Download Unit 1 - KISS Grammar

T
Thhee T
Teeaacchheerrss’’ G
Guuiiddee
ttoo T
Thhee T
Thhiirrdd K
KIISSSS G
Grraam
mm
maarr B
Booookk
The study of grammar is a science.
The teaching of grammar is an art.
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Unit 1 – Review .......................................................................................................... 5
Ex. 1 - Punctuation .................................................................................................... 5
Ex. 2 - Helping Verbs................................................................................................ 5
Ex. 3 - Phrasal Verbs from My Book of Favorite Fairy Tales ...................................... 5
Ex. 4 - The “To” Problem ......................................................................................... 7
Ex. 5 - Writing Sentences with “To” and “Too” ....................................................... 7
Ex. 6 - Complexities in S/V/C patterns ..................................................................... 7
Ex. 7 – Complexities in Prepositional Phrases .......................................................... 7
Ex. 8 - Compound Main Clauses .............................................................................. 7
Unit 2 - Subordinate Clauses as Direct Objects ...................................................... 7
IM ..................................................................................................................................... 7
Ex. 1 – ....................................................................................................................... 7
Ex. 2. – ...................................................................................................................... 7
Ex. 3 – ....................................................................................................................... 7
Quotation Marks to indicate words that are spoken ......................................................... 7
Ex. 4 – ....................................................................................................................... 7
Ex. 5 – ....................................................................................................................... 7
Ex. 6 – ....................................................................................................................... 7
Ex. 7 – Fix the Punctuation ....................................................................................... 8
Unit 3 – Introduction to Number and Case ............................................................. 8
IM Number ....................................................................................................................... 8
Ex. 1 – ....................................................................................................................... 8
Ex. 2 – ....................................................................................................................... 8
IM Case ............................................................................................................................ 8
Ex. 3 – ....................................................................................................................... 8
Ex. 4. – ...................................................................................................................... 8
Ex. 5 – Mixed ............................................................................................................ 8
Ex. 6 – Fix the Punctuation ....................................................................................... 8
Unit 4 - Finite Verb or Verbal? ................................................................................ 8
1. “Let” and Make” [Need IM] ........................................................................................ 8
Ex. 1 – ....................................................................................................................... 8
Ex. 2 – ....................................................................................................................... 9
Ex. 3 – Noun Test ..................................................................................................... 9
Ex. 4 – Noun Test ..................................................................................................... 9
The “To” Test ................................................................................................................... 9
Ex. 5 – “To” Test ...................................................................................................... 9
Ex. 6 – “To” Test ...................................................................................................... 9
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The Sentence Test ............................................................................................................ 9
Ex. 7 – SentenceTest ................................................................................................. 9
Ex. 8 – SentenceTest ................................................................................................. 9
Summary IM .................................................................................................................... 9
Ex. 9 – Mixed ............................................................................................................ 9
Ex. 10 – Mixed .......................................................................................................... 9
Ex. 11 – Fix the Punctuation ..................................................................................... 9
Unit 5 – Vocabulary ................................................................................................. 10
Ex. 1 - Abstract and Concrete Words (and Phrases)................................................... 10
Ex. 2 - Synonyms [Not Needed] ................................................................................. 10
Ex. 3 – Antonyms [Not Needed] ................................................................................ 10
Ex. 4 - Fill in the Blanks with Interesting Verbs [NA] ............................................... 10
Ex. 5 – Prefixes ....................................................................................................... 10
Ex. 6. – Suffixes ...................................................................................................... 10
Ex. 7 - Fix the Punctuation...................................................................................... 10
Unit 6 - Statistical Stylistics .................................................................................... 11
Ex. 1 – Edit a text .................................................................................................... 11
Ex. 2 – Statistical Analysis of a Student’s Writing ................................................. 11
Ex. 3 – Writing in Response to a Prompt ................................................................ 11
Ex. 4 – Statistical Analysis of My Own Writing (in Ex. 3) .................................... 11
Ex. 5 – Sentence Building with Modifiers .............................................................. 11
Ex. 6 – Sentence Combining ................................................................................... 11
Ex. 7 – Sentence De-combining .............................................................................. 11
Ex. 8 – Fix the Punctuation ..................................................................................... 11
Unit 7 - The Logic of Modifiers .............................................................................. 12
Need IM.......................................................................................................................... 12
The Logic of Adjectives and Adverbs (KISS Level 1.2, Ex. 11) ................................... 12
Ex. 1 – AA .............................................................................................................. 12
Ex. 2 – AA .............................................................................................................. 12
The Logic of Prepositional Phrases (KISS Level 1.5, Ex.10) ........................................ 12
Ex. 3 – PP ................................................................................................................ 12
Ex. 4 – PP ................................................................................................................ 12
Ex. 5 – Revising by adding modifiers of time and space ........................................ 12
Ex. 6 – Revising by adding modifiers ..................................................................... 12
Ex. 7 – Fix the Punctuation ..................................................................................... 12
Unit 8 - More Practice with Sub Clauses as Direct Objects ................................ 12
Ex. 1 – ..................................................................................................................... 12
Ex. 2 – ..................................................................................................................... 12
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Ex. 3 – ..................................................................................................................... 12
Ex. 4 – ..................................................................................................................... 12
Ex. 5 – Fix the Punctuation ..................................................................................... 12
Unit 9 – Vocabulary ................................................................................................. 13
Ex. 1 – Abstract and Concrete Words ..................................................................... 13
Ex. 2 – Synonyms ................................................................................................... 13
Ex. 3 – Antonyms.................................................................................................... 13
Ex. 4 – Fill in the blank with interesting verbs ....................................................... 13
Ex. 5 – Prefixes ....................................................................................................... 13
Ex. 6. Suffixes ......................................................................................................... 13
Ex. 7 - Fix the Punctuation...................................................................................... 13
Unit 10 – Passages for Analysis .............................................................................. 13
Ex. 1 – ..................................................................................................................... 13
Ex. 2 – ..................................................................................................................... 13
Ex. 3 – ..................................................................................................................... 13
Ex. 4 – ..................................................................................................................... 13
Ex. 5 – ..................................................................................................................... 13
Ex. 6 – Fix the Punctuation ..................................................................................... 13
Unit 11 – A Play: Aesop’s “The Hare and the Tortoise” ..................................... 14
THE HARE AND THE TORTOISE.............................................................................. 14
Ex. 1 - A KISS Grammar Passage for Analysis ......................................................... 14
Ex. 2 -- Part Two ........................................................................................................ 15
Ex. 3 – Rhys’ “The Hare and the Tortoise” ................................................................ 16
Ex. 4 – Detmold’s “The Hare and The Tortoise” ....................................................... 18
Ex. 5 – Herford’s THE HARE AND THE TORTOISE ............................................. 20
Ex. 6 [W]- Writing Assignments for “The Hare and the Tortoise” ............................ 22
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U
Unniitt 11 –– R
Reevviieew
w
Ex. 1 - Punctuation
Ex. 2 - Helping Verbs
Ex. 3 - Phrasal Verbs from My Book of Favorite Fairy Tales
The primary objective of these assignments is to stop students from marking
things such as “off Curdken’s hat” (in the first sentence) as a prepositional phrase. These
analysis keys do not include all the possible options for the phrasal verbs. For example,
“put on” could be considered a finite verb phrase, or the “on” could be described as an
adverb.
1. The wind blew off Curdken's hat (DO). |
2. Then she drove on the geese (DO) and sat down again {in the meadow}. |
“On the geese” as a prepositional phrase presents an interesting image.
3. And Curdken went on telling (DO) the king (IO) his story (DO). |
The easy part here is that “story” is the direct, and “king” the indirect object of “telling.”
“Telling” itself can be explained in several ways within KISS. If we look at “went on” as
meaning “kept,” some grammars include “keep” among helping verbs. Thus, “telling”
can be considered part of the finite verb phrase. Alternatively, it could be described as a
verbal (gerund) that functions as the direct object of “went on.” It can also be explained
as a gerund that functions as a Noun Used as an Adverb. The important thing in this
exercise, of course, is that students should not mark “on telling” as a prepositional phrase.
4. The princess put on her maid's shabby clothes (DO). |
5. *You* Just look at the beautiful flowers (DO). |
In this case, look {at ... flowers} would also be acceptable.
6. The Wolf made a jump (DO) {out of bed} and swallowed down poor Little Red
Riding Hood (DO) also. |
7. "*You* Leave off that noise (DO)." |
“Leave off” means “stop.” The important thing is that the students do not mark “off that
noise” as a prepositional phrase.
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8. {Upon a clear space} he had turned out his sack (DO) {of jewels}, [Adv. (result) to
“turned out” so
that he could count and admire them (DO)]. |
9. Then she took her clumsy shoe (DO) {off her left foot} and put on the golden slipper
.|
(DO)
“On” clearly means “on her left foot.”
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Ex. 4 - The “To” Problem
Ex. 5 - Writing Sentences with “To” and “Too”
Ex. 6 - Complexities in S/V/C patterns
Ex. 7 – Complexities in Prepositional Phrases
Ex. 8 - Compound Main Clauses
U
Unniitt 22 -- SSuubboorrddiinnaattee C
Cllaauusseess aass D
Diirreecctt O
Obbjjeeccttss
IIM
M
Ex. 1 –
Ex. 2. –
Ex. 3 –
Q
Quuoottaattiioonn M
Maarrkkss ttoo iinnddiiccaattee w
woorrddss tthhaatt aarree ssppookkeenn
(Level 1.7, Ex. 8)
Ex. 4 –
Ex. 5 –
Ex. 6 –
Ex. 7 - A Sick Family of Tomatoes Joke
There was a family (PN) {of tomatoes}. | There was a mom (PN), a dad (PN),
and a baby (PN). | They were taking a walk (DO). |
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The
dad noticed [DO that the baby was slacking behind]. | The dad
walked over {to the baby} and squashed it (DO). |
The
dad says, “Ketchup!” (DO) |
You might want to explain out that the joke depends upon a pun, a play on words.
Ex. 8 – Fix the Punctuation
U
Unniitt 33 –– IInnttrroodduuccttiioonn ttoo N
Nuum
mbbeerr aanndd C
Caassee
IIM
MN
Nuum
mbbeerr
Ex. 1 –
Ex. 2 –
IIM
MC
Caassee
Ex. 3 –
Ex. 4. –
Ex. 5 – Mixed
Ex. 6 – Fix the Punctuation
U
Unniitt 44 -- FFiinniittee V
Veerrbb oorr V
Veerrbbaall??
11.. ““L
Leett”” aanndd M
Maakkee”” [[N
Neeeedd IIM
M]]
Ex. 1 –
9
Ex. 2 –
Ex. 3 – Noun Test
Ex. 4 – Noun Test
T
Thhee ““T
Too”” T
Teesstt
Ex. 5 – “To” Test
Ex. 6 – “To” Test
T
Thhee SSeenntteennccee T
Teesstt
Ex. 7 – SentenceTest
Ex. 8 – SentenceTest
SSuum
mm
maarryy IIM
M
Ex. 9 – Mixed
Ex. 10 – Mixed
Ex. 11 – Fix the Punctuation
10
U
Unniitt 55 –– V
Vooccaabbuullaarryy
I have no idea of how well first graders will be able to understand the distinction,
but the exercises should help.
Ex. 1 - Abstract and Concrete Words (and Phrases)
The four numbered questions in this can obviously be separated into four different
assignments.
Possible Responses for Question # 1
1.
Concrete
lakes
Concrete
streams
Concrete
rivers
Concrete
babies
Abstract
bodies of water
2.
brother
wife
summer
daughter
relatives
3.
4.
5.
6.
7.
8.
monkeys
village
creatures
trout
dwarfs
cheek
squirrels
town
animals
minnow
fairy
foot
branches
second
window
body
sheep
face
elephants
city
beasts
shark
ogre
rich
animals
places
living things
fish
imaginary beings
body parts
9.
10.
spider
glass
ant
flowers
buffalo
weeds
tick
vegetables
insects
plants
grocery
North
America
drug
apple
stores
Mississippi
Europe
continents
roar
day
gift
howl
creature
peach
(loud) noises
time periods
fruits
11. department
12.
Africa
13.
14.
15.
scream
year
pear
tight
month
apple
Ex. 2 - Synonyms [Not Needed]
Ex. 3 – Antonyms [Not Needed]
Ex. 4 - Fill in the Blanks with Interesting Verbs [NA]
Ex. 5 – Prefixes
Ex. 6. – Suffixes
Ex. 7 - Fix the Punctuation
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U
Unniitt 66 -- SSttaattiissttiiccaall SSttyylliissttiiccss
Ex. 1 – Edit a text
Ex. 2 – Statistical Analysis of a Student’s Writing
The number of words and the number of prepositional phrases per sentence
Ex. 3 – Writing in Response to a Prompt
Ex. 4 – Statistical Analysis of My Own Writing (in Ex. 3)
Ex. 5 – Sentence Building with Modifiers
Ex. 6 – Sentence Combining
Ex. 7 – Sentence De-combining
Ex. 8 – Fix the Punctuation
12
U
Unniitt 77 -- T
Thhee L
Looggiicc ooff M
Mooddiiffiieerrss
N
Neeeedd IIM
M
T
Thhee L
Looggiicc ooff A
Addjjeeccttiivveess aanndd A
Addvveerrbbss ((K
KIISSSS L
Leevveell 11..22,, E
Exx.. 1111))
Ex. 1 – AA
Ex. 2 – AA
T
Thhee L
Looggiicc ooff PPrreeppoossiittiioonnaall PPhhrraasseess ((K
KIISSSS L
Leevveell 11..55,, E
Exx..1100))
Ex. 3 – PP
Ex. 4 – PP
Ex. 5 – Revising by adding modifiers of time and space
Ex. 6 – Revising by adding modifiers
Ex. 7 – Fix the Punctuation
U
Unniitt 88 -- M
Moorree PPrraaccttiiccee w
wiitthh SSuubb C
Cllaauusseess aass D
Diirreecctt O
Obbjjeeccttss
Ex. 1 –
Ex. 2 –
Ex. 3 –
Ex. 4 –
Ex. 5 – Fix the Punctuation
13
U
Unniitt 99 –– V
Vooccaabbuullaarryy
Ex. 1 – Abstract and Concrete Words
Ex. 2 – Synonyms
Ex. 3 – Antonyms
Ex. 4 – Fill in the blank with interesting verbs
Ex. 5 – Prefixes
Ex. 6 – Suffixes
Ex. 7 – Fix the Punctuation
U
Unniitt 1100 –– PPaassssaaggeess ffoorr A
Annaallyyssiiss
Ex. 1 –
Ex. 2 –
Ex. 3 –
Ex. 4 –
Ex. 5 –
Ex. 6 – Fix the Punctuation
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U
Unniitt 1111 –– A
A PPllaayy:: A
Aeessoopp’’ss ““T
Thhee H
Haarree aanndd tthhee T
Toorrttooiissee””
This section contains Stevenson’s dramatic version plus two prose versions of the
fable and Herford’s poetic version. At this point in the year, I suggest that the students at
least read (and discuss?) all four versions. The extent to which the students do the
grammatical analysis is, of course, up to the teachers. I’m curious about the writing
assignment.
T
TH
HE
EH
HA
AR
RE
EA
AN
ND
DT
TH
HE
ET
TO
OR
RT
TO
OIISSE
E
Have the students read aloud and/or perform “The Hare and the Tortoise” from
Augusta Stevenson’s Children’s Classics in Dramatic Form. In the process, have the
students analyze the text (in the exercise below). Most students may find that they can
identify the function of almost all of the words.
Ex. 1 - A KISS Grammar Passage for Analysis
This is Stevenson’s dramatic version. It is broken into two parts so that you can
assign just half—or all of it. (Do one part in class and the other as homework?)
Remember to focus the students’ attention on how much of this play, taken word for
word from the original book, they can already explain.
THE HARE AND THE TORTOISE
Part One
[The Hare walks in slowly, and sits {under a tree}. | The Birds are singing
{above him}. |]
Hare. It is too warm (PA)! | *You* Sing me (DO) {to sleep}, birds [DirA]. |
*You* Please sing me (DO) {to sleep}. |
Birds. Tweet, tweet! Tweet, tweet, tweet! Tweet, tweet!
[The Tortoise creeps in. |]
Hare. Where are you going, tortoise [DirA]?
Tortoise. I am out {for a walk}, sir [DirA].
|
Hare. Why do you not go out {for a run}?
|
Birds. Ha, ha, ha!
|
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Hare. How would you like to race [#1] {with me}?
Tortoise. I will race {with you}, sir [DirA].
|
|
Birds. Ha, ha, ha, ha!
Ex. 2 -- Part Two
Hare. We will race {to that field} {over there}. | *You* Come now. | Are you
ready (PA)?
|
Tortoise. I am. | *You* Please count {for us}, birdies [DirA].
|
Birds. One—two—three— Go!
[The Hare runs. | The Tortoise creeps. | The Hare soon reaches a tree (DO)
and stops. |]
Hare. It is so warm (PA)! | I will take a little nap (DO) here. | I can easily get {to
the field} first.
|
[He sits, and is soon asleep. | Soon the Tortoise creeps {by him}. | The Tortoise
creeps on and on. | The Birds follow quietly. | The Tortoise reaches the
field (DO). |]
Tortoise. I am {at the field}!
| I am at the field!
Birds. Tweet, tweet! Tweet, tweet, tweet!
[The Hare wakes and jumps up. |]
Tortoise. I have won the race (DO), friend [#2] hare [DirA]!
|
Hare. Well—well—well!
Birds. Ha, ha, ha, ha, ha, ha!
Notes
1. Technically, “to run” is a verbal (infinitive) that functions as the direct object of “like,”
but at this level students may simply underline the whole thing as the verb phrase.
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2. This “friend” can be processed either as an adjective to “hare,” or as a separate
instance of Direct Address.
Ex. 3 – Rhys’ “The Hare and the Tortoise”
An interesting thing about this one is that the speaker tags are in parentheses—
parenthetical expressions. This, I would suggest, supports the KISS view that such tags are
interjections. In each case, the direct object of “says” is the entire sentence in which the tags are
embedded. I’ve included the original and its analysis key.
The Hare and the Tortoise (AK of Adapted)
A Hare jeered {at a Tortoise} {for the slowness} {of his pace}.
| But the
Tortoise laughed and said [DO that he would run {against her} and beat her
(DO)
|
|
any day [NuA] ]. “*You* Come on,” (said the Hare), “you shall soon see [DO
what [#1] my feet are made (P) of].” | They agreed to start [#2] {at once}. | The
Tortoise jogged along, {without a moment’s stopping}, {at his usual steady pace}. | The
Hare treated the whole matter (DO) very lightly. | She would first take a little nap
(DO)
(she said), | and she should soon overtake the Tortoise (DO). | Meanwhile the
Tortoise plodded on, | but the Hare overslept and arrived {at the goal} late. |
The Tortoise had
got in {before her}. |
Slow and steady wins the race (DO). |
Notes
1. This “what” functions both as a subordinating conjunction and as the object of the preposition
“of.” Tell the students that they are expected to be confused by it—they haven’t studied it
yet.
2. From first graders, I’d accept “agreed to start” as the verb phrase. Technically, “to start” is a
verbal (infinitive) that functions as the direct object of “agreed.”
The Hare and the Tortoise (Original)
A Hare jeered at a Tortoise for the slowness of his pace. But he laughed and said,
that he would run against her and beat her any day she would name. “Come on,” said the
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Hare, “you shall soon see what my feet are made of.” So it was agreed that they should
start at once. The Tortoise went off jogging along, without a moment’s stopping, at his
usual steady pace. The Hare, treating the whole matter very lightly, said she would first
take a little nap, and that she should soon overtake the Tortoise. Meanwhile the Tortoise
plodded on, and the Hare oversleeping herself, arrived at the goal, only to see that the
Tortoise had got in before her.
Slow and steady wins the race.
Rhys, Ernest. Ed. (AK of the original)
A Hare jeered {at a Tortoise} {for the slowness} {of his pace}.
| But he [#1]
laughed and said, [DO that he would run {against her} and beat her (DO) any
day [NuA] [Adj. to “day” she would name]]. | “*You* Come on,” [ [#2] said the
Hare] , | “you shall soon see [DO what [#3] my feet are made (P) of.]” | So it was
agreed (P) [ [#4] that they should start {at once}]. | The Tortoise went off jogging
[#5]
|
along, {without a moment’s stopping}, {at his usual steady pace}. The Hare, treating the
whole matter [#6] very lightly, said [DO she would first take a little nap (DO)], and
[DO that she should soon overtake the Tortoise (DO)]. | Meanwhile the Tortoise
plodded on, | and the Hare oversleeping herself [#7], arrived {at the goal}, only to see
[#8]
[DO that the Tortoise had got in {before her}]. |
Slow and steady wins the race (DO). |
Notes
1. Note how easy it is to interpret this “he” as the Hare and not the Tortoise.
2. KISS considers this “said” clause as an interjection. See Exercise 3 in KISS Level 3.2.3.
3. This “what” functions both as a subordinating conjunction and as the object of the preposition
“of.”
4. This “that” clause functions as a Delayed Sentence—“That they should start at once was
agreed.” See KISS Level 5.6 - Delayed Subjects and Sentences.
5. “Jogging” can be explained both as a gerundive that modifies “Tortoise” and/or as a gerund the
functions as a Noun Used as an Adverb.
6. “Matter” is the direct object of the gerundive “treating.” “Treating” modifies “Hare.”
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7. “Herself” is the direct object of the gerundive “oversleeping.” The gerundive phrase modifies
“Hare.”
8. “To see” is an infinitive that functions as an adverb (of result) to “arrived.”
Ex. 4 – Detmold’s “The Hare and The Tortoise”
I have included the original and its analysis key so you can see how it was adapted. You
may want to read the original to your students.
(Adapted for first grade) AK
WHAT a Dull Heavy Creature (says a Hare) is this same Tortoise (PN) [#1] !
|
And yet (says the Tortoise) I’ll run {with you} {for a wager}. | The Hare agreed, |
and the Fox, {by consent}, was the Judge (PN). | They started together, | and the
Tortoise kept jogging, [Adv. to “kept jogging” until he came {to the end} {of the
|
course}]. The Hare lay down about midway [NuA], and took a nap (DO).
| I can (says
he) catch up {with the Tortoise} [Adv. to “can catch up” when I please]. | He overslept. | He awoke and scudded away as fast [Adv. to the previous “as” as he
could]. | But the Tortoise got {to the post} {before him}, and won the wager (DO). |
The Moral
Up and be Doing is a good idea (PN). | Action is the business (PN) {of life}. |
We will never come {to the end} {of our journey} {in time}, [Adv. (condition) to “never”
if we sleep {by the way}]. |
Note
1. Optionally, “Creature” could be considered the predicate noun, and “Tortoise,” the
subject.
Detmold, Edward. “The Hare and the Tortoise” (original)
From Edward Detmold’s The Fables of Aesop. London; New York: Hodder & Stoughton, 1909.
19
WHAT a Dull Heavy Creature (says a Hare) is This same Tortoise! And yet (says
the Tortoise) I'll run with you for a Wager. ’Twas Done and Done, and the Fox, by
Consent, was to be the Judg. They started together, and the Tortoise kept Jogging on still,
’till he came to the End of the Course. The Hare lay’d himself down about Midway, and
took a Nap; for, says he, I can fetch up the Tortoise when I please: But he Over-slept
himself it seems, for when he came to wake, though he scudded away as fast as ’twas
possible, the Tortoise got to the Post before him, and Won the Wager.
The Moral
Up and be Doing, is an Edifying Text; for Action is the Business of Life, and
there’s no Thought of ever coming to the End of our Journey in time, if we sleep by the
Way.
Detmold, Edward. The Hare and the Tortoise (Original—AK)
WHAT a Dull Heavy Creature (says a Hare) is This same Tortoise (PN) [#1] !
|
And yet (says the Tortoise) I'll run {with you} {for a Wager}. | ’Twas Done (PA)
and Done (PA) [#2], | and the Fox, {by Consent}, was *going* to be [#3] the Judg
(PN).
| They started together, | and the Tortoise kept Jogging on still, [Adv. (time)
to “kept Jogging” ’till he came {to the End} {of the Course}]. | The Hare lay’d
himself (DO) down about Midway [NuA], and took a Nap (DO) ; | for [#4] , says he, I
can fetch up the Tortoise (DO) [Adv. to “can fetch up” when I please]: | But he
Over-slept himself (DO) [ [#5] it seems], [[#4] for [Adv. (time) to “got” when he
came to wake], [Adv. (concession) to “got” though he scudded away as fast [Adv.
(degree) to the previous “as” as ’twas possible (PA) ]], the Tortoise got {to the Post}
{before him}, and Won the Wager (DO) ].
|
The Moral
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Up and be Doing, is an Edifying Text (PN); | for Action is the Business
(PN) {of
Life},
| and there’s no Thought (PN) {of ever coming} {to the End} {of our
Journey} {in time}, [Adv. (condition) to “no” if we sleep {by the Way}].
|
Notes
1. Optionally, “Creature” could be considered the predicate noun, and “Tortoise,” the
subject.
2. “Done” is a gerundive that can be viewed here as functioning as a predicate adjective.
Alternatively, “done” can be seen as part of a passive finite verb phrase. See
Exercise # 2 in KISS Level 5.7.
3. For more on this, see Exercise # 8 in KISS Level 5.7.
4. For more on this, see KISS Level 3.2.2 - "So" and "For" as Conjunctions.
5. As with the speaker tags, KISS views this “it seems” as an interjection. See Exercise 2
in KISS Level 3.2.3.
Ex. 5 – Herford’s THE HARE AND THE TORTOISE
I’ve included this in the First Grade book for students to read and discuss (as a
poem) in relation to the other versions of “The Hare and the Tortoise” that they will be
reading. The analysis key is FYI.
A HARE one day [NuA] a Tortoise (DO) chaffed
|
{On her slow gait}. The Tortoise laughed.
|
“’Tis true (PA) [ [#1] I’m slowest (PA) {of the slow} [#2] ]
And [ [#1] you’re the fastest thing (PN) [Adj. to “thing” I know]]; |
Yet {notwithstanding your swift pace} [#3],”
[ [#4] Said she,] “I’ll beat you (DO) {in a race}.” |
The Hare consented, half [NuA] {in jest},
To put the matter [#5] {to the test}, |
And off they started. | {Like a flash},
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Half [NuA] {round the course} {in one swift dash},
Bounded the Hare; [#6] then, feeling sure [#7]
[DO That victory was now secure],
Sat down to rest [#8] — and fell asleep. |
Meanwhile his Rival, creep [NuA], creep [NuA], creep [NuA],
Came slowly on, caught up, and passed. |
Creep-creep [NuA], creep-creep [NuA], [ [#9] until {at last}
The Hare awaking [#10], rubbed his eyes (DO)
And saw, {to his intense surprise},
[DO (of “saw”) The Tortoise, faithful [#11] {to her boast},
Was waiting {at the winning-post}]]. |
Notes
1. These two clauses function as Delayed Subjects to the “It” in “’Tis.” See KISS Level
5.6 - Delayed Subjects and Sentences.
2. As these notes will suggest, the syntax of poetry raises many questions. In this case,
I’ve marked “slowest” as a predicate adjective (which makes “of the slow” an
adverb). Given the metrical constraints of poetry, however, we could assume an
ellipsed “the.” A “the” before an adjective often makes the adjective a noun. From
that perspective, “of the slow” would function as an adjective.
3. I’ve never seen “notwithstanding” on a list of prepositions, but my guess is that by the
time they get to analyzing this poem, most students will clearly see that it
functions as a preposition.
4. KISS explains this clause as an interjection. See KISS Level 3.2.3 - Interjection? Or
Direct Object?
5. “Matter” is the direct object of the infinitive “to put.” The infinitive phrase functions as
the direct object of “consented.” (I can see somewhat saying that “what” is not a
question we put after “consent”—we consent “to” something. In that case, they
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can see “to” as a preposition here, and the infinitive “put” as the object of that
preposition.
6. The semicolon holds together in one sentence the description of what the Hare did. It is
not a clause break because there is no stated subject in the part after it.
7. “Sure” is a predicate adjective after the gerundive “feeling.” (It’s a “state-of-being
verb.) It chunks to “Hare.”
8. “To rest” is an infinitive that functions as an adverb of purpose.
9. If we count “Creep-creep, creep-creep” as an highly ellipsed main clause, then this
“until” clause is adverbial to it. Otherwise, this sentence is fragment.
10. “Awaking” is a gerundive to “Hare.”
11. “Faithful” is a Post-Positioned Adjective to “Tortoise.”
Ex. 6 [W]- Writing Assignments for “The Hare and the Tortoise”
How you use this material is, of course, up to you. I would suggest that at a
minimum you use either Rhys’ or Detmold’s version because they both put speaker tags
in parentheses and even though they will not be responsible for this in first grade, it is
something new for them. At this point in the course, each of these analytical exercises
should take students five minutes or less. You’ll note that I did not set Herford’s version
up as an analytical exercise. In part, that is because I could not simplify the sentence
structure of the poem. You may, however, want to use that version for a discussion of
rhyme and meter.
You also may want to have the students perform the play and draw their own
illustrations for any of the versions. (Stevenson probably used “birdies” instead of the fox
so that all the class members who are not the other characters can be the birdies in the
play.) Stevenson, by the way, emphasizes the importance of oral work in class, and I
strongly agree. You might want to have students read the other three versions aloud as
well. In their first (silent) reading, make sure that the students know the meanings of all
the words.