DO). |
5. The Prince's portrait had been painted (P) {by a clever artist}. |
6. It will be the death (PN) {of me}. |
7. I am not going to scold you (DO). |
8. Hunting had ever been his favourite pastime (PN). |
“Hunting” is a verbal—a verb used as a noun, adjective, or adverb. In this case, it is a
gerund (one of the three types of verbals), and it functions, obviously, as the subject of
the sentence. Verbals are the focus of KISS Level 4.
9. The six Fairies will have been living {in the apartment} {for a long time}. |
10. But where have you seen her (DO)? |
U
Unniitt 66 ––A
A FFooccuuss oonn C
Coom
mppoouunnddss
Ex 1 – From “The Story of the First Woodpecker” [AK]
1.) {In the days} {of long ago} the Great Spirit came down {from the sky} and talked
{with men}.
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2.) The woman made a very little cake (DO) and put it (DO) {on the fire}. |
3.) {With a loud cry} she rose {from the earth} and flew away {to the forest}. |
4.) So she put it (DO) away and made a small one (DO). |
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5.) And {to this day} all woodpeckers live {in the forest} and hunt {for their food}
{in the bark} {of trees}.
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6.) You shall go out {into the forest} and hunt {for your food} {in the bark} {of trees}. |
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Unniitt 99—
—PPrreeppoossiittiioonnaall PPhhrraasseess
Ex. 1 - Adding Prepositional Phrases From Ben and Alice (#1)
1. Ben ran {to Alice}. |
2. The monkey ran {up a tree}. |
3. I want to play {with Ben}. |
At this point in their work, “to play” can be explained as part of the verb
phrase. Later, students will learn that it is a verbal (infinitive) that functions
as the direct object of “want.”
4. The monkey put the cap (DO) {on his head}. |
5. The monkey ran {down the tree}. |
6. They found a man (DO) {at the door} {of the zoo}. |
7. Will you find Ben (DO) {for me}? |
8. *You* Draw a tree (DO) {by the house} {for us}. |
9. Will you draw the picture (DO) {of a girl} {for us}? |
10. Alice ran {to the big tree} {in the garden}. |
Ex. 2 - Adding Prepositional Phrases from Ben and Alice (#2)
1. Father monkey ran {after baby monkey}. |
2. The box was {under the table}. |
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3. Mother sat down {in a chair} {by the door}. |
4. Then you will like a book (DO) {about the zoo}, too. |
5. They went {at once} {to the store}. |
6. Will you draw a little cat (DO) {for the girl}? |
7. You may keep my mouse (DO) {for a pet} {at school}. |
8. {Down the road} went the pony {with Ben} {on his back}. |
9. You will find the picture (DO) {of a monkey} {on the blue book}. |
10. {Out of the house} he went and {down the road} {to New Town}. |
PPaassssaaggeess ffoorr A
Annaallyyssiiss
Ex. 1 –“Little Rabbit” (Part 1) by Anne Schutze
*You* Stop, | *You* Stop, Little Rabbit [DirA]! |
Where
are you going? |
*You* Do not run away {from me}. |
I can not see you (DO), now. |
Where
are you, Little Rabbit [DirA] ? |
Oh [Inj], now I see you (DO)! |
You are {behind the flowers}. |
You are {in the pretty clovers}. |
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Ex. 2 – “Little Rabbit” (Part 2) by Anne Schutze
*You* Stop, | *you* stop, Little Rabbit [DirA] ! |
*You* Do not eat the clovers (DO). |
They are so pretty (PA). |
They are so white (PA). |
They are white (PA) {like your ears} [#1]. |
The clovers
are so little (PA), now. |
Soon
they will be big (PA). |
Then
you may eat them (DO). |
Good-bye [Inj], Little Rabbit [DirA], good-bye [Inj]. |
Note
1. This “like” phrase can be seen as adverbial to the adjective “white,” or as
adverbial to the verb “are,” or as adjectival to “They.” But since it is so far
from “They,” our brains probably process it as adverbial. [Note that this is
not a question that first graders are expected to address.]
Ex. 3 – “Time to Rise” - From A Child's Garden of Verses
A birdie {with a yellow bill}
Hopped {upon my window sill},
Cocked his shining eye (DO) and said:
[DO "Ain't you 'shamed [#1], you sleepy-head [#2] ! "] |
Notes
1. Some grammarians will probably see “’shamed” here as a complement, a predicate adjective.
At this point in the students’ work, I would accept either explanation.
2. Grammar textbooks do not deal with real sentences, so I doubt that you will find an
explanation of “you sleepy-head” in any of them. In KISS, the easiest explanation is to
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consider both words as Direct Address. When they get to appositives (KISS Level 5.4),
some people may prefer to explain both words as appositives to the subject “you.”
Ex. 4 - Lesson Twenty-Seven from STANDARD FIRST READER
Fish swim {in the water}. |
They can not live long {out of the water}. |
They have many small gills (DO),
[Adj. to "gills" {through which} they breathe]. |
Fish lay many eggs (DO). |
Have you seen a fish swim [#1] ? |
It moves its tail (DO) [Adv. (time) to "moves" when it swims]. |
Fish are {of many colors} (PA). |
Some fish have colors (DO) {like the rainbow} [#2]. |
Notes
1. Students will probably mark “fish” as a complement. In KISS Level 4, they will learn that
“fish” is the subject of the verbal (infinitive) “swim,” and that the infinitive phrase (“a
fish swim”) functions as the direct object of “Have seen.”
2. I have analyzed the prepositional phrase “like a rainbow” as an adjective to “colors” because
the psycholinguistic model suggests that we will chunk words or constructions to the
nearest word that makes sense. In terms of meaning, however, it can also be viewed as an
adjective to “fish” and/or as an adverb to “have.”
Ex. 5 - Lesson Twenty-Eight from STANDARD FIRST READER
The peach-tree is {in the garden}. |
There [#1] are leaves (PN) {on the tree}. | They are green (PA). |
The tree has pink flowers (DO) {on it}. |
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These flowers are called (P) blossoms (RPN) [#2]. |
The peach-blossoms fall {to the ground}
[Adv. to "fall" when the peaches begin to grow]. |
A peach is {at first} green (PA). |
Then it turns ripe (PA), | and we may eat it (DO). |
A peach-stone is {inside of the peach}. |
Notes
1. This sentence will give students problems. There are three ways of explaining “There.” In
KISS Level 2.1.3, it is explained as an expletive, as a subject, or as an adverb. The latter
two explanations make “leaves” the subject.
2. Here, students should be expected to mark “blossoms” with a “C” for complement. At KISS
Level 5.7, they will learn that it is a retained predicate noun after the passive “are called.”
Ex. 6 – “Singing” From A Child's Garden of Verse
{Of speckled eggs} the birdie sings
And {*of* nests} {among the trees}; |
The sailor sings {of ropes and things}
{In ships} {upon the seas}. |
The children sing {in far Japan}, |
The children sing {in Spain}; |
The organ {with the organ man}
Is singing {in the rain}. |
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How Much I Can Explain
The only word(s) that I would not expect students to be able to explain at this
point in their work would be “nests,” because they may not see that the “and” is
connecting “eggs” and “nests.”
Total
%
Explained
of Text
27
27
60 %
+ Adjectives & Adverbs (not in prep phrases)
5
32
71 %
+ Coordinating Conjunctions
1
33
73 %
+ Words in S / V / C patterns
11
44
98 %
Total Words = 45
Words
Words in Prep Phrases
Ex. 7 - An Exercise in Capitalization and Punctuation: “The Heron”
The original is:
The heron is a large, strange-looking bird. He has very long thin legs,
and his bill also is very long. He likes to live apart from other birds. Herons
make nests of sticks and wool. They often stand quite still in shallow water
and watch for fish.
The heron is a large, strange-looking bird (PN). | He has very long thin
legs (DO), | and his bill also is very long (PA). | He likes to live [#1] apart {from
other birds} [#2]. | Herons make nests (DO) {of sticks and wool}. | They often
stand quite still {in shallow water} and watch {for fish}. |
Notes
1. Technically, “to live” is a verbal (infinitive) that functions as the direct object of “likes,” but at
this point in their work, students can underline “likes to live” as the verb.
2. Webster’s on-line dictionary includes “apart from” as a preposition, but “apart” is also given as
an adverb. Thus “from other birds” can be viewed as a prepositional phrase that modifies
the adverb “apart.” Either explanation is acceptable.
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Ex. 8 - Lesson Sixty-Six from the STANDARD FIRST READER
Alfred Tennyson was a poet (PN). | He wrote {about a king} named
Arthur [#1]. | King Arthur had brave men (DO) {around him}, called knights [#1].
| The knights were always kind (PA), and took care (DO) {of the sick} and {of
the poor}. | They wore coats (DO) {of steel}, and carried swords (DO) and [#2]
shields (DO) and spears (DO). | They wore steel caps (DO), called helmets [#1]. |
King Arthur was brave (PA) , and loved truth (DO) and honor (DO). |
Notes
1. “Arthur” is a retained predicate noun after the passive verbal (gerundive) “named.” “Named”
functions as an adjective to “king.” For more on this, see Section 4.3 “A Focus on
Gerundives in KISS Level 4 - Verbals.” The same construction appears in “called
knights” (which modifies “men”), and in “called helmets” (which modifies “caps”).
2. Note the use of this “and” in a series.
Ex. 9 - Lesson Seventy-Two from the STANDARD FIRST READER
Bees make honey (DO). | They find the honey (DO) {in the flowers}. |
Have you ever seen a beehive (DO)? | The beehive is a nice home (PN) {for the
bee} [#1] [Adv. to "is" when it is not flying {among the flowers}]. | Honey is
made (P) {in combs}. | The combs are wax (PN), and are full (PA) {of little
pockets}, called cells [#2]. | The honey is put (P) {in the cells}. | Each cell has six
sides (DO). | The comb is called (P) a honeycomb (RPN) [#3] . | The worker bee is
always busy (PA). |
Notes
1. “For the bee” can be seen as an adjective to “bee” or as an adverb to “is.” (Note how the
sentence can be restructured—“For the bee, the beehive is a nice home. . . .”
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2. “Cells” is a retained predicate noun after the passive verbal (gerundive) “called.” “Called”
functions as an adjective to “pockets.” For more on this, see Section 4.3 “A Focus on
Gerundives in KISS Level 4 - Verbals.”
3. “Honeycomb” is a retained predicate noun after the passive “is called.” See KISS Level 5.7 Passive Voice and Retained Complements.
Ex. 10 - Lesson Seventy-Four from the STANDARD FIRST READER
The man planted some seeds
(DO)
(DO)
up [Adv. (purpose) to "covered" so
Spring} the warm sun found them (DO).
{into the ground}.
|
{in the ground}. Then he covered them
that they would be warm (PA)]. | {In the
| Then the seeds sent little white roots (DO)
| They were fed (P) {in the soft, warm earth}. | Then little green leaves
and stems began to grow. |