Download Section 8 – Compound Main Clauses

A KISS Grammar
Third Grade Workbook
Free, from the KISS Grammar Web Site
http://home.pct.edu/~evavra/kiss.htm
© Edward A. Vavra
November 14, 2007
2
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[Note that the Introduction to this book is at the beginning of Part Two.]
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Section 1 – An Initial Review .........................................................................................................................8
Exercise 1.1 Identifying Subjects and Verbs ......................................................................................8
Exercise 1.2 Identifying Subjects and Verbs ......................................................................................9
Exercise 1.3 A Punctuation Exercise ................................................................................................. 10
Exercise 1.4 A Focus on Indirect Objects ......................................................................................... 11
Exercise 1.5 A Focus on Indirect Objects ......................................................................................... 12
Exercise 1.6 Prepositional Phrases as Indirect Objects ................................................................... 13
Exercise 1.7 “You” Understood ......................................................................................................... 14
Exercise 1.8 How Much I Can Understand ...................................................................................... 15
Exercise 1.9 The Tarts ........................................................................................................................ 16
Exercise 1.10 Just for Fun – Quotations about Cats ........................................................................ 17
Exercise 1.11 Treasure Hunt and/or Recipe Roster: ....................................................................... 17
Section 2 – Adding Three Simple Constructions ........................................................................................ 18
Nouns Used as Adverbs .................................................................................................................... 18
Exercise 2.1. Nouns Used as Adverbs ................................................................................................ 19
Interjections ....................................................................................................................................... 20
Exercise 2.2. Interjections .................................................................................................................. 21
Direct Address ................................................................................................................................... 22
Exercise 2.3. Direct Address .............................................................................................................. 23
Exercise 2.4. Rain, rain, go away ....................................................................................................... 24
Exercise 2.5. Little Boy Blue .............................................................................................................. 25
Exercise 2.6 Interjections, Nouns Used as Adverbs, and Direct Address ..................................... 26
Exercise 2.7 Just for Fun: Q & A Puns ............................................................................................. 27
Exercise 2.8 Treasure Hunts and/or Recipe Rosters ........................................................................ 27
Two Ways of Looking at a Sentence: Modification and Chunking .............................................. 28
Section 3 – Practice /Application ................................................................................................................. 30
Exercise 3.1. Sentence-Building with Adjectives .............................................................................. 30
Exercise 3.2. Sentence-Building with Adverbs ................................................................................. 31
Syntax & Logic – What Prepositional Phrases Can Add to a Text .............................................. 32
Exercise 3.3. Syntax & Logic (Aladdin #1) ....................................................................................... 33
Exercise 3.4. Syntax & Logic (Aladdin #2) ....................................................................................... 34
Exercise 3.5. “Fog,” by Carl Sandburg (How Much I Can Explain).............................................. 35
Exercise 3.6. Vocabulary – Fill in the blank with adjectives. .......................................................... 36
Exercise 3.7. An Exercise in Capitalization and Punctuation ......................................................... 38
Exercise 3.8. Just for Fun – Tongue Twisters. .................................................................................. 39
Section 4 – Recognizing the Whole Verb Phrase ........................................................................................ 40
Exercise 4.1. From The Tale of Samuel Whiskers, by Beatrix Potter.............................................. 40
Exercise 4.2. From “The Nightingale,” by H. C. Andersen ............................................................. 41
Exercise 4.3. From “The Nightingale,” by H. C. Andersen ............................................................. 42
Section 5 – Verb Tenses ................................................................................................................................ 43
The Tense of Verbs: What Is It? ...................................................................................................... 43
Exercise 5.1. What Tense Is It?.......................................................................................................... 44
Exercise 5.2. What Tense Is It?.......................................................................................................... 45
Exercise 5. 3. What Tense Is It?......................................................................................................... 46
Exercise 5. 4. The Clever Hen ............................................................................................................ 47
Exercise 5. 5. Treasure Hunts and/or Recipe Rosters: .................................................................... 47
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Section 6 – Expletives – An Optional Explanation ..................................................................................... 48
Expletives ........................................................................................................................................... 48
Exercise 6. 1. From The Tale of Tom Kitten, by Beatrix Potter ....................................................... 49
Exercise 6. 2. From The Tale of Samuel Whiskers, by Beatrix Potter............................................. 50
Exercise 6. 3. From The Tale of Samuel Whiskers, by Beatrix Potter............................................. 51
Exercise 6. 4. The Crooked Sixpence ................................................................................................ 52
Section 7 – Review - Compounding with “and,” “or,” and “but” ............................................................. 53
Coordinating Conjunctions and Compounding ............................................................................. 53
Exercise 7. 1. Based on The Tale of Johnny Town Mouse, by Beatrix Potter ................................. 54
Exercise 7. 2. Based on Mr. Jeremy Fisher, by Beatrix Potter ........................................................ 55
Exercise 7. 3. Based on Mr. Jeremy Fisher, by Beatrix Potter ........................................................ 56
Exercise 7. 4. Writing Sentences with Conjunctions ........................................................................ 57
Exercise 7. 5. Fill-in-the-Blanks with Interesting Verbs .................................................................. 58
Exercise 7. 6. Sentence-Combining with Adjectives ........................................................................ 61
Exercise 7. 7. Treasure Hunts and/or Recipe Rosters ...................................................................... 61
Section 8 – Compound Main Clauses .......................................................................................................... 62
Joining Main Clauses ........................................................................................................................ 62
Exercise 8. 1. Based on The Tale of the Flopsy Bunnies, by Beatrix Potter.................................... 64
Exercise 8. 2. Based on The Tale of Jemima Puddle-Duck, by Beatrix Potter ................................ 65
Exercise 8. 3. Based on “The Three Little Gnomes,” by Johnny Gruelle ...................................... 66
Exercise 8. 4. from "Two Dogs" ........................................................................................................ 67
Exercise 8. 5. from "Two Dogs" ........................................................................................................ 68
Exercise 8. 6. Recipe Rosters based on “Two Dogs” ........................................................................ 68
Exercise 8. 7. Treasure Hunt and/or Recipe Roster ......................................................................... 68
Section 9 – Practice/Application .................................................................................................................. 69
Exercise 9. 1. Sentence-Building with Adverbs ................................................................................ 69
Exercise 9. 2. Sentence-Building with Adjectives ............................................................................. 69
Exercise 9. 3. Compound Main Clauses and General/Specific Ideas (Syntax & Logic) ............... 70
Exercise 9. 4. Graphing Words per Main Clause (“Squeaky” #1) ................................................. 71
Exercise 9. 5. Graphing Words per Main Clause (“Squeaky” #2) ................................................. 72
Exercise 9. 6. How Much I Can Explain – “Humpty Dumpty” ...................................................... 73
Exercise 9. 7. Using Apostrophes to Show Possession ...................................................................... 73
Exercise 9. 8. Recognizing Verb Tenses ............................................................................................ 74
Exercise 9. 9. Vocabulary and Logic – “Where Does Each Belong?” ............................................ 75
Exercise 9. 10. Just for Fun - Tongue Twisters ................................................................................ 76
Section 10. – Subordinate Clauses as Direct Objects ................................................................................. 77
Subordinate Clauses.......................................................................................................................... 77
Subordinate Clauses as Direct Objects ........................................................................................... 78
Exercise 10. 1. Based on “Grandfather Skeeter Hawk’s Story” ..................................................... 79
Exercise 10. 2. From “The Story of the First Ants” ......................................................................... 80
Exercise 10. 3. Based on “The Fairy Ring”....................................................................................... 81
Exercise 10. 4. Based on “The Old, Rough Stone and the Gnarled Tree” ..................................... 82
Exercise 10. 5. Indirect Objects with Subordinate Clauses as Direct Objects ............................... 83
Exercise 10. 6. Treasure Hunt and/or Recipe Roster ....................................................................... 83
Section 11 – Prepositional Phrases: The “To” Problem ............................................................................ 84
The “To” Problem ............................................................................................................................. 84
Exercise 11. 1. "To" – Is it a preposition? ........................................................................................ 85
Exercise 11. 2. Based on “The Fairy Ring”....................................................................................... 86
Exercise 11. 3. “To Market” .............................................................................................................. 87
Exercise 11. 4. Based on “The Tale of Jemima Puddle-Duck” ....................................................... 88
Exercise 11. 5 “A Robin and a Robin's Son” .................................................................................... 89
Exercise 11. 6 Treasure Hunt and/or Recipe Roster ........................................................................ 89
Section 12 – Preposition? Or Part of the Verb? (Phrasal Verbs) ............................................................. 90
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Preposition? Adverb? Or Part of the Verb?................................................................................... 90
Exercise 12. 1. Based on The Tale of the Flopsy Bunnies ................................................................. 92
Exercise 12. 2. Based on The Tale of Jemima Puddle-Duck, ............................................................ 93
Exercise 12. 3. Based on The Tale of Samuel Whiskers, ................................................................... 94
Section 13 – Practice/Application ................................................................................................................ 95
Exercise 13. 1. Compound Main Clauses .......................................................................................... 95
Exercise 13. 2. Sentence-Building with Adverbs .............................................................................. 96
Exercise 13. 3. Sentence-Building with Adjectives ........................................................................... 97
The Questions That Modifiers Answer ........................................................................................... 98
Exercise 13. 4. The Questions That Modifiers Answer .................................................................... 99
Exercise 13. 5. Graphing Words per Main Clause ......................................................................... 100
Exercise 13. 6. How Much I Can Explain: “Singing,” by Robert Louis Stevenson ..................... 101
Exercise 13. 7. A Punctuation Exercise – The Tale of the Flopsy Bunnies ................................... 102
Exercise 13. 8. Recognizing Basic Verb Tenses .............................................................................. 103
Exercise 13. 9 Vocabulary - FiB with Verbs – “Bob, the Fire Dog” ............................................. 104
Exercise 13. 10 How Much I Can Explain – “The Boy in the Barn” ............................................ 106
Exercise 13. 11 Sentence Combining – Aesop’s “The Fox and the Crane”.................................. 107
Exercise 13. 12 JfF– Why the English language is so hard to learn ............................................. 108
Section 14. Preposition (or Subordinate Conjunction)? .......................................................................... 109
Is it a Preposition?........................................................................................................................... 109
Exercise 14. 1 Is it a preposition? .................................................................................................... 110
Exercise 14. 2 Is it a preposition? .................................................................................................... 111
Exercise 14. 3 Writing Sentences – Is it a preposition? ................................................................. 112
Exercise 14. 4 Based on “The Fairy Ring” by Johnny Gruelle ..................................................... 113
Section 15 – Embedded Prepositional Phrases ......................................................................................... 114
Embedded Prepositional Phrases .................................................................................................. 114
Exercise 15. 1 Based on The Tale of Jemima Puddle-Duck ............................................................ 115
Exercise 15. 2 Based on The Tale of Johnny Town Mouse ............................................................. 116
Exercise 15. 3 Based on The Tale of Mr. Jeremy Fisher ................................................................. 117
Exercise 15.4 The Pledge of Allegiance to the Flag ........................................................................ 118
Exercise 15.5 Treasure Hunt and/or Recipe Roster ....................................................................... 118
Section 16 – Pronouns – Person, Number, and Case ............................................................................... 119
Pronouns – Person, Number, and Case ......................................................................................... 119
Exercise 16. 1 Wise Men of Gotham................................................................................................ 120
Exercise 16. 2 The Monkey and the Crocodile ............................................................................... 122
Exercise 16. 3 Grandfather Skeeter Hawk’s Story ........................................................................ 124
Exercise 16. 4 Treasure Hunt (and/or Recipe Roster) ................................................................... 126
Section 17 – Distinguishing Finite Verbs from Verbals ........................................................................... 127
1. The Noun Test ............................................................................................................................. 127
2. The “To” Test .............................................................................................................................. 128
3. The Sentence Test........................................................................................................................ 129
Exercise 17. 1 Verbs That Function as Nouns (Gerunds # 1) ........................................................ 130
Exercise 17. 2 Verbs That Function as Nouns (Gerunds # 2) ........................................................ 131
Exercise 17. 3 Verbs That Function as Nouns (Gerunds # 3) ........................................................ 132
Exercise 17. 4 Verbs That Function as Nouns (Gerunds # 4) ........................................................ 133
Exercise 17. 5 Verbals (Infinitives) as DO (“Jemima Puddle-Duck”) .......................................... 134
Exercise 17. 6 Verbals (Infinitives) as DO (“The Tale of Johnny Town Mouse”) ....................... 135
Exercise 17. 7 Subjects of Verbals (Infinitives) .............................................................................. 136
Exercise 17. 8 Indirect Objects as Subjects of Verbals (Infinitives) ............................................. 137
Exercise 17. 9 Verbs That Function as Adjectives (Gerundives # 1) ............................................ 138
Exercise 17. 10 Verbs That Function as Adjectives (Gerundives # 2) .......................................... 139
Exercise 17. 11 Verbals as Adjectives or Adverbs (Infinitives # 1) ............................................... 140
Exercise 17. 12 Verbals as Adjectives or Adverbs (Infinitives # 2) ............................................... 141
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Exercise 17. 13 Is It a Finite Verb? ................................................................................................. 142
Section 18 – Practice/Application .............................................................................................................. 143
Exercise 18. 1 “To” and “For” as Prepositions? Based on “Crow Talk” ..................................... 143
Exercise 18. 2 Finite Verb or Verbal? Based on “Crow Talk” ..................................................... 144
Exercise 18. 3 A Sentence-Combining Exercise Based on “Crow Talk” ...................................... 145
Exercise 18. 4 A Punctuation and Sentence-Combining Exercise ................................................ 146
Exercise 18. 5 How Much I Can Explain (From “Little Joe Otter's Slippery Slide”) ................. 147
Exercise 18. 6 An Exercise in Capitalization and Punctuation ..................................................... 148
Exercise 18. 7 The Questions That Modifiers Answer ................................................................... 149
Exercise 18. 8 Recognizing Basic Verb Tenses ............................................................................... 151
Exercise 18. 9 Just for Fun – Tongue Twisters............................................................................... 152
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Introduction ..................................................................................................................................... 153
Section 1 – An Initial Review ..................................................................................................................... 162
Exercise 1. 1 – Identifying Subjects and Verbs .............................................................................. 162
Exercise 1. 2 – Identifying Subjects and Verbs .............................................................................. 163
Exercise 1. 3 – A Punctuation Exercise ........................................................................................... 164
Exercise 1. 4 – A Focus on Indirect Objects ................................................................................... 165
Exercise 1. 5 – A Focus on Indirect Objects ................................................................................... 166
Exercise 1. 6 – Prepositional Phrases as Indirect Objects ............................................................. 167
Exercise 1. 7 – “You” Understood ................................................................................................... 168
Exercise 1. 8 – How Much I Can Explain ....................................................................................... 168
Exercise 1. 9 – The Tarts .................................................................................................................. 169
Exercise 1. 10 – Just for Fun – Quotations about Cats .................................................................. 170
Exercise 1. 11 – Treasure Hunt and/or Recipe Roster ................................................................... 171
Section 2 – Adding Three Simple Constructions ...................................................................................... 171
Exercise 2.1. – Nouns Used as Adverbs ........................................................................................... 171
Exercise 2.2. – Interjections ............................................................................................................. 172
Exercise 2.3. – Direct Address ......................................................................................................... 173
Exercise 2.4. – Rain, rain, go away .................................................................................................. 174
Exercise 2.5. – Little Boy Blue ......................................................................................................... 174
Exercise 2.6 – Interjections, Nouns Used as Adverbs, and Direct Address ................................ 175
Exercise 2.7 – Just for Fun: Q & A Puns ........................................................................................ 175
Exercise 2.8 – Treasure Hunts and/or Recipe Rosters................................................................... 176
Two Ways of Looking at a Sentence: Modification and Chunking ............................................ 176
Section 3 – Practice /Application ............................................................................................................... 177
Exercise 3.3. Syntax & Logic (Aladdin #1) ..................................................................................... 177
Exercise 3.4. Syntax & Logic (Aladdin #2) ..................................................................................... 178
Exercise 3.5. “Fog,” by Carl Sandburg (How Much I Can Explain)............................................ 181
Exercise 3.6. Vocabulary – Fill in the blank with adjectives. ........................................................ 181
Exercise 3.7. An Exercise in Capitalization and Punctuation ....................................................... 183
Exercise 3.8. Just for Fun – Tongue Twisters. ................................................................................ 184
Section 4 – Recognizing the Whole Verb Phrase (Passive Voice) ........................................................... 184
Exercise 4.1. From The Tale of Samuel Whiskers, by Beatrix Potter............................................ 185
Exercise 4.2. From “The Nightingale,” by H. C. Andersen ........................................................... 185
Exercise 4.3. From “The Nightingale,” by H. C. Andersen ........................................................... 186
Section 5 – Verb Tenses .............................................................................................................................. 187
Exercise 5.1. What Tense Is It?........................................................................................................ 188
Exercise 5.2. What Tense Is It?........................................................................................................ 189
Exercise 5. 3. What Tense Is It?....................................................................................................... 190
Exercise 5. 4. The Clever Hen .......................................................................................................... 191
Exercise 5. 5. Treasure Hunts and/or Recipe Rosters .................................................................... 192
Section 6 – Expletives – An Optional Explanation ................................................................................... 192
6
Exercise 6. 1. From The Tale of Tom Kitten, by Beatrix Potter ..................................................... 193
Exercise 6. 2. From The Tale of Samuel Whiskers, by Beatrix Potter........................................... 193
Exercise 6. 3. From The Tale of Samuel Whiskers, by Beatrix Potter........................................... 194
Exercise 6. 4. The Crooked Sixpence .............................................................................................. 195
Section 7 – Review - Compounding with “and,” “or,” and “but” ........................................................... 195
Exercise 7. 1. Based on The Tale of Johnny Town Mouse, by Beatrix Potter ............................... 195
Exercise 7. 2. Based on Mr. Jeremy Fisher, by Beatrix Potter ...................................................... 196
Exercise 7. 3. Based on Mr. Jeremy Fisher, by Beatrix Potter ...................................................... 197
Exercise 7. 4. Writing Sentences with Conjunctions ...................................................................... 199
Exercise 7. 5. Fill-in-the-Blanks with Interesting Verbs ................................................................ 199
Exercise 7. 6. Sentence-Combining with Adjectives ...................................................................... 201
Exercise 7. 7. Treasure Hunts and/or Recipe Rosters .................................................................... 201
Section 8 – Compound Main Clauses ........................................................................................................ 201
Exercise 8. 1. Based on The Tale of the Flopsy Bunnies, by Beatrix Potter.................................. 203
Exercise 8. 2. Based on The Tale of Jemima Puddle-Duck, by Beatrix Potter .............................. 204
Exercise 8. 3. Based on “The Three Little Gnomes,” by Johnny Gruelle .................................... 205
Exercise 8. 4. from "Two Dogs" ...................................................................................................... 205
Exercise 8. 5. from "Two Dogs" ...................................................................................................... 206
Section 9 – Practice/Application ................................................................................................................ 207
Exercise 9. 3. Compound Main Clauses and General/Specific Ideas ........................................... 207
Exercise 9. 4. Graphing Words per Main Clause (“Squeaky” #1) ............................................... 208
Exercise 9. 5. Graphing Words per Main Clause (“Squeaky” #2) ............................................... 209
Exercise 9. 6. How Much I Can Explain – “Humpty Dumpty” .................................................... 210
Exercise 9. 8. Recognizing Verb Tenses .......................................................................................... 211
Exercise 9. 9. Vocabulary and Logic – “Where Does Each Belong?” .......................................... 212
Exercise 9. 10. Just for Fun - Tongue Twisters .............................................................................. 213
Section 10. – Subordinate Clauses as Direct Objects ............................................................................... 213
Exercise 10. 1. Based on “Grandfather Skeeter Hawk’s Story” ................................................... 214
Exercise 10. 2. From “The Story of the First Ants” ....................................................................... 215
Exercise 10. 3. Based on “The Fairy Ring”..................................................................................... 216
Exercise 10. 4. Based on “The Old, Rough Stone and the Gnarled Tree” ................................... 216
Exercise 10. 5. Indirect Objects with Subordinate Clauses as Direct Objects ............................. 217
Section 11 – Prepositional Phrases: The “To” Problem .......................................................................... 218
Exercise 11. 1. "To" – Is it a preposition? ...................................................................................... 218
Exercise 11. 2. Based on “The Fairy Ring”..................................................................................... 219
Exercise 11. 3. “To Market” ............................................................................................................ 220
Exercise 11. 4. Based on “The Tale of Jemima Puddle-Duck” ..................................................... 221
Exercise 11. 5 “A Robin and a Robin's Son” .................................................................................. 222
Section 12 – Preposition? Or Part of the Verb? (Phrasal Verbs) ........................................................... 222
Exercise 12. 1. Based on The Tale of the Flopsy Bunnies ............................................................... 223
Exercise 12. 2. Based on The Tale of Jemima Puddle-Duck ......................................................... 223
Exercise 12. 3. Based on The Tale of Samuel Whiskers .................................................................. 224
Section 13 – Practice/Application .............................................................................................................. 224
Exercise 13. 1. Compound Main Clauses ........................................................................................ 224
Exercise 13. 4. The Questions That Modifiers Answer .................................................................. 225
Exercise 13. 5. Graphing Words per Main Clause ......................................................................... 226
Exercise 13. 6. How Much I Can Explain: “Singing,” by Robert Louis Stevenson ..................... 228
Exercise 13. 7. A Punctuation Exercise ........................................................................................... 229
Exercise 13. 8. Recognizing Basic Verb Tenses .............................................................................. 230
Exercise 13. 9 Vocabulary - FiB with Verbs – “Bob, the Fire Dog” ............................................. 231
Exercise 13. 10 How Much I Can Explain – “The Boy in the Barn” ............................................ 232
Exercise 13. 11 Sentence Combining – Aesop’s “The Fox and the Crane”.................................. 232
Exercise 13. 12 JfF– Why the English language is so hard to learn ............................................. 234
Section 14. Preposition (or Subordinate Conjunction)? .......................................................................... 234
7
Exercise 14. 1 Is it a preposition? .................................................................................................... 234
Exercise 14. 2 Is it a preposition? .................................................................................................... 235
Exercise 14. 4 Based on “The Fairy Ring” by Johnny Gruelle ..................................................... 237
Section 15 – Embedded Prepositional Phrases ......................................................................................... 238
Exercise 15. 1 Based on The Tale of Jemima Puddle-Duck .......................................................... 238
Exercise 15. 2 Based on The Tale of Johnny Town Mouse ............................................................ 239
Exercise 15. 3 Based on The Tale of Mr. Jeremy Fisher ................................................................. 240
Exercise 15.4 The Pledge of Allegiance to the Flag ........................................................................ 240
Section 16 – Pronouns – Person, Number, and Case ............................................................................... 241
Exercise 16. 1 Wise Men of Gotham................................................................................................ 242
Exercise 16. 2 The Monkey and the Crocodile ............................................................................... 242
Exercise 16. 3 Grandfather Skeeter Hawk’s Story ........................................................................ 243
Section 17 – Distinguishing Finite Verbs from Verbals (Optional) ........................................................ 244
Exercise 17. 1 Verbs That Function as Nouns (Gerunds # 1) ........................................................ 246
Exercise 17. 2 Verbs That Function as Nouns (Gerunds # 2) ........................................................ 247
Exercise 17. 3 Verbs That Function as Nouns (Gerunds # 3) ........................................................ 247
Exercise 17. 4 Verbs That Function as Nouns (Gerunds # 4) ........................................................ 247
Exercise 17. 5 Verbals (Infinitives) as DO (“Jemima Puddle-Duck”) .......................................... 248
Exercise 17. 6 Verbals (Infinitives) as DO (“The Tale of Johnny Town Mouse”) ....................... 249
Exercise 17. 7 Subjects of Verbals (Infinitives) .............................................................................. 249
Exercise 17. 8 Indirect Objects as Subjects of Verbals (Infinitives) ............................................. 251
Exercise 17. 9 Verbs That Function as Adjectives (Gerundives # 1) ............................................ 253
Exercise 17. 10 Verbs That Function as Adjectives (Gerundives # 2) .......................................... 254
Exercise 17. 11 Verbals as Adjectives or Adverbs (Infinitives # 1) ............................................... 255
Exercise 17. 12 Verbals as Adjectives or Adverbs (Infinitives # 2) ............................................... 256
Exercise 17. 13 Is It a Finite Verb? ................................................................................................. 257
Section 18 – Practice/Application .............................................................................................................. 258
Exercise 18. 1 “To” and “For” as Prepositions? Based on “Crow Talk” ..................................... 258
Exercise 18. 2 Finite Verb or Verbal? Based on “Crow Talk” ..................................................... 259
Exercise 18. 3 A Sentence-Combining Exercise Based on “Crow Talk” ...................................... 260
Exercise 18. 4 A Punctuation and Sentence-Combining Exercise ................................................ 261
Exercise 18. 5 How Much I Can Explain (From “Little Joe Otter's Slippery Slide”) ................. 262
Exercise 18. 6 An Exercise in Capitalization and Punctuation ..................................................... 263
Exercise 18. 7 The Questions That Modifiers Answer ................................................................... 265
Exercise 18. 8 Recognizing Basic Verb Tenses ............................................................................... 265
Exercise 18. 9 Just for Fun – Tongue Twisters............................................................................... 266
Graph Sheet for Statistical Analysis Assignments ....................................................................... 267
PPaarrtt O
Onnee –– T
Thhee K
KIISSSS G
Grraam
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maarr T
Thhiirrdd G
Grraaddee W
Woorrkkbbooookk
8
SSeeccttiioonn 11 –– A
Ann IInniittiiaall R
Reevviieew
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E
Exxeerrcciissee 11..11 IIddeennttiiffyyiinngg SSuubbjjeeccttss aanndd V
Veerrbbss
Based on The Story of Miss Moppet, by Beatrix Potter
Directions:
1. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
2. Place parentheses ( ) around each prepositional phrase. Draw an arrow from the preposition to
the word that the phrase modifies, and above the phrase write “Adj” for “adjective” or
“Adv” for “adverb.”
1. Miss Moppet ties up her head in a duster, and sits before the fire.
2. The Mouse comes a little nearer.
3. Miss Moppet jumps upon the Mouse!
4. Miss Moppet is jumping just too late.
5. But she forgot about that hole in the duster.
6. He has wriggled out and run away.
7. Miss Moppet is looking very ill.
8. The Mouse is dancing a jig on the top of the cupboard!
9. The Mouse is peeping out behind the cupboard.
10. Miss Moppet looks at him through a hole in the duster.
9
E
Exxeerrcciissee 11..22 IIddeennttiiffyyiinngg SSuubbjjeeccttss aanndd V
Veerrbbss
Based on The Story of Miss Moppet, by Beatrix Potter
Directions:
1. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
2.Place parentheses ( ) around each prepositional phrase. Draw an arrow from the preposition to
the word that the phrase modifies, and above the phrase write “Adj” for “adjective” or
“Adv” for “adverb.”
1. She has heard a mouse!
2. It is a very hard cupboard!
3. He is not afraid of a kitten.
4. The Mouse has teased Miss Moppet.
5. She misses the Mouse.
6. She hits her own head.
7. Miss Moppet holds her poor head in her paws.
8. She tosses the duster about like a ball.
9. That is not at all nice of Miss Moppet.
10. The Mouse watches Miss Moppet from the top of the cupboard.
10
E
Exxeerrcciissee 11..33 A
A PPuunnccttuuaattiioonn E
Exxeerrcciissee
Based on The Story of Miss Moppet, by Beatrix Potter
Directions: The punctuation and capitalization in the following text was lost. Please fix it (right
on this page).
the mouse watches miss moppet from the top of the cupboard
miss moppet ties up her head in a duster and sits before the fire
the mouse thinks she is looking very ill he comes sliding down the bell-pull
miss moppet looks worse and worse the mouse comes a little nearer
11
E
Exxeerrcciissee 11..44 A
A FFooccuuss oonn IInnddiirreecctt O
Obbjjeeccttss
Based on Child-Story Readers: Wonder Stories 3,
by Frank N. Freeman, Grace E. Storm, Eleanor M. Johnson, & W. C.
French.
Directions:
1. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
2. Place parentheses ( ) around each prepositional phrase. Draw an arrow from the preposition to
the word that the phrase modifies, and above the phrase write “Adj” for “adjective” or
“Adv” for “adverb.”
1. The king gave the big man rich gifts.
2. Hok Lee paid the doctor a lot of money.
3. Hok Lee told the dwarfs all his troubles.
4. They brought him fine new clothes.
5. The White Cat gave the Prince an acorn.
6. He showed them his acorn.
7. They will cook me my food.
8. The people in the country gave the ogre and Jagar many presents.
9. She brought me to this place and gave me a troop of cats.
Part Two:
On separate paper, rewrite each of the sentences, but replace the indirect objects with
prepositional phrases with "to" or "for."
12
E
Exxeerrcciissee 11..55 A
A FFooccuuss oonn IInnddiirreecctt O
Obbjjeeccttss
Based on Child-Story Readers: Wonder Stories 3,
by Frank N. Freeman, Grace E. Storm, Eleanor M. Johnson, & W. C. French.
Part One:
Directions:
1. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
2. Place parentheses ( ) around each prepositional phrase. Draw an arrow from the preposition to
the word that the phrase modifies, and above the phrase write “Adj” for “adjective” or
“Adv” for “adverb.”
1. The Prince had to bring the King a fine piece of cloth.
2. The Hands gave him a princely suit of clothes.
3. The oldest of the little lions gave his father and mother a great deal of trouble.
4. I will also give you a wooden horse.
5. She told him the whole story.
6. He gave me a picture of himself.
7. They owed him his freedom.
8. Omar fed Jumbo twenty-five pounds of cooked rice and four hundred pounds
of grasses.
9. So the men unhitched their horses and fed them.
Part Two:
On separate paper, rewrite each of the sentences, but replace the indirect objects with
prepositional phrases with "to" or "for."
13
E
Exxeerrcciissee 11..66 PPrreeppoossiittiioonnaall PPhhrraasseess aass IInnddiirreecctt O
Obbjjeeccttss
Based on Child-Story Readers: Wonder Stories 3,
by Frank N. Freeman, Grace E. Storm, Eleanor M. Johnson, & W. C. French.
In a sentence such as "He gave the flower to June," some grammarians consider "to
June" to be an adverbial phrase that modifies "gave." Others consider "to June" to be a
prepositional phrase that functions as an indirect object of "gave." Either explanation is
acceptable.
Part One:
Directions:
1. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
2. Place parentheses ( ) around each prepositional phrase. Draw an arrow from the preposition to
the word that the phrase modifies, and above the phrase write “Adj” for “adjective” or
“Adv” for “adverb.”
3. Write "IO" above phrases that can be explained either as an indirect object and/or as an
adverb.
1. The crane sends greetings to Akka, the wild goose, and her flock.
2. He gave a bag of money to the big man.
3. Often Tom caught flies and gave them to the trout.
4. A few days later a king from a far country marched upon the city and sent a
message to its king.
5. Jagar paid no attention to him.
6. The beautiful princess sent away all the people, and then told the story of her life
to the Prince.
Part Two:
On separate paper, rewrite each of the sentences, but replace the prepositional phrases with
normal indirect objects.
14
E
Exxeerrcciissee 11..77 ““Y
Yoouu”” U
Unnddeerrssttoooodd
Based on The Tale of Jemima Puddle-Duck, by Beatrix Potter
Directions:
1. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
If the subject is understood, write it in and underline it.
2. Place parentheses ( ) around each prepositional phrase. Draw an arrow from the preposition to
the word that the phrase modifies Above the phrase write “Adj” for “adjective” or “Adv” for
“adverb.”
1. Listen to the story of Jemima Puddle-duck.
2. Let us have a dinner-party all to ourselves!
3. Come into the house.
4. Give me the herbs for the omelette.
5. Be sharp!
15
E
Exxeerrcciissee 11..88 H
Hoow
wM
Muucchh II C
Caann U
Unnddeerrssttaanndd
Based on "The Story of the First Moles"
from The Book of Nature Myths by Florence Holbrook
Directions:
1. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
2. Place parentheses ( ) around each prepositional phrase. Draw an arrow from the preposition to
the word that the phrase modifies Above the phrase write “Adj” for “adjective” or “Adv” for
“adverb.”
A rich man and a poor man once owned a field together. The rich man owned
the northern half, and the poor man owned the southern half. Each man sowed his
ground with seed. The warm days came, the gentle rain fell, and the seed in the
poor man's half of the field sprang up and put forth leaves. The seed in the rich
man's half all died in the ground.
16
E
Exxeerrcciissee 11..99 T
Thhee T
Taarrttss
Directions:
1. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
2. Place parentheses ( ) around each prepositional phrase. Draw an arrow from the preposition to
the word that the phrase modifies Above the phrase write “Adj” for “adjective” or “Adv” for
“adverb.”
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
Note that there are several words in the poem that you are not expected to be able to explain.
The Queen of Hearts,
She made some tarts,
All on a summer's day;
The Knave of Hearts,
He stole the tarts,
And took them clean away.
The King of Hearts
Called for the tarts,
And beat the Knave full sore;
The Knave of Hearts
Brought back the tarts,
And vowed he'd steal no more.
17
E
Exxeerrcciissee 11..1100 JJuusstt ffoorr FFuunn –– Q
Quuoottaattiioonnss aabboouutt C
Caattss
Sentence six includes something that you have not seen before.
See if you can figure out what it going on in that sentence.
Directions:
1. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
2. Place parentheses ( ) around each prepositional phrase. Draw an arrow from the preposition to
the word that the phrase modifies Above the phrase write “Adj” for “adjective” or “Adv” for
“adverb.”
1. In a cat's eye, all things belong to cats.
- English proverb
2. One cat just leads to another.
- Ernest Hemingway
3. I got rid of my husband. The cat was allergic.
- Unknown
4. I have studied many philosophers and many cats. The wisdom of cats isinfinitely
superior.
- Hippolyte Taine
5. Cats aren't clean, they're just covered with cat spit.
- Unknown
6. Dogs believe they are human. Cats believe they are God.
- Unknown
E
Exxeerrcciissee 11..1111 T
Trreeaassuurree H
Huunntt aanndd//oorr R
Reecciippee R
Roosstteerr::
Find and bring to class (or write) four sentences, one with a zero complement, one with a
predicate adjective, one with a predicate noun, and one with an indirect and a direct object.
18
SSeeccttiioonn 22 –– A
Addddiinngg T
Thhrreeee SSiim
mppllee C
Coonnssttrruuccttiioonnss
N
Noouunnss U
Usseedd aass A
Addvveerrbbss
Nouns often function as adverbs to answer questions such as:
"When?" "How long?" "How far?" "How much?" "Where?"
Peter is six months old.
Tuesday, the cat was in the garden.
Peter stopped five feet from her.
The cat looked two feet tall.
It happened a week ago.
Peter ran home.
He was ill five weeks.
The watering can cost five dollars.
The fish are worth twenty dollars.
19
E
Exxeerrcciissee 22..11.. N
Noouunnss U
Usseedd aass A
Addvveerrbbss
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each noun used as an adverb ("NuA").
1. One day my dad was cooking and splashed grease up on his hand.
2. I stayed three days after Christmas.
3. Then we would come home and watch some basketball.
4. I was going to try to escape that night.
5. We walked a mile down the road.
6. That happened years ago.
7. She really likes her teacher a whole lot!
8. Cathy has been to Florida two times in her life!
9. Some of the time she would even take us to her house.
10. She weighs 120 pounds.
20
IInntteerrjjeeccttiioonnss
“Interjection” comes from the Latin words
for “throw” (“ject”) and “among” (“inter”). An
interjection is thus a word or construction that
is “thrown among” the words in a sentence.
Unlike all the other words, interjections DO
NOT chunk to the rest of the sentence. Instead,
they usually indicate an attitude about the
entire sentence.
In speech, short interjections are common:
Golly, Peter looks sick!
Uhm, do you think supper is ready?
Interjections such as those above are not considered proper in formal
writing, but the following, which consist of prepositional phrases, are common
to both writing and speech:
In fact, Peter was lucky.
He was, in my opinion, brave.
Of course Freddie won.
"In fact" here simply emphasizes the writer's belief that the sentence is
factual, whereas "in my opinion" suggests that the sentence may not be. "Of
course" suggests that the statement is obviously true. (But sometimes it may
not be.)
21
E
Exxeerrcciissee 22..22.. IInntteerrjjeeccttiioonnss
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. Oh, I am going to go to the new mall this week for new clothes.
2. Ouch! That hurt.
3. Oh, I almost forgot lunch.
4. Hey, what are you doing?
5. Well, my friends and I were in different groups for the daily schedule.
6. Then I had to take care of Mack. Boy!! Was he heavy.
7. GOSH! I hope he and I do go together.
8. Whoo! I thought we were going to get hurt.
9. Well, I guess I should tell some of the bad things.
10. Hello! Let me tell you about my family.
22
D
Diirreecctt A
Addddrreessss
Nouns sometimes function to get the attention of someone to whom a
person wants to speak. This function is called "Direct Address" because
the speaker is directly addressing the person. Note that the name of the
person is set off by a comma or commas.
Peter, where are you going?
Mother, can I have the basket?
Dear Flopsy, you can have the basket.
Mommy, can I stay home?
No, Mopsy, you have to go.
Can you tell me, children, that you will
be good?
23
E
Exxeerrcciissee 22..33.. D
Diirreecctt A
Addddrreessss
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each example of direct address ("DirA").
1. Tom, where are you going?
2. Can I have a cookie, mother?
3. Sam, stop that!
4. Uncle Bill, are you going to the store?
5. How many mice have you caught today, Cat?
6. Silly person, what were you thinking?
7. Oh, children, my strength is coming back to me.
8. Oh, Aslan, don't go near the river!
9. Here we are, Mrs. Beaver!
10. But how could it be true, Sir?
24
E
Exxeerrcciissee 22..44.. R
Raaiinn,, rraaiinn,, ggoo aaw
waayy
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
Rain, rain, go away,
Come again another day;
Little Johnny wants to play.
25
E
Exxeerrcciissee 22..55.. L
Liittttllee B
Booyy B
Blluuee
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
Little Boy Blue
Little Boy Blue, come blow your horn,
The sheep's in the meadow, the cow's in the corn.
Where is the boy that looks after the sheep?
He's under the hay-cock, fast asleep.
26
E
Exxeerrcciissee 22..66 IInntteerrjjeeccttiioonnss,, N
Noouunnss U
Usseedd aass A
Addvveerrbbss,, aanndd
D
Diirreecctt A
Addddrreessss
Based on The Tale of Jemima Puddle-Duck,
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. No, my dear madam, you will be in nobody's way.
2. She came back again next day.
3. Madam, have you lost your way?
4. Where do you go every afternoon by yourself, Jemima Puddle-duck?
5. "Ah! indeed!" said the gentleman with sandy whiskers.
6. Jemima Puddle-duck came every afternoon.
7. Jemima Puddle-duck was escorted home in tears on account of those eggs.
27
E
Exxeerrcciissee 22..77 JJuusstt ffoorr FFuunn:: Q
Q&
&A
A PPuunnss
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1.
Q. Why did Cinderella get thrown out of the football team?
A. She kept running away from the ball!!
2.
Q. Why can't two elephants go swimming?
A. They only have one pair of trunks!!
3.
Q. Why are clocks dirty?
A. They work 24 hours a day, and never wash their hands or face!!
4.
Q. Why do golf players wear two pairs of trousers?
A. They might get a hole in one!!
5.
Q. What do clouds wear under their clothes?
A. They wear thunderwear.
E
Exxeerrcciissee 22..88 T
Trreeaassuurree H
Huunnttss aanndd//oorr R
Reecciippee R
Roosstteerrss
a. Find and bring to class (or write) a sentence that has a noun used as an adverb in it.
b. Find and bring to class (or write) a sentence that has an interjection in it.
c. Find and bring to class (or write) a sentence that has an example of direct address in it.
d. Find and bring to class (or write) a sentence that has a noun used as an adverb, two
prepositional phrases, and a direct object.
28
T
Tw
woo W
Waayyss ooff L
Looookkiinngg aatt aa SSeenntteennccee:: M
Mooddiiffiiccaattiioonn aanndd C
Chhuunnkkiinngg
What is Modification?
The core of a sentence is a subject / verb / complement pattern. (Remember that the
complement can be a zero complement.) The words that describe the words in the subject,
verb, and complement slots are usually called “modifiers.” Consider the sentence:
Image courtesy of Shelagh Manton (in Australia)
“The” tells us that we are speaking of specific children that the writer and listener (or
reader) both can identify. (Compare that to “a little child.”) “Little” describes (modifies)
“children” by indicating they were not big. Similarly, “a” tells us that they were playing
one, unidentified game. The prepositional phrase “in the park” modifies “were playing,”
because it limits their playing to the park. Similarly, the phrase “on Sunday” modifies
“were playing” because it indicates that they were playing on Sunday and not at some
other time. Modifiers, in other words, affect the meaning of the words they modify.
Modification is one way of looking at the words in any sentence.
So What Is Chunking?
The purpose of a sentence is to convey information from one person to one or more
other people. Our brains create sentences by selecting words (to stand for ideas). Those
words then have to be arranged into sentences in specific ways (according to the rules of
sentence structure). Consider the following. It contains all the words in our model sentence:
a children game in little on park playing Sunday The the were.
Even though it contains all the same words, it does not make much sense. Modifiers, and
the words they modify, have to be put into a sentence is specific ways so that the receiver of
the sentence can make sense of them. The words have to be arranged into phrases (chunks),
29
and the phrases have to clearly connect (chunk) to each other until every word in every
sentence is connected to a main subject / finite verb pattern.
There are only two exceptions to this rule, and you have just learned about
them. Interjections are called “interjections” because the word means “thrown into.”
Interjections are thrown into a sentence and therefore do not chunk to any of the words in
it:
Gee, the little children were playing a game in the park on Sunday.
The other exception is Direct Address. It is called “Direct Address” because it
“addresses” the sentence to the person or people for whom it is meant:
Dad, the little children were playing a game in the park on Sunday.
As your sentences naturally become longer, more and more words chunk to each other, and
sometimes the connections can become confusing. Most of what we will be doing with
grammar will involve studying how our brains chunk words into phrases and phrases into
sentences.
A Note on Punctuation
The primary purpose of punctuation is to tell readers what words chunk with which.
Consider the following:
The little children were playing a game in the park on Sunday their coach had
to work.
The missing punctuation makes this sentence unclear. Were they playing on Sunday, or
were they playing on some other day because their coach had to work on Sunday:
The little children were playing a game in the park. On Sunday their coach had to work.
30
SSeeccttiioonn 33 –– PPrraaccttiiccee //A
Apppplliiccaattiioonn
E
Exxeerrcciissee 33..11.. SSeenntteennccee--B
Buuiillddiinngg w
wiitthh A
Addjjeeccttiivveess
Based on The Tale of the Flopsy Bunnies, by Beatrix Potter
Directions: Fill in the blanks with three adjectives to modify each noun. Then use each modified
noun as the subject of a sentence.
_______________ _______________ _______________ lettuces
_______________ _______________ _______________ family
_______________ _______________ _______________ mouse
_______________ _______________ _______________ rabbits
_______________ _______________ _______________ machine
31
E
Exxeerrcciissee 33..22.. SSeenntteennccee--B
Buuiillddiinngg w
wiitthh A
Addvveerrbbss
Based on The Tale of the Flopsy Bunnies, by Beatrix Potter
Sentence-Building with Adverbs
Directions: Rearrange the words in each row to build five sentences, each with a modified
subject and a modified verb. (Select the subject and verb first.)
#
Nouns and Pronouns
Verbs
1
Flopsy Bunnies
sun
slept
2
mouse
pots
rubbish
picked
3
distance
Flopsy Bunnies
followed
4
Mr. McGregor
rabbits
was
5
Flopsy Bunny
window-sill
got
Adjectives
little
the
the
warm
a
jam
little
old
the
the
a
careful
safe
the
angry
old
the
the
the
youngest
Adverbs
Prepositions
delightfully
in
over
among
slowly
at
too
very
at
quietly
up
upon
32
SSyynnttaaxx &
&L
Looggiicc –– W
Whhaatt PPrreeppoossiittiioonnaall PPhhrraasseess C
Caann A
Adddd ttoo aa T
Teexxtt
The words in prepositional phrases can answer a number of different questions about the
words they modify.
What kind of? Which? What? Whose?
Many prepositional phrases help to describe or identify the word that they modify:
The seeds of apples are small. [What kinds of seeds are small?]
The boy in the blue coat won the race. [Which boy won the race?]
One of the fish got away. [One what got away?]
She is a friend of my sister. [Whose friend is she?]
Where?
Some prepositional phrases indicate where things are or where they happen.
The tree in the back yard was hit by lightning.
She took a nap on the couch in the living room.
"On the couch" explains where she took a nap. Some phrases can answer more than one
question. "In the back yard" tells both which tree and where it is. "In the living room" explains
both which couch, and where it is.
When? How long?
They left after dinner.
At seven o'clock, he was sleeping.
They played soccer for four hours.
Why?
Because of the rain, they went inside.
Sam made a sandwich for lunch.
How?
The Johnsons went to Hawaii by boat.
He cut the string with a knife.
She became a good swimmer by practicing.
He walks to school with his sister.
It was sent by an angel.
Under What Conditions?
The twins walked home in the rain.
33
E
Exxeerrcciissee 33..33.. SSyynnttaaxx &
&L
Looggiicc ((A
Allaaddddiinn ##11))
Based on “Aladdin and the Wonderful Lamp”
Directions: Place parentheses around each prepositional phrase. Draw an arrow from the
beginning of each phrase to the word it modifies. Above each phrase write the question (What?
Where? When?, etc.) that the phrase answers in relation to the word it modifies.
Next day the magician led Aladdin into some beautiful gardens a long way
outside the city gates. They sat down by a fountain and the magician pulled a cake
from his girdle. He divided it between them. Then they journeyed onwards and
almost reached the mountains. Aladdin was very tired. He begged to go back, but
the magician beguiled him with pleasant stories and led him on in spite of himself.
34
E
Exxeerrcciissee 33..44.. SSyynnttaaxx &
&L
Looggiicc ((A
Allaaddddiinn ##22))
Based on “Aladdin and the Wonderful Lamp”
Directions: Place parentheses around each prepositional phrase. Draw an arrow from the
beginning of each phrase to the word it modifies. Above each phrase write the question (What?
Where? When?, etc.) that the phrase answers in relation to the word it modifies.
For two days Aladdin remained in the dark, crying and lamenting. At last he
clasped his hands in prayer, and in so doing rubbed the ring, which the magician
had forgotten to take from him. Immediately an enormous and frightful genie rose
out of the earth, saying, “What wouldst thou with me? I am the Slave of the Ring,
and will obey thee in all things.” Aladdin fearlessly replied, “Deliver me from this
place!” whereupon the earth opened, and he found himself outside.
35
E
Exxeerrcciissee 33..55.. ““FFoogg,,”” bbyy C
Caarrll SSaannddbbuurrgg ((H
Hoow
wM
Muucchh II C
Caann E
Exxppllaaiinn))
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
[Note how many of the words in this poem you can already explain.]
The fog comes
on little cat feet.
It sits looking
over harbor and city
on silent haunches
and then moves on.
36
E
Exxeerrcciissee 33..66.. V
Vooccaabbuullaarryy –– FFiillll iinn tthhee bbllaannkk w
wiitthh aaddjjeeccttiivveess..
The Cat, the Monkey, and the Chestnuts
– Aesop
Directions: Fill in the blanks with interesting adjectives. Your teacher may have you
compare answers and then discuss what the adjectives add to the story.
It was a _______1_______ ______2________ night. Outside, the wind blew
hard. The _______3_______ snow of the season covered up the grass and leaves
with a _______4_______ _______5_______ blanket. Inside, a ________6______
________7______ fire sent its ________8______ and ________9______ flames
up the chimney and made the room ________10_____ and ________11_____ and
_______12______.
Some _______13______ _______14______ chestnuts were roasting in the
______15_______ ashes on the hearth. A ______16_______ ______17_______
monkey and a ______18_______ ______19_______ cat sat in front of the fire
warming themselves.
After a while the heat of the fire made the chestnuts pop _______20______.
Then the monkey said, "The chestnuts are roasted and ______21_______ to eat.
_____22_________ pussy, your _______23______, ______24_______ paws were
made to pull chestnuts out of the fire. See whether you can reach them."
The ______25_______ cat was greatly pleased by what the ______26_______
monkey said. He grinned and stretched out his ______27_______,
37
_______28______ paw and pulled a chestnut out of the _____29________ ashes.
His paw was badly burned.
"Meow! Meow!" the cat cried in pain, as he jumped up and down and blew on
his paw.
"_______30______ pussy, ______31_______ pussy, let me blow on your
paw," said the monkey. He caught hold of the ______32_______ paw and blew on
it time and time again.
Then the ______33_______, ______34_______ monkey said in a
______35_______, ______36_______ voice, "Now, ______37_______ pussy, pull
the ______38_______ chestnuts out of the fire. Be quick, and the fire will not burn
you. Pull the chestnuts out of the ashes. Then we'll have supper."
The ______39_______ cat had not learned his lesson; He was more pleased
than ever with the _____40________ flattery. So he stretched out his paw and
pulled chestnut after chestnut out of the fire.
As the cat reached for the _______41______ one, he said, "Now,
_______42______ monkey, supper is ______43_______. We'll eat." Then the cat
blew the ashes off his paw and turned around to get some of the chestnuts which he
had pulled out of the fire, but the ______44_______, _______45______ monkey
had eaten every one.
From The Pathway to Reading: Fourth Reader, by Bessie Blackstone Coleman, Willis L.
Uhl, and James Fleming Hosic. N.Y.: Silver, Burdett and Company, 1926, p. 111-113.
38
E
Exxeerrcciissee 33..77.. A
Ann E
Exxeerrcciissee iinn C
Caappiittaalliizzaattiioonn aanndd PPuunnccttuuaattiioonn
E
Elliizzaabbeetthh,, E
Elliizzaa,, B
Beettssyy,, aanndd B
Beessss
Directions: Please fix the capitalization and punctuation.
elizabeth eliza betsy and bess
all went together to seek a birds nest
they found a birds nest with five eggs in it
they all took one and left four in it
39
E
Exxeerrcciissee 33..88.. JJuusstt ffoorr FFuunn –– T
Toonngguuee T
Tw
wiisstteerrss..
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. Which witch wished which wicked wish?
2. The blue bluebird blinks.
3. Sam's shop stocks short spotted socks.
4. Cheerful Charles chose cherry chocolates for Cheri.
5. A noisy noise annoys an oyster.
6. Friendly Frank flips fine flapjacks.
7. Vincent vowed vengeance very vehemently.
8. Which wristwatches are Swiss wristwatches?
9. The crow flew over the river with a lump of raw liver.
10. Gertie's great-grandma grew aghast at Gertie's grammar.
40
SSeeccttiioonn 44 –– R
Reeccooggnniizziinngg tthhee W
Whhoollee V
Veerrbb PPhhrraassee
E
Exxeerrcciissee 44..11.. FFrroom
m TThhee TTaallee ooff SSaam
muueell W
Whhiisskkeerrss,, bbyy B
Beeaattrriixx PPootttteerr
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
Be sure that you underline the entire verb phrase.
1. The cupboard door was not locked.
2. He was tied up in very tight knots.
3. Yes, it is infested with rats.
4. He was quite exhausted.
5. We shall be obliged to leave this pudding.
6. The fire had only just been lighted.
7. Tom Kitten was left alone under the floor of the attic.
41
E
Exxeerrcciissee 44..22.. FFrroom
m ““T
Thhee N
Niigghhttiinnggaallee,,”” bbyy H
H.. C
C.. A
Annddeerrsseenn
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
Be sure that you underline the entire verb phrase.
1. The nightingale was always put above everything else.
2. It has never been presented at court.
3. The palace had been brightened up for the occasion.
4. They were all dressed in their best.
5. The emperor was charmed.
6. A ribbon was tied round its neck.
7. A new emperor was already chosen.
8. The real nightingale was banished from the kingdom.
9. Everybody's eyes were turned towards the little grey bird.
10. Cloth had been laid down in all the rooms and corridors.
42
E
Exxeerrcciissee 44..33.. FFrroom
m ““T
Thhee N
Niigghhttiinnggaallee,,”” bbyy H
H.. C
C.. A
Annddeerrsseenn
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
Be sure that you underline the entire verb phrase.
1. It could only be touched with the very greatest care.
2. Every little detail in the garden had been most carefully thought out.
3. The most beautiful flowers, all of the tinkling kind, were arranged in the
corridors.
4. The emperor's palace was made entirely of the finest porcelain.
5. But the nightingale declined with thanks; it had already been sufficiently
rewarded.
6. Every evening I am allowed to take broken meat to my poor sick mother.
7. One day a large parcel came for the emperor; outside was written the word
“Nightingale.”
8. The whole court was assembled, and the little kitchen-maid had been permitted
to stand behind the door.
9. The treatise was very long and written in all the most difficult Chinese
characters.
43
SSeeccttiioonn 55 –– V
Veerrbb T
Teennsseess
T
Thhee T
Teennssee ooff V
Veerrbbss:: W
Whhaatt IIss IItt??
Past
Present
Future
“Tense” simply means the forms of verbs that refer to time.
Verbs in “past tense” show what happened in the past:
Sheila read a book.
Sheila was reading a book.
Sheila has been reading a book.
Sheila had been reading a book.
Verbs in “present tense” show was usually happens, or what is happening now:
Bob reads books.
Bob is reading a book.
Verbs in “future tense” show what will happen in the future:
They will read a book.
They will be reading a book.
They will have been reading a book.
This is what teachers (and other people) mean when they talk about grammatical “tense.”
44
E
Exxeerrcciissee 55..11.. W
Whhaatt T
Teennssee IIss IItt??
Directions: On the line after each sentence, write the tense of the verbs in it (past, present,
or future).
1. One day Billy was racing along in front of the children. _______________
2. I am very sorry, sir. _______________
3. At home, the children will teach Billy Jones many tricks. _______________
4. Billy Jones carries his lunch basket to a chair. _______________
5. They will teach the dog never to cross the street without them.
_______________
6. In doing so he runs bang into a big St. Bernard dog. _______________
7. People along the way were laughing and shouting to the dog. _______________
8. One day the cook left the door open only a wee bit. _______________
9. Billy will be surprised by all the funny games. _______________
10. The little dog throws back his funny little round face and whines and barks and
howls all in time to the music. _______________
45
E
Exxeerrcciissee 55..22.. W
Whhaatt T
Teennssee IIss IItt??
Directions: On the line after each sentence, write the tense of the verbs in it (past, present,
or future).
1. They will stand on their hind legs and march up and down before the door of the
camp. _______________
2. The bears are surprised by the noise of the crashing tin plates.
_______________
3. The cook gives Snuff and Ruff two plates to take to the strangers.
_______________
4. The twins were bringing out the plates and pretending to take orders.
_______________
5. The boy will make them little white caps and short white aprons.
_______________
6. The guests can see the funny, sober faces of the twins. _______________
7. They saw a hairy paw and found a bear's head close to their own.
_______________
8. The bears will carry stick guns and wear paper soldier caps. _______________
9. The strangers are begging to have Snuff and Ruff wait on table again.
_______________
10. They had been found asleep and alone at the foot of a small fir tree on the
banks of the Sacramento River. _______________
46
E
Exxeerrcciissee 55.. 33.. W
Whhaatt T
Teennssee IIss IItt??
Directions: On the line after each sentence, write the tense of the verbs in it (past, present,
or future).
1. I shall be nine years old next Saturday. _______________
2. What did I promise you, David? _______________
3. Mother is helping David to get ready to go to the city with Father.
_______________
4. The tide was flowing down the river to the sea. _______________
5. This Saturday morning David and his father will have a very interesting trip on
the ferry. _______________
6. A big ocean steamer was making its way slowly down the river.
_______________
7. Two short blasts of the whistle will be a signal to the small boat.
_______________
8. The ferry is slowly making its way across the river and coming to the shore.
_______________
9. Two men had been standing on either side of the ferry. _______________
10. The men will have opened the gates, and the people and cars will have gotten
off the ferry. _______________
47
E
Exxeerrcciissee 55.. 44.. T
Thhee C
Clleevveerr H
Heenn
Directions: This poem is written in the past tense. Rewrite it in the present tense, and then
in future tense.
I had a little hen, the prettiest ever seen,
She washed me the dishes and kept the house clean;
She went to the mill to fetch me some flour,
She brought it home in less than an hour;
She baked me my bread, she brewed me my ale,
She sat by the fire and told many a fine tale.
This illustration and poem are from The Real Mother Goose. Illustrated by
Blanche Fisher Wright. Chicago: Rand McNally & Co., 1916.
E
Exxeerrcciissee 55.. 55.. T
Trreeaassuurree H
Huunnttss aanndd//oorr R
Reecciippee R
Roosstteerrss::
1. Find and bring to class (or write) a sentence in past tense.
2. Find and bring to class (or write) a sentence in present tense.
3. Find and bring to class (or write) a sentence in future tense.
48
SSeeccttiioonn 66 –– E
Exxpplleettiivveess –– A
Ann O
Oppttiioonnaall E
Exxppllaannaattiioonn
E
Exxpplleettiivveess
In some sentences, you will find the word "there" in the subject position. Some
grammarians consider this "there" to be an "expletive." They then identify a word that
appears later in the sentence as the subject.
We can, however, consider the "There" as the subject and the later word a predicate
noun.
There are five people at the table.
or
There are five people (PN) at the table.
Deep in the woods there was a small house.
or
Deep in the woods there was a small house (PN).
There is a place for us.
or
There is a place (PN) for us.
Waiter, there is a fly in my soup.
or
Waiter, there is a fly (PN) in my soup.
There must be no mistake this time.
or
There must be no mistake (PN) this time.
49
E
Exxeerrcciissee 66.. 11.. FFrroom
m TThhee TTaallee ooff TToom
mK
Kiitttteenn,, bbyy B
Beeaattrriixx PPootttteerr
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. Once upon a time there were three little kittens.
2. There were several green smears!
3. There was a pit pat, paddle pat!
4. Somehow there were very extra--ordinary noises overhead.
5. There were no buttons.
50
E
Exxeerrcciissee 66.. 22.. FFrroom
m TThhee TTaallee ooff SSaam
muueell W
Whhiisskkeerrss,,
bbyy B
Beeaattrriixx PPootttteerr
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. There was scarcely any light.
2. There was less smoke.
3. There is no end to them!
4. There used to be queer noises inside the walls.
5. There might be a little secret staircase.
6. Oh! Mother, Mother, there has been an old man rat in the dairy.
51
E
Exxeerrcciissee 66.. 33.. FFrroom
m TThhee TTaallee ooff SSaam
muueell W
Whhiisskkeerrss,,
bbyy B
Beeaattrriixx PPootttteerr
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. There are rats, and rats, and rats in his barn!
2. But there was a strong smell of rats.
3. So there was plenty of room for a little Tom Cat.
4. Sure enough there were marks of little scratching fingers.
5. After that, there were no more rats for a long time at Tabitha Twitchit's.
52
E
Exxeerrcciissee 66.. 44.. T
Thhee C
Crrooookkeedd SSiixxppeennccee
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
There was a crooked man, and he went a crooked mile,
He found a crooked sixpence beside a crooked stile;
He bought a crooked cat, which caught a crooked mouse,
And they all lived together in a little crooked house.
This illustration and poem are from The Real Mother Goose.
Illustrated by Blanche Fisher Wright. Chicago: Rand McNally & Co., 1916.
53
SSeeccttiioonn 77 –– R
Reevviieew
w -- C
Coom
mppoouunnddiinngg w
wiitthh ““aanndd,,”” ““oorr,,”” aanndd ““bbuutt””
C
Coooorrddiinnaattiinngg C
Coonnjjuunnccttiioonnss aanndd C
Coom
mppoouunnddiinngg
To "coordinate" means to work together as equals, and within grammar, three
words are often used to show that other words or constructions in a sentence are
working together. These words are “and,” “or,” and “but.” What you need to
remember is that:
“And,” “or,” and “but” join equal grammatical things.
For example, they can join adjectives – “He likes sweet and sour pork.” Or they
can join subjects – “Bill or Bob will win.” Or they can join objects of prepositions
– “She went with Sally and Sue.”
“And” and “or” are nice little words because they almost always
act as coordinators. “But,” however, like Peter Rabbit, can be a
problem child. Sometimes it behaves like (and therefore is) a
preposition. Notice how, in the first example below, “but”
coordinates two simple sentences. In the second example,
however, it means “except” and functions as a preposition:
1. Peter likes carrots, but Benjamin prefers lettuce.
2. Everyone (but Peter) stayed out of Mr. McGregor’s garden.
Because “but” is so tricky, you are expected to have some problems with it. You
should, however, have little trouble with “and” and “or.”
Joining words or constructions with coordinating conjunctions is called
“compounding,” and the words or constructions that are joined are called
“compounds.” Any parts of speech, and any grammatical constructions can be
compounded.
54
E
Exxeerrcciissee 77.. 11.. B
Baasseedd oonn TThhee TTaallee ooff JJoohhnnnnyy TToow
wnn M
Moouussee,,
bbyy B
Beeaattrriixx PPootttteerr
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. I sit in my little sandy burrow and shell corn and seeds from my Autumn store.
2. He was very hungry, and very anxious to behave with company manners.
3. The winter passed; the sun came out again.
4. Johnny Town-mouse noticed it, and questioned him.
5. Johnny Town-mouse and his friends racketted about under the floors, and came
boldly out all over the house in the evening.
6. The back door banged, and the cart rumbled away.
55
E
Exxeerrcciissee 77.. 22.. B
Baasseedd oonn M
Mrr.. JJeerreem
myy F
Fiisshheerr,, bbyy B
Beeaattrriixx PPootttteerr
Directions:
1. Circle the "and," "or" or "but" in each sentence. Then, in the space provided, write one of the
following to note what grammatical constructions are being joined.
subjects, verbs, predicate adjectives, predicate nouns, direct objects, adjectives,
adverbs, prepositional phrases, or whole sentences (S/V/C patterns).
1. The water was all slippy-sloppy in the larder and in the back passage.
Joins:_____________________________
2. Nobody ever scolded him, and he never caught a cold!
Joins:_____________________________
3. I have lost my basket; but it does not much matter.
Joins:_____________________________
4. I will get some worms and go fishing and catch a dish of minnows for my dinner.
Joins:_____________________________
5. Mr. Jeremy put on a macintosh, and a pair of shiny goloshes.
Joins:_____________________________
6. The boat was round and green, and very like the other lily-leaves.
Joins:_____________________________
7. The rain trickled down his back, and for nearly an hour he stared at the float.
Joins:_____________________________
8. Once or twice something moved about with a rustle amongst the rushes at the side of the
pond.
Joins:_____________________________
9. He was quite pleased when he looked out and saw large drops of rain.
Joins:_____________________________
10. He could not offer them fish, but he had something else in his larder.
Joins:_____________________________
56
E
Exxeerrcciissee 77.. 33.. B
Baasseedd oonn M
Mrr.. JJeerreem
myy F
Fiisshheerr,, bbyy B
Beeaattrriixx PPootttteerr
Directions:
1. Circle the "and," "or" or "but" in each sentence. Then, in the space provided, write one of the
following to note what grammatical constructions are being joined.
subjects, verbs, predicate adjectives, predicate nouns, direct objects, adjectives,
adverbs, prepositional phrases, or whole sentences (S/V/C patterns).
1. A GREAT big water-beetle came up underneath the lily leaf and tweaked the toe of one
of his goloshes.
Joins:_____________________________
2. MR. JEREMY shoved the boat out again a little way, and dropped in the bait.
Joins:_____________________________
3. MR. JEREMY stuck his pole into the mud and fastened his boat to it.
Joins:_____________________________
4. SIR ISAAC NEWTON wore his black and gold waistcoat.
Joins:_____________________________
5. Then he settled himself cross-legged and arranged his fishing tackle.
Joins:_____________________________
6. His line was a fine long white horse-hair, and he tied a little wriggling worm at the end.
Joins:_____________________________
7. He took his rod and basket.
Joins:_____________________________
8. Sir Isaac Newton and Mr. Alderman Ptolemy Tortoise were coming to dinner.
Joins:_____________________________
9. The trout turned and dived down to the bottom of the pond!
Joins:_____________________________
10. I will invite Mr. Alderman Ptolemy Tortoise and Sir Isaac Newton.
Joins:_____________________________
57
E
Exxeerrcciissee 77.. 44.. W
Wrriittiinngg SSeenntteenncceess w
wiitthh C
Coonnjjuunnccttiioonnss
Directions:
1. Write a sentence with two or more subjects joined by “and.”
2. Write a sentence with two or more finite verbs joined by “and.”
3. Write a sentence with two or more predicate adjectives joined by “and.”
4. Write a sentence with two or more predicate nouns joined by “and.”
5. Write a sentence with two or more direct objects joined by “and.”
6. Write a sentence with two or more adjectives joined by “and.”
7. Write a sentence with two or more adverbs joined by “and.”
8. Write a sentence with two or more prepositional phrases joined by “and.”
9. Write a sentence with two or more objects of prepositions joined by “and.”
Repeat the exercise, but use “or” instead of “and.”
Try to repeat the exercise, but use “but” instead of “and,” and see what happens.
58
E
Exxeerrcciissee 77.. 55.. FFiillll--iinn--tthhee--B
Bllaannkkss w
wiitthh IInntteerreessttiinngg V
Veerrbbss
The Tale of Mr. Jeremy Fisher by Beatrix Potter
Directions: The verbs in the following text have been replaced by blanks. Fill in the blanks
with verbs that make sense. Try to use interesting, descriptive verbs – instead of went,"
try "trotted," "bounced," "skipped," etc.
ONCE upon a time there __________ a frog called Mr. Jeremy Fisher; he __________
in a little damp house amongst the buttercups at the edge of a pond.
THE water __________ all slippy-sloppy in the larder and in the back passage.
But Mr. Jeremy __________ getting his feet wet; nobody ever __________ him, and he
never __________ a cold!
HE __________ quite __________ when he __________ out and __________ large
drops of rain, splashing in the pond—
“I __________ __________ some worms and __________ fishing and __________ a dish
of minnows for my dinner,” __________ Mr. Jeremy Fisher. “If I __________ more than
five fish, I __________ __________ my friends Mr. Alderman Ptolemy Tortoise and Sir
Isaac Newton. The Alderman, however, __________ salad.”
MR. JEREMY __________ on a macintosh, and a pair of shiny goloshes; he
__________ his rod and basket, and __________ off with enormous hops to the place where
he __________ his boat.
THE boat __________ round and green, and very like the other lily-leaves. It
__________ __________ to a water-plant in the middle of the pond.
MR. JEREMY __________ a reed pole, and __________ the boat out into open water.
“I __________ a good place for minnows,” __________ Mr. Jeremy Fisher.
MR. JEREMY __________ his pole into the mud and __________ his boat to it.
Then he __________ himself cross-legged and __________ his fishing tackle. He
__________ the dearest little red float. His rod __________ a tough stalk of grass, his line
59
__________ a fine long white horse-hair, and he __________ a little wriggling worm at the
end.
THE rain __________ down his back, and for nearly an hour he __________ at the
float.
“This __________ __________ tiresome, I __________ I __________ __________ some
lunch,” __________ Mr. Jeremy Fisher.
HE __________ back again amongst the water-plants, and __________ some lunch out
of his basket.
“I __________ __________ a butterfly sandwich, and __________ till the shower
__________ over,” __________ Mr. Jeremy Fisher.
A GREAT big water-beetle __________ up underneath the lily leaf and __________ the
toe of one of his goloshes.
Mr. Jeremy __________ his legs up shorter, out of reach, and __________ on eating his
sandwich.
ONCE or twice something __________ about with a rustle and a splash amongst the
rushes at the side of the pond.
“I __________ that __________ not a rat,” __________ Mr. Jeremy Fisher; “I
__________ I had better __________ away from here.”
MR. JEREMY __________ the boat out again a little way, and __________ in the bait.
There __________ a bite almost directly; the float __________ a tremendous bobbit!
“A minnow! a minnow! I __________ him by the nose!” __________ Mr. Jeremy
Fisher, jerking up his rod.
BUT what a horrible surprise! Instead of a smooth fat minnow, Mr. Jeremy
__________ little Jack Sharp the stickleback, covered with spines!
THE stickleback __________ about the boat, pricking and snapping until he
__________ quite out of breath. Then he __________ back into the water.
AND a shoal of other little fishes __________ their heads out, and __________ at Mr.
Jeremy Fisher.
AND while Mr. Jeremy __________ disconsolately on the edge of his boat—sucking his
sore fingers and peering down into the water—a MUCH worse thing __________; a really
60
FRIGHTFUL thing it __________ __________ __________, if Mr. Jeremy __________ not
__________ __________ a macintosh!
A GREAT big enormous trout __________ up—ker-pflop-p-p-p! with a splash—and it
__________ Mr. Jeremy with a snap, “Ow! Ow! Ow!”—and then it __________ and
__________ down to the bottom of the pond!
BUT the trout __________ so __________ with the taste of the macintosh, that in less
than half a minute it __________ him out again; and the only thing it __________ was Mr.
Jeremy’s goloshes.
MR. JEREMY __________ up to the surface of the water, like a cork and the bubbles
out of a soda water bottle; and he __________ with all his might to the edge of the pond.
HE __________ out on the first bank he __________ to, and he __________ home
across the meadow with his macintosh all in tatters.
“WHAT a mercy that __________ not a pike!” __________ Mr. Jeremy Fisher. “I
__________ __________ my rod and basket; but it __________ not much matter, for I
__________ sure I __________ never __________ __________ to go fishing again!”
HE __________ some sticking plaster on his fingers, and his friends both __________
to dinner. He __________ not __________ them fish, but he __________ something else in
his larder.
SIR ISAAC NEWTON __________ his black and gold waistcoat,
AND Mr. Alderman Ptolemy Tortoise __________ a salad with him in a string bag.
AND instead of a nice dish of minnows—they __________ a roasted grasshopper with
lady-bird sauce; which frogs __________ a beautiful treat; but I __________ it __________
__________ __________ nasty!
61
E
Exxeerrcciissee 77.. 66.. SSeenntteennccee--C
Coom
mbbiinniinngg w
wiitthh A
Addjjeeccttiivveess
From The Tale of Mr. Jeremy Fisher by Beatrix Potter
Directions: Combine the sentences into one by deleting the subjects and verbs in the second
(and third) sentences and then making the remaining information an adjective or prepositional
phrase in the first sentence.
1. He had the dearest float. It was little. It was red.
2. He tied a worm at the end of the line. The worm was little. It was wriggling.
3. Sir Isaac Newton wore his waistcoat. It was black. And it was gold.
4. Mr. Jeremy Fisher lived in a house. The house was little. It was damp.
5. Mr. Alderman Ptolemy Tortoise brought a salad with him. It was in a string bag.
E
Exxeerrcciissee 77.. 77.. T
Trreeaassuurree H
Huunnttss aanndd//oorr R
Reecciippee R
Roosstteerrss
a. Find and bring to class (or write) a sentence that has two or more subjects for the same verb.
b. Find and bring to class (or write) a sentence that has two or more verbs for the same subject.
c. Find and bring to class (or write) a sentence that has two or more complements for the same
verb.
62
SSeeccttiioonn 88 –– C
Coom
mppoouunndd M
Maaiinn C
Cllaauusseess
JJooiinniinngg M
Maaiinn C
Cllaauusseess
What is a Clause?
A “clause” is a subject / verb / complement pattern and all the words that
chunk to it. Thus far we have been working mainly with sentences that have one
such pattern, or, in other words, one clause. Many sentences, however, have more
than one clause – more than one subject / verb / complement pattern. There are two
types of clauses, main and subordinate. Here, we will look at main clauses.
Joining Main Clauses
Just like subjects, verbs, adjectives, adverbs, etc., main clauses can be joined to
each other by coordinating conjunctions (“and,” “or,” and “but”), but normally a
comma goes before the conjunction:
Dad stayed home, and we watched television.
We could play baseball, or we could play football.
Mother went to the store, but Sally went to her friend's house.
Sometimes, if they are short, you will find main clauses joined just by a
conjunction or just by a comma.
Three other punctuation marks can be used to join main clauses – a colon,
semicolon, or a dash:
Dad stayed home: we watched television.
We could play baseball; we could play football.
Mother went to the store – Sally went to her friend’s house.
63
Main Clauses and Chunking
Remember that, with the exception of interjections and direct address, every
word in every sentence will chunk to another word or construction until everything
is chunked to the S/V/C pattern of a main clause. In KISS, we identify main
clauses by separating them with a vertical line. All the words on one side of the
line chunk to the S/V/C pattern in that clause, and all the words on the other side
chunk to the S/V/C pattern in that clause:
Image courtesy of Shelagh Manton (in Australia)
64
E
Exxeerrcciissee 88.. 11.. B
Baasseedd oonn TThhee TTaallee ooff tthhee F
Fllooppssyy B
Buunnnniieess,,
bbyy B
Beeaattrriixx PPootttteerr
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. Presently a fly settled on one of them, and it moved.
2. The Flopsy Bunnies stirred a little in their sleep, but still they did not wake up.
3. Benjamin and Flopsy were in despair, they could not undo the string.
4. So Mr. McGregor did not get his tobacco, and Mrs. McGregor did not get her
rabbit skins.
5. Then the mouse came out of her jam pot, and Benjamin took the paper bag off
his head, and they told the doleful tale.
65
E
Exxeerrcciissee 88.. 22.. B
Baasseedd oonn TThhee TTaallee ooff JJeem
miim
maa PPuuddddllee--D
Duucckk,,
bbyy B
Beeaattrriixx PPootttteerr
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. He had a bite on his ear and both the puppies were limping.
2. The shed was almost quite full of feathers – it was almost suffocating; but it was
comfortable and very soft.
3. This is my summer residence; you would not find my earth – my winter house.
4. She laid more eggs in June, and she was permitted to keep them herself: but only
four of them hatched.
5. It was built of faggots and turf, and there were two broken pails, one on top of
another, by way of a chimney.
66
E
Exxeerrcciissee 88.. 33.. B
Baasseedd oonn ““T
Thhee T
Thhrreeee L
Liittttllee G
Gnnoom
meess,,””
bbyy JJoohhnnnnyy G
Grruueellllee
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. I took my little horn and followed them, but I soon lost their track.
2. We live happily here in the forest and our wants are simple.
3. Then the three little gnomes sat upon Fuzzy Fox’s back and he ran on through
the forest with them.
4. Long, long ago, the tree had stood strong and upright and its top branches
reached far above any of the other trees in the forest.
5. A silvery thread of smoke curled up over the trunk of the old tree and floated
away through the forest, and tiny voices came from beneath the trunk of the old
tree.
67
E
Exxeerrcciissee 88.. 44.. ffrroom
m ""T
Tw
woo D
Dooggss""
(McGuffey's Second Eclectic Reader)
This exercise includes some clauses that you are not yet expected to be able to explain,
but remember the definition of a clause, and try to determine where the main clauses end.
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
Part 1:
James White has two dogs. One is a Newfoundland dog, and the other is a
Scotch terrier. The Newfoundland is a large, noble fellow. His name is Sport.
Every night he guards the house while James and his father are asleep.
Part 2:
In the daytime, James often uses Sport for his horse. He has a little wagon, and
a set of small harness which just fits the dog. He hitches Sport to this wagon, and
drives over the country.
68
E
Exxeerrcciissee 88.. 55.. ffrroom
m ""T
Tw
woo D
Dooggss""
(McGuffey's Second Eclectic Reader)
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
The name of James's Scotch terrier is Dodger. He is called Dodger because he
jumps about so friskily. He is up on a chair, under the table, behind the door, down
cellar, and out in the yard, – all in a minute.
Dodger has very bright eyes, and he does many funny things. He likes to put
his paws up on the crib, and watch the baby.
The other day he took baby's red stocking, and had great fun with it; but he
spoiled it in his play, and James had to scold him.
E
Exxeerrcciissee 88.. 66.. R
Reecciippee R
Roosstteerrss bbaasseedd oonn ““T
Tw
woo D
Dooggss””
1. Write a sentence with one verb and five prepositional phrases, comparable to “He is up on
a chair, under the table, behind the door, down cellar, and out in the yard, – all in a minute.”
Instead of “is,” use a verb like “runs,” “crawls,” or “flies.”
2. Write a sentence with five prepositional phrases, but this time use five different verbs, one
with each phrase – “He climbs up on a chair, slides under the table, peeks behind the door,
snoops down cellar, and searches out in the yard.”
E
Exxeerrcciissee 88.. 77.. T
Trreeaassuurree H
Huunntt aanndd//oorr R
Reecciippee R
Roosstteerr
Find and bring to class (or write) a sentence that has compound main clauses.
69
SSeeccttiioonn 99 –– PPrraaccttiiccee//A
Apppplliiccaattiioonn
E
Exxeerrcciissee 99.. 11.. SSeenntteennccee--B
Buuiillddiinngg w
wiitthh A
Addvveerrbbss
Based on Beatrix Potter's The Tale of the Flopsy Bunnies
Directions: Write sentences using the following adverbs.
1. not
2. never
3. rarely
4. generally
5. always
6. too
7. very
8. well
9. quickly
10. sweetly
E
Exxeerrcciissee 99.. 22.. SSeenntteennccee--B
Buuiillddiinngg w
wiitthh A
Addjjeeccttiivveess
Based on Beatrix Potter's The Tale of the Flopsy Bunnies
Directions: Write five sentences with modified subjects, using in each two or more of the
following adjectives.
A, an, the, large, little, some, many, his, their, second, three, separate, brown, warm,
funny, paper, distant, safe, old, rubbish, empty, sad, youngest, happy, lucky, hungry
70
E
Exxeerrcciissee 99.. 33.. C
Coom
mppoouunndd M
Maaiinn C
Cllaauusseess aanndd G
Geenneerraall//SSppeecciiffiicc IIddeeaass
((SSyynnttaaxx &
&L
Looggiicc))
An Exercise in Logic and Style
Based on “Why The Hoofs of The Deer Are Split”
from The Book of Nature Myths by Florence Holbrook
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
Everything is good and happy. The green leaves are whispering merrily
together, the waves are lapping on the shore and laughing, the squirrels are
chattering and laying up their food for winter.
Note that the second sentence has three main clauses, each of which gives a specific
example of the idea in the first sentence. Write two sentences. In the first, state a general idea. In
the second, use compound main clauses to give specific examples of the idea in the first
sentence.
71
E
Exxeerrcciissee 99.. 44.. G
Grraapphhiinngg W
Woorrddss ppeerr M
Maaiinn C
Cllaauussee ((““SSqquueeaakkyy”” ##11))
Based on sentences from “Squeaky and the Scare Box”
I. Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. There was a father mouse, there was a mother mouse, and there were three little
baby mice.
2. One little mouse had sharp bright eyes, and he could see everything, even in the
darkest hole.
3. The little mice obeyed their mother, and they were happy in their home in the
pantry wall.
4. I could not tell you about all of these, but I am going to tell you about their
Christmas party.
5. The stockings hung by the chimney, and the tall tree was standing in the parlor.
6. The children were asleep, and the father and mother had gone upstairs to bed.
II. Using a graph sheet, make a graph of the number of words in each main clause. In the graph,
each row equals one main clause. Each column (after the yellow column) equals one word.
Unless your teacher gives you other directions, shade in one square for each word in each
main clause. If the clause is a compound, put a “C” in the yellow column.
72
E
Exxeerrcciissee 99.. 55.. G
Grraapphhiinngg W
Woorrddss ppeerr M
Maaiinn C
Cllaauussee ((““SSqquueeaakkyy”” ##22))
Based on sentences from “Squeaky and the Scare Box”
I. Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. The children have talked about the Christmas tree for days, and we have never
seen one.
2. I found a little popcorn on the pantry floor, and I want some more.
3. The cat is not near; come and see the tree.
4. They nibbled the popcorn; they nibbled the candy; they nibbled the nuts; and
they nibbled the cakes.
5. The door was opened, and the lights were turned on.
6. With a squeak, the mice scampered down from the tree; then they ran along the
hall, through the pantry, and back to their home.
7. I am in a trap, but there isn't even a bit of cheese in it.
II. Using a graph sheet, make a graph of the number of words in each main clause. In the graph,
each row equals one main clause. Each column (after the yellow column) equals one word.
Unless your teacher gives you other directions, shade in one square for each word in each
main clause. If the clause is a compound, put a “C” in the yellow column.
73
E
Exxeerrcciissee 99.. 66.. H
Hoow
wM
Muucchh II C
Caann E
Exxppllaaiinn –– ““H
Huum
mppttyy D
Duum
mppttyy””
I. Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of direct
address ("DirA").
Humpty Dumpty sat on a wall,
Humpty Dumpty had a great fall;
All the King's horses, and all the King's men
Cannot put Humpty Dumpty together again.
E
Exxeerrcciissee 99.. 77.. U
Ussiinngg A
Appoossttrroopphheess ttoo SShhoow
w PPoosssseessssiioonn
Based on The Tale of Jemima Puddle-Duck, by Beatrix Potter
Directions: Rewrite each of the following sets of two sentences as one sentence by using an
apostrophe to indicate possession.
1. This is a summer residence. It belongs to a gentleman.
2. She answered a question. The question was asked by Kep.
3. He went to look for two fox-hound puppies. They belonged to the butcher.
4. Jemima heard the barking. It was made by the dogs.
5. The eggs were always found and carried off. The eggs belonged to Jemima
Puddle-duck.
74
E
Exxeerrcciissee 99.. 88.. R
Reeccooggnniizziinngg V
Veerrbb T
Teennsseess
I. Directions: On the line after each sentence, write the tense of the verbs in it (past, present, or
future).
1. The captain opens the box of jewels, and he shows Dick some of his riches.
_______________
2. An army of rats and mice ran into the room, and they ate from every dish.
_______________
3. It was a long walk for the little boy, but at last he came to London. _______________
4. The cat will see them, and in a few minutes she will have killed many of the rats and
mice. _______________
5. The ship with the cat on board had a long and stormy voyage, and it was at last driven to
a strange land. _______________
6. His bed is in an attic and at night many mice and rats come through the holes in the
walls. _______________
7. Dick hides his cat in the attic, and every day he carries a part of his dinner to her.
_______________
8. The captain will sell your cat to the king of a foreign land, and he will bring you in
return many riches. _______________
9. They are coming down to the shore in great crowds to see the sailors, and they are
buying fine things on the ship. _______________
10. The kind man will ask the cook to give Dick a good dinner, and then he will find some
work for him to do. _______________
75
E
Exxeerrcciissee 99.. 99.. V
Vooccaabbuullaarryy aanndd L
Looggiicc –– ““W
Whheerree D
Dooeess E
Eaacchh B
Beelloonngg??””
I. Directions: Arrange neatly on a large sheet of paper any two of the following headings: Who,
When, Where, What, How. Underneath each of the two headings that you have chosen write
all the groups of words given below which properly belong under that heading. Write your
name near the bottom of your paper.
an Indian squaw
that first winter
too late in the season
a piece of raccoon
outside of the wigwam
suddenly
in Connecticut
sassafras tea
a real Christmas
these Indian neighbors
at Thanksgiving Time
terribly
in front of the fireplace
a smart red feather
along the street
when snowflakes fall
a single doughnut
noisily
all his friends
Rose Fyleman
a terrible pirate
in the cold twilights
the little boy's uncle
after the snowfall
from the north
two tiny nuthatches
in a minute
blindly
some wicked pirates
anxiously
above the undergrowth
some famous people
on a Virginia plantation
a little Polish princess
patiently
the gossipy porpoises
Anthony Over
high in the air
a red-headed man
immediately
across the rose-plot
after many trials
From The Pathway to Reading: Fourth Reader, by Bessie Blackstone Coleman, Willis L. Uhl,
and James Fleming Hosic. N.Y.: Silver, Burdett and Company, 1926, p. 213.
76
E
Exxeerrcciissee 99.. 1100.. JJuusstt ffoorr FFuunn -- T
Toonngguuee T
Tw
wiisstteerrss
I. Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of direct
address ("DirA").
1. Old oily Ollie oils old oily autos.
2. Sly Sam slurps Sally's soup.
3. The two-twenty-two train tore through the tunnel.
4. Ed had edited it.
5. Crisp crusts crackle crunchily.
6. Twelve twins twirled twelve twigs.
7. What time does the wristwatch strap shop shut?
8. Are our oars oak?
9. Chop shops stock chops.
10. The ochre ogre ogled the poker.
77
SSeeccttiioonn 1100.. –– SSuubboorrddiinnaattee C
Cllaauusseess aass D
Diirreecctt O
Obbjjeeccttss
SSuubboorrddiinnaattee C
Cllaauusseess
A clause, as you should remember, is “a subject / verb / complement pattern
and all the words that chunk to it.” Subordinate clauses are always parts of main
clauses – they can function in any way that nouns, adjectives, or adverbs do.
Noun – Direct Object:
She thought [it would be a good idea]. |
Noun – Indirect Object:
Bill sent [whoever wanted one] a copy of his book. |
Noun – Object of
Preposition:
They listened {to [what the teacher was saying]}. |
Noun – Subject:
[That mother knew] scared them. |
Adverb:
[After they won the game,] they had a big party. |
Adjective:
The man [who robbed the bank] is now in jail. |
Many (but not all) subordinate clauses begin with a subordinate conjunction:
after, although, as, as if, as though, because, before, if, how, lest, since, than,
that, when, where, while, what, who, why, which, until, whenever, wherever,
whatever, whoever, whichever, whether, for, so
78
SSuubboorrddiinnaattee C
Cllaauusseess aass D
Diirreecctt O
Obbjjeeccttss
Subordinate clauses that function as direct objects are easy to identify because
they are the complement of another verb:
Lucinda knew [DO she needed help (DO).] |
Thus, when we ask, “Lucinda knew what?,” the answer is “she needed help.”
Additional examples:
Saul whispered, [DO “We have time (DO).”] |
[DO “It is getting late (PA),”] Hector said.|
We think [DO she will win the game (DO) on Monday.] |
Victor knew [DO when the game was lost.] |
We asked [DO if we could go.] |
79
E
Exxeerrcciissee 1100.. 11.. B
Baasseedd oonn ““G
Grraannddffaatthheerr SSkkeeeetteerr H
Haaw
wkk’’ss SSttoorryy””
From FRIENDLY FAIRIES
Written & Illustrated by Johnny Gruelle
Directions: 1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
"DO" over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. I think it will be a good plan.
2. Another would say, “Pooh, that is nothing!”
3. I do not believe we should harm the hawk.
4. The catfish decided that they would follow their chief.
5. See how brave and fearless the mighty catfish are!
6. “What kind of a fish is that, Gran’pa Skeeterhawk?” he asked.
7. “That’s a catfish!” Gran’pa replied.
8. “Dear me! Are their heads flat?” Johnny Cricket asked.
9. They expected he would be the first to hide under the mud.
10. They thought that they were not only the most beautiful fish but the fiercest
fighters in the world.
80
E
Exxeerrcciissee 1100.. 22.. FFrroom
m ““T
Thhee SSttoorryy ooff tthhee FFiirrsstt A
Annttss””
from The Book of Nature Myths by Florence Holbrook
Directions: 1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
"DO" over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. Mother, I have found that I have a wonderful sense of smell.
2. By its help I can find whatever is hidden away.
3. "That is a marvelous story," cried the sister.
4. Can you tell me what is in these jars?
5. I shall think you are really a magician.
6. Only think what a wonderful sense of smell my son has!
7. Oh, how I wish I had not tried to play tricks!
8. We saw that you knew us.
9. Oh, I wish I had not been a thief!
10. She thought his power was only a trick.
11. The man wished that no one would ever talk to him again of his sense of smell.
81
E
Exxeerrcciissee 1100.. 33.. B
Baasseedd oonn ““T
Thhee FFaaiirryy R
Riinngg””
From FRIENDLY FAIRIES
Written & Illustrated by Johnny Gruelle
Directions: 1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
"DO" over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. His sister knew that he had met with disappointment.
2. Neither could say a word for a long time, then the little old man told her he had
been unable to make a single penny by playing.
3. He knew in a moment she was the one.
4. The little old man felt he should recognize her, but he could not remember
where he had seen her before.
5. “Let us not be downhearted, Brother!” said the sister.
82
E
Exxeerrcciissee 1100.. 44.. B
Baasseedd oonn ““T
Thhee O
Olldd,, R
Roouugghh SSttoonnee
aanndd tthhee G
Gnnaarrlleedd T
Trreeee””
From FRIENDLY FAIRIES
Written & Illustrated by Johnny Gruelle
Directions: 1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
"DO" over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. I wish the silly squirrel had gone some other place to eat the nuts!
2. Just see how he pushes me up in the air with his roots!
3. “Now I shall be all by myself again!” he said.
4. I wish the gnarled tree with its pretty rustling leaves were here again.
5. I wish another squirrel would come to eat nuts upon me!
6. The little nut took root and sent its tiny shoots up in the air, and the old, rough
Stone said, “There! I knew it!”
7. I wish the gnarled tree would come back and scatter his leaves about me.
83
E
Exxeerrcciissee 1100.. 55.. IInnddiirreecctt O
Obbjjeeccttss w
wiitthh SSuubboorrddiinnaattee C
Cllaauusseess
aass D
Diirreecctt O
Obbjjeeccttss
Based on Child-Story Readers: Wonder Stories 3, by Frank N. Freeman,
Grace E. Storm, Eleanor M. Johnson, & W. C. French.
Directions: 1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
"DO" over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. My father asked her what troubled her.
2. I will show him what kind of man I am.
3. I will tell you how you may get well.
4. Then the stork suddenly asked the geese if they had seen the gray rats.
5. Jonah then told the men what God had commanded him to do.
6. Tell me who you are and the story of your life.
7. Neither dared tell the king nor anyone else where he had been, nor what the ogre
had done to him.
8. George told the men that he had come to join the chase.
9. The queen of the fairies told the fairies that they must keep Tom safe from harm.
E
Exxeerrcciissee 1100.. 66.. T
Trreeaassuurree H
Huunntt aanndd//oorr R
Reecciippee R
Roosstteerr
Find and bring to class (or write) a sentence that has a subordinate clause used as a direct
object.
84
SSeeccttiioonn 1111 –– PPrreeppoossiittiioonnaall PPhhrraasseess:: T
Thhee ““T
Too”” PPrroobblleem
m
T
Thhee ““T
Too”” PPrroobblleem
m
When the word that answers the question “To what?” is
a noun or pronoun, the construction is a prepositional
phrase. When that word is a verb, the construction is not a
prepositional phrase.
(It is an infinitive, but you do not need to remember that now.)
Not Prepositional Phrases:
Prepositional Phrases:
Do the mice want to talk?
Pay attention {to their talk}.
To give is better than to receive.
He gave some money {to an orphanage}.
It was a summer to remember.
They traveled {from April} {to August}.
Sam went to see Bill.
But Bill went {to sea}.
Carol wished to play.
Carol went {to a play}.
Jerome wanted to object.
Jennifer went close {to the object}.
Terri loves to shop.
She'll go {from shop} {to shop} all day long.
Note that an “a,” “an,” or “the” before a word usually indicates that it is a noun.
Remember to pay attention to the meanings of the words:
Margaret remembered to bill the team. She gave the bill {to Bill}.
85
E
Exxeerrcciissee 1111.. 11.. ""T
Too"" –– IIss iitt aa pprreeppoossiittiioonn??
Directions: Place parentheses around each prepositional phrase. Draw an arrow from the
beginning of each phrase to the word it modifies.
1. Sam went to the park with his friends.
2. Ann loves to play basketball with the boys.
3. In the summer, Arnie goes to Florida with his family on vacation.
4. To whom did they give the prize for the contest?
5. Carol asked her sister to help her in the evening with her homework.
6. On Saturday, his father wanted Bill to wash their car.
7. He went to shelter his dog from the rain.
8. He went to shelter to get out of the rain.
9. Tom and Jim went to the lake to drown some worms.
10. Jack and Jill wanted to climb to the top of the hill.
86
E
Exxeerrcciissee 1111.. 22.. B
Baasseedd oonn ““T
Thhee FFaaiirryy R
Riinngg””
From FRIENDLY FAIRIES, Written & Illustrated by
Johnny Gruelle
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
"DO" over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. Tears came to the poor little old man’s eyes; everyone was too busy to stop to
hear his music.
2. At the first street corner he stopped and placed his violin to his shoulder to play.
3. No one stopped to listen to his music, much less to drop anything in the tiny tin
cup.
4. He had to stop and rest at each flight of stairs and he fell to his knees just as he
reached the attic door.
5. Again he climbed the stairs to the attic but he felt too weary to say a thing.
87
E
Exxeerrcciissee 1111.. 33.. ““T
Too M
Maarrkkeett””
From The Real Mother Goose
Illustrated by Blanche Fisher Wright.
Chicago: Rand McNally & Co., 1916.
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
"DO" over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
To market, to market, to buy a fat pig.
Home again, home again, jiggety jig.
To market, to market, to buy a fat hog,
Home again, home again, jiggety jog.
To market, to market, to buy a plum bun,
Home again, home again, market is done.
88
E
Exxeerrcciissee 1111.. 44.. B
Baasseedd oonn ““T
Thhee T
Taallee ooff JJeem
miim
maa PPuuddddllee--D
Duucckk””
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
"DO" over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. He used to turn the eggs over and count them.
2. He should be proud to see a fine nestful in his wood-shed.
3. He led the way to a very retired, dismal-looking house amongst the fox-gloves.
4. May I ask you to bring up some herbs from the farm-garden to make a savoury
omelette?
5. He seemed almost sorry to let Jemima go home for the night.
6. Jemima Puddle-duck was rather surprised to find such a vast quantity of
feathers.
7. Her sister-in-law, Mrs. Rebeccah Puddle-duck, was perfectly willing to leave the
hatching to some one else.
89
E
Exxeerrcciissee 1111.. 55 ““A
AR
Roobbiinn aanndd aa R
Roobbiinn''ss SSoonn””
This illustration and poem are from In the Nursery of My Bookhouse,
edited by Olive Beaupré Miller; (The Bookhouse for Children, 1920).
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
"DO" over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
A robin and a robin's son
Once went to town to buy a bun.
They couldn't decide on plum or plain
And so they went back home again.
E
Exxeerrcciissee 1111.. 66 T
Trreeaassuurree H
Huunntt aanndd//oorr R
Reecciippee R
Roosstteerr
Find and bring to class (or write) a sentence in which “to” is used both as a preposition
and not as a preposition.
90
SSeeccttiioonn 1122 –– PPrreeppoossiittiioonn?? O
Orr PPaarrtt ooff tthhee V
Veerrbb?? ((PPhhrraassaall V
Veerrbbss))
PPrreeppoossiittiioonn?? A
Addvveerrbb?? O
Orr PPaarrtt ooff tthhee V
Veerrbb??
Elk
Many words that function as prepositions can
also function as simple adverbs, or as a part of the
verb itself. In order to tell how a word that looks
like a preposition actually functions, you need to
look at the meaning of the sentence. As you
will see, in many cases, more than one explanation
is acceptable.
Deer
Adverbs That Look Like Prepositions
Consider, for example, the following sentence:
They fly around hitting things.
If you say that “around” is a preposition here and that “around hitting things” is a prepositional
phrase, then you are saying that they fly around things that hit. That is probably not what the
writer meant. The writer probably meant that they fly around and hit things. The easiest way to
explain “around” in this sentence is to consider it to be an adverb to “fly.” Note that in context,
the “around” might be considered an ellipsed prepositional phrase:
There are a lot of bats around this place. They fly around *this place* hitting things . . . .
“Prepositions” That Are Part of the Verb
Sometimes words that look like prepositions are actually part of the verb:
He had to figure out the answer.
If you rely on your knowledge of what words mean, you will be able to see that “out the answer”
is not a prepositional phrase here. The “out” goes with “figure.” Together, they mean “discover,”
or “find,” etc. Whenever you can replace a verb plus what looks like a preposition with one verb,
you can consider the “preposition” to be part of the verb. This combination is fairly frequent in
English. The following are just a few examples.
cry out = scream
go on = continue
look like = resemble
look out for = seek, guard, avoid, watch
put up with = endure
think of = remember
think up = invent
went in = entered
went up = approached
91
Note that your final decision needs to be based on the meaning of the words in the sentence.
In
She ran up the hill; he ran up the flag.
{“up the hill”} indicates where she ran, but he probably raised the flag up the flagpole. Note that
sometimes you can tell because words that are not prepositions can be moved. We would say
“He ran the flag up,” but “She ran the hill up” would not make any sense.
As another example, consider the difference between the following analyses:
1. Bill turned on the lights.
2. Bill turned {on the lights}.
If you analyze the sentence the first way, you are saying the sentence means Bill turned the lights
on. (And you can consider the “on” as part of the verb even if it appears after “lights.” But if you
analyze it the second way, you are saying that it means either that Bill was on top of the lights
and he was turning, or that he was driving, as in a race, and he turned at a signal from the lights.
Sometimes, as with “Come on,” words that look like prepositions do not have any
meaningful object. The question “On what?” simply does not make any sense here. In such
cases, simply consider the word to be an adverb.
92
E
Exxeerrcciissee 1122.. 11.. B
Baasseedd oonn TThhee TTaallee ooff tthhee F
Fllooppssyy B
Buunnnniieess
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
"DO" over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. Mr. McGregor tied up the sack.
2. A little old mouse picked over the rubbish among the jam pots.
3. Mr. McGregor threw down the sack on the stone floor.
4. Mr. McGregor came back and picked up the sack, and carried it off.
5. Suddenly Mr. McGregor emptied out a sackful of lawn mowings right upon the
top of the sleeping Flopsy Bunnies!
93
E
Exxeerrcciissee 1122.. 22.. B
Baasseedd oonn TThhee TTaallee ooff JJeem
miim
maa PPuuddddllee--D
Duucckk,,
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
"DO" over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. He folded up the newspaper, and put it in his coat-tail pocket.
2. He was looking over the top of the newspaper.
3. You have looked at your eggs.
4. Unfortunately the puppies rushed in and gobbled up all the eggs.
94
E
Exxeerrcciissee 1122.. 33.. B
Baasseedd oonn TThhee TTaallee ooff SSaam
muueell W
Whhiisskkeerrss,,
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
"DO" over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. The slanting slates kept out the rain.
2. They tipped up the jar.
3. Tom Kitten knocked down some soot into the fender.
4. She borrowed a small saucer, and scooped up the dough with her paws.
5. The rats eat up the chicken food, and steal the oats and bran, and make holes in
the meal bags.
95
SSeeccttiioonn 1133 –– PPrraaccttiiccee//A
Apppplliiccaattiioonn
E
Exxeerrcciissee 1133.. 11.. C
Coom
mppoouunndd M
Maaiinn C
Cllaauusseess
Based on The Tale of the Flopsy Bunnies, by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
"DO" over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. Presently a fly settled on one of them, and it moved.
2. The Flopsy Bunnies stirred a little in their sleep, but still they did not wake up.
3. Benjamin and Flopsy were in despair, they could not undo the string.
4. So Mr. McGregor did not get his tobacco, and Mrs. McGregor did not get her
rabbit skins.
5. Then the mouse came out of her jam pot, and Benjamin took the paper bag off
his head, and they told the doleful tale.
96
E
Exxeerrcciissee 1133.. 22.. SSeenntteennccee--B
Buuiillddiinngg w
wiitthh A
Addvveerrbbss
Based on The Tale of the Flopsy Bunnies, by Beatrix Potter
Directions: Using the following subjects and verbs as foundations, build
two sentences with adverbs modifying adjectives,
two sentences with adverbs modifying adverbs, and
two sentences with adverbs modifying verbs.
1. _______________ mouse apologized ________________________ .
2. _______________ Mr. McGregor found ________________________ .
3. _______________ Flopsy Bunnies were eating ______________________ .
4. _______________ rabbits smiled ________________________ .
5. _______________ bluebottles buzzed ________________________ .
6. _______________ Thomasina was making ________________________ .
97
E
Exxeerrcciissee 1133.. 33.. SSeenntteennccee--B
Buuiillddiinngg w
wiitthh A
Addjjeeccttiivveess
Based on The Tale of the Flopsy Bunnies, by Beatrix Potter
Directions: Write a sentence using the S/V/PA pattern to describe each of the following.
(Fill in the blank before each with at least one adjective.)
1. The __________ Flopsy Bunnies
2. __________ Benjamin Bunny
3. __________ Peter Rabbit
4. __________ Mr. McGregor
5. __________Thomasina Tittlemouse
98
T
Thhee Q
Quueessttiioonnss T
Thhaatt M
Mooddiiffiieerrss A
Annssw
weerr
A clause is a subject / verb / complement pattern and all the words that chunk to it. But
the words that chunk are called modifiers because they clarify or change the meaning of
the words that they chunk to. Usually, they answer one of the following questions:
What kind of?
Which?
What?
Whose?
Whom?
Where?
When?
How long?
How much?
Why?
How?
Under what conditions?
Study the sentence and table below to see
1.) how each word in the sentence chunks to a word in the S/V/C pattern,
2.) the part of speech of that word (or construction), and
3.) the question that the word answers.
The next day the young prince took his new bride to his father's palace.
S/V/C
The
next
day
the
young
prince prince (subject)
took
took (verb)
his
new
bride
bride (DO)
to
his
father's
palace.
Chunks to Part of Speech
day
adjective
day
adjective
took
NuA
prince
adjective
prince
adjective
Question
Which?
Which?
When?
Which?
What kind of?
bride
bride
adjective
adjective
Whose?
What kind of?
took
palace
palace
to
Adv. (Prep P)
adjective
adjective
Noun OP
Where?
Whose?
Whose?
What?
99
E
Exxeerrcciissee 1133.. 44.. T
Thhee Q
Quueessttiioonnss T
Thhaatt M
Mooddiiffiieerrss A
Annssw
weerr
A Sentence from The Tale of Peter Rabbit, by Beatrix Potter
Directions: In the table below, write
1.) how each word in the sentence chunks to a word in the S/V/C pattern,
2.) the part of speech of that word (or construction).
3.) Then use the following list to write the question that the modifier answers.
What kind of?
Which?
What?
Whose?
Whom?
Where?
When?
How long?
How much?
Why?
How?
Under what conditions?
They lived with their Mother in a sand-bank, underneath the root of a very big fir-tree.
S/V/C
They
lived
with
their
Mother
in
a
sand-bank,
underneath
the
root
of
a
very
big
fir-tree.
Chunks to
Part of Speech
Question
100
E
Exxeerrcciissee 1133.. 55.. G
Grraapphhiinngg W
Woorrddss ppeerr M
Maaiinn C
Cllaauussee
The Opening Paragraph of “The Sleeping Beauty”
from The Child's World – Third Reader,
by Hetty S. Browne, Sarah Withers, and W. K. Tate
I. Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
Note: Your teacher will tell you which version to analyze.
Adapted:
Once upon a time there lived a king and queen. They were very unhappy. They
had no children. But at last a little daughter was born, and their sorrow was turned
to joy. All the bells in the land were rung to tell the glad tidings.
The Original:
Once upon a time there lived a king and queen who were very unhappy
because they had no children. But at last a little daughter was born, and their
sorrow was turned to joy. All the bells in the land were rung to tell the glad tidings.
II. Using a graph sheet, make a graph of the number of words in each main clause. In the graph,
each row equals one main clause. Each column (after the yellow column) equals one word.
Unless your teacher gives you other directions, shade in one square for each word in each
main clause. If the clause is a compound, put a “C” in the yellow column.
101
E
Exxeerrcciissee 1133.. 66.. H
Hoow
wM
Muucchh II C
Caann E
Exxppllaaiinn:: ““SSiinnggiinngg,,”” bbyy R
Roobbeerrtt L
Loouuiiss SStteevveennssoonn
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each
example of direct address ("DirA").
Of speckled eggs the birdie sings
And 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.
102
E
Exxeerrcciissee 1133.. 77.. A
A PPuunnccttuuaattiioonn E
Exxeerrcciissee –– TThhee TTaallee ooff tthhee FFllooppssyy BBuunnnniieess
A. Briefly explain why Beatrix Potter used quotation marks in each of the following
sentences:
1. They were generally called the “Flopsy Bunnies.”
2. “One, two, three, four! five! six leetle rabbits!” said he.
3. She said that Mr. McGregor had “done it a purpose.” [Why isn't "Mr. McGregor"
inside the quotation marks?]
B. Commas are used to separate items in a series. Why did Potter use a comma after
“hood,” but not after “cloak,” or “muff”?
But next Christmas Thomasina Tittlemouse got a present of enough rabbitwool to make herself a cloak and a hood, and a handsome muff and a pair of
warm mittens.
103
E
Exxeerrcciissee 1133.. 88.. R
Reeccooggnniizziinngg B
Baassiicc V
Veerrbb T
Teennsseess
Directions: On the line after each sentence, write the tense of the verbs in it (past, present, or
future).
1. A bee is humming about the flowers on the window sill. _______________
2. On the clean kitchen floor two little children were playing happily in the
sunshine. _______________
3. Mrs. Bradley will be very busy at work in her great kitchen. _______________
4. The potatoes are boiling in the kettle over the open fire. _______________
5. Then he dropped on his hands and knees and began creeping toward the house.
_______________
6. Mrs. Bradley is humming a little song and preparing the dinner.
_______________
7. The warm sun will stream in through the open windows. _______________
8. In each little village a blockhouse had been built. _______________
9. To this blockhouse all the people will flee in time of trouble. _______________
10. Then her eye caught sight of two huge brass kettles upside down in front of the
fireplace. _______________
104
E
Exxeerrcciissee 1133.. 99 V
Vooccaabbuullaarryy -- FFiiB
Bw
wiitthh V
Veerrbbss –– ““B
Boobb,, tthhee FFiirree D
Doogg””
From The Pathway to Reading: Fourth Reader, by Bessie Blackstone Coleman, Willis L. Uhl,
and James Fleming Hosic. N.Y.: Silver, Burdett and Company, 1926, p. 214-215.
Directions: Fill in the blanks with interesting verbs. Your teacher may have you compare
answers and then discuss what the verbs add to the story.
At a London fire station there _______1_______ a faithful and daring dog named
Bob. Bob ______2________ always on duty; he never _____3_________ the station
except to help at a fire. The instant the fire alarm _______4_______, Bob
________5______ to his seat on the huge engine, where he _______6_______ beside
the driver as they ______7________ _______8_______ through the streets.
Whenever the men ________9______ that lives _______10______ in danger in a
burning building, they ______11_______ a ladder and ______12_______ toward Bob.
They never ________13_____ to urge him. Before they ________14_____
_______15______, Bob _______16______ on the ladder. Up, up he ______17_______,
then _______18______ through a broken windowpane and ______19_______ about
from room to room. If he _______20______ anyone asleep, he _______21______ to tell
of danger. If he _______22______ anyone who _______23______ helpless, he
_______24______ back to the window and ______25_______ for help. In this way he
_____26________ _______27______ the lives of nearly a score of persons.
On one of these trips, Bob ______28_______ a very small child. He
_______29______ back to the window for help. As soon as a fireman
_______30______ the window, Bob _______31______ the way to the child. Back to the
window he then _______32______ but, instead of going down first, ________33_____
105
until the fireman and child _______34______ safely on their way. Then
______35_______ Bob, the real and beloved hero of the fire.
Later, at another fire, Bob _______36________ an old lady who ________37_____
too feeble to rise from her chair. Again he ______38_______ for help and
_______39______ the fireman as he _____40________ when saving the child. This
time Bob _______41______ too long before starting down the ladder. Flames
_______42________ to ______43_______ out of the window so that he ______44_______
not _______45______ to it. He _____46________ ________47_____ _______48______ but
he _______49______ clever enough to know that barking _____50________
________51_____ no help. And he ________52_____ no time to lose.
The firemen ________53_____ more frantic than Bob himself. They
_______54______ that their faithful comrade's work ______55_______
_______56______. But just as they ______57_______ about to give him up, they
_______58______ toward another window. There they _______59______ Bob pawing
at the glass. The firemen quickly ______60_______ a large life-net, and Bob, without
waiting an instant, ________61_____ through the glass and down to safety.
106
E
Exxeerrcciissee 1133.. 1100 H
Hoow
wM
Muucchh II C
Caann E
Exxppllaaiinn –– ““T
Thhee B
Booyy iinn tthhee B
Baarrnn””
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
A little boy went into a barn,
And lay down on some hay.
An owl came out, and flew about,
And the little boy ran away.
This illustration and poem are from The Real Mother Goose.
Illustrated by Blanche Fisher Wright. Chicago: Rand McNally & Co., 1916.
107
E
Exxeerrcciissee 1133.. 1111 SSeenntteennccee C
Coom
mbbiinniinngg –– A
Aeessoopp’’ss ““T
Thhee FFooxx aanndd tthhee C
Crraannee””
Directions: Read the passage all the way through. You will notice that the sentences are short
and choppy. Study the passage, and then rewrite it in better way. You may combine
sentences, change the order of words, and omit words that are repeated too many times. But
try not to leave out any of the information.
A Fox invited a Crane to supper. She provided one thing for his entertainment.
She provided some soup. The soup was made of peas. It was poured out into a
dish. The dish was broad. The dish was flat. The dish was made of stone. The soup
fell out of the long bill of the Crane. This happened at every mouthful. The Crane
was frustrated. He was not able to eat. This gave the Fox much amusement.
The Crane's turn was next. He asked the Fox to have supper with him. He set
before her a glass. The glass was tall. The glass had a long mouth. The mouth was
narrow. The Crane could insert his neck and into the glass. He could do this easily.
He could enjoy its contents. He could do this at his leisure. The Fox was unable
even to taste it. She met with a return. The return was fitting. It matched the
fashion of her own hospitality.
108
E
Exxeerrcciissee 1133.. 1122 JJffFF–– W
Whhyy tthhee E
Enngglliisshh llaanngguuaaggee iiss ssoo hhaarrdd ttoo lleeaarrnn
Just for Fun
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. The bandage was wound around the wound.
2. We must polish the Polish furniture.
3. The soldier decided to desert his dessert in the desert.
4. I did not object to the object.
5. They were too close to the door to close it.
109
SSeeccttiioonn 1144.. PPrreeppoossiittiioonn ((oorr SSuubboorrddiinnaattee C
Coonnjjuunnccttiioonn))??
IIss iitt aa PPrreeppoossiittiioonn??
If it looks like a duck,
and it quacks a duck,
it's a duck.
Many words that function as prepositions also have other
functions. You find a prepositional phrase by asking the question
"What?" after a word that can function as a preposition. When the
word or words that answer that question form a sentence, the
construction is not a prepositional phrase.
They are subordinate clauses, but you do not need to remember that now.
Just remember not to put parentheses around them.
Examples:
Prepositional Phrase:
Not a Prepositional Phrase:
Prepositional Phrase:
Not a Prepositional Phrase:
Prepositional Phrase:
Not a Prepositional Phrase:
We watched television {after
dinner}.
We watched television after we had
dinner.
{Before sunrise}, the birds begin to
chirp.
Before the sun rises, the birds
begin to chirp.
Billy can't swim {like her}.
Billy can't swim like she does.
110
E
Exxeerrcciissee 1144.. 11 IIss iitt aa pprreeppoossiittiioonn??
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. They haven't eaten since breakfast.
2. They have had nothing to eat since they had breakfast.
3. Karen was late because of her brother.
4. Roberta won the race because she practiced a lot.
5. My mother made supper after she returned from where she works.
6. My brother played baseball with us when he got home from work.
7. After they read the story, they wrote about it.
8. They took a nap after dinner.
9. They talked about Sam.
10. They talked about what they wanted to do.
111
E
Exxeerrcciissee 1144.. 22 IIss iitt aa pprreeppoossiittiioonn??
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. Amy lives right across the street from me.
2. Amy lives right across the street from where I do.
3. Annie has been my very best friend since I moved here.
4. I met Annie in 1964. Since then she has been my very best friend.
5. Some people are afraid of my dog because she looks mean.
6. My dog looks mean. Some people are afraid of her because of that.
7. My dog won't eat anything except Alpo.
8. She won't eat anything except what I give her.
9. My mom doesn't like my dad to tell me about life because she's afraid he might
tell me something I shouldn't know.
10. My mom doesn't like my dad to tell me about what life is like because she's
afraid he might tell me something I shouldn't know.
112
E
Exxeerrcciissee 1144.. 33 W
Wrriittiinngg SSeenntteenncceess –– IIss iitt aa pprreeppoossiittiioonn??
Directions: Write two sentences using each of the following words. In one sentence
in each pair, use the word as a preposition. In the other, use it so that it is not a
preposition.
after,
since,
before,
because (of),
about,
except
113
E
Exxeerrcciissee 1144.. 44 B
Baasseedd oonn ““T
Thhee FFaaiirryy R
Riinngg”” bbyy JJoohhnnnnyy G
Grruueellllee
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
"DO" over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. A little old man with a violin tucked under his arm shuffled down the attic steps
and the many flights of stairs until finally he reached the streets.
2. The little old man was quiet for a long time and then he arose and again drew his
bow across the violin strings.
3. He stumbled towards her chair, fell to his knees before her, and buried his face
in her lap.
4. Before he had finished the old woman leaned over and dropped something into
his little tin cup.
5. The old lady sat very still and dreamed, for her brother was playing one of their
childhood songs.
6. He had never looked upon her until now.
114
SSeeccttiioonn 1155 –– E
Em
mbbeeddddeedd PPrreeppoossiittiioonnaall PPhhrraasseess
E
Em
mbbeeddddeedd PPrreeppoossiittiioonnaall PPhhrraasseess
When a prepositional phrase modifies a word that is inside
another phrase, it is said to be “embedded” in the first phrase.
[Think of it as being planted in the flower bed of the first
phrase.] Other phrases “jump over” phrases to modify a
word that is separated from them.
Embedded: They went {to the store} {on the corner}.
Here, “on the corner” describes the store.
Not Embedded: They went {to the store} {on Monday}.
In this case, “on Monday” explains when they “went.” The phrase thus
“jumps over” the “to the store phrase” and modifies “went.”
The chunking of embedded prepositional phrases:
Image courtesy of Shelagh Manton (in Australia)
115
E
Exxeerrcciissee 1155.. 11 B
Baasseedd oonn TThhee TTaallee ooff JJeem
miim
maa PPuuddddllee--D
Duucckk
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase, and draw an arrow from each
preposition to the word that its phrase modifies.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. I have a sackful of feathers in my wood-shed.
2. The collie listened, with his wise head on one side.
3. Jemima Puddle-duck went up the cart-road for the last time, on a sunny
afternoon.
4. She flew over the wood, and alighted opposite the house of the bushy long-tailed
gentleman.
5. She was rather burdened with bunches of herbs and two onions in a bag.
6. He asked several questions about the wood, and about the exact position of the
house and shed.
7. She rather fancied a tree-stump amongst some tall fox-gloves.
116
E
Exxeerrcciissee 1155.. 22 B
Baasseedd oonn TThhee TTaallee ooff JJoohhnnnnyy TToow
wnn M
Moouussee
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase, and draw an arrow from each
preposition to the word that its phrase modifies.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. Timmy Willie went to town by mistake in a hamper.
2. The gardener sent vegetables to town once a week by carrier.
3. Timmy Willie crept in through a hole in the wicker-work.
4. With the utmost politeness he introduced Timmy Willie to nine other mice.
5. But after the first exclamation of surprise he instantly recovered his manners.
6. So Timmy Willie said good-bye to his new friends, and hid in the hamper with a
crumb of cake and a withered cabbage leaf.
117
E
Exxeerrcciissee 1155.. 33 B
Baasseedd oonn TThhee TTaallee ooff M
Mrr.. JJeerreem
myy F
Fiisshheerr
by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase, and draw an arrow from each
preposition to the word that its phrase modifies.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb ("NuA"), and each example of
direct address ("DirA").
1. Mr. Jeremy Fisher lived in a little damp house amongst the buttercups at the
edge of a pond.
2. His boat was tied to a water-plant in the middle of the pond.
3. MR. JEREMY bounced up to the surface of the water, like a cork and the
bubbles out of a soda water bottle.
4. He hopped home across the meadow with his macintosh all in tatters.
5. Instead of a nice dish of minnows – they had a roasted grasshopper with ladybird sauce.
118
E
Exxeerrcciissee 1155..44 T
Thhee PPlleeddggee ooff A
Alllleeggiiaannccee ttoo tthhee FFllaagg
Directions:
1. Place parentheses ( ) around each prepositional phrase, and
draw an arrow from each preposition to the word that
its phrase modifies.
2. Underline verbs twice, their subjects once, and label
complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
4. Label each interjection ("Inj"), each noun used as an adverb
("NuA"), and each example of direct address ("DirA").
I pledge allegiance to the flag of the United States
of America and to the republic for which it stands: one
nation under God, indivisible, with liberty and justice
for all.
E
Exxeerrcciissee 1155..55 T
Trreeaassuurree H
Huunntt aanndd//oorr R
Reecciippee R
Roosstteerr
Find and bring to class (or write) a sentence that has an embedded prepositional phrase in
it. Underline the embedded phrase and the phrase that it is embedded in.
119
SSeeccttiioonn 1166 –– PPrroonnoouunnss –– PPeerrssoonn,, N
Nuum
mbbeerr,, aanndd C
Caassee
PPrroonnoouunnss –– PPeerrssoonn,, N
Nuum
mbbeerr,, aanndd C
Caassee
There are three categories of “personal pronouns.” First person
pronouns include the speaker or writer – “I,” “we,” “us,” etc. Second
person pronouns refer to the person spoken to – “you.” Third person
pronouns refer to the people or things talked about – “he,” “she,” “it,”
“they,” etc.
“Number” refers to the number of people or things the pronoun
represents – one person or thing (singular) or more than one (plural).
Person
first
second
third
Singular
I
you
he, she, it
Plural
we
you
they
The pronouns in the table are in “nominative case.” They are pronouns that function
as subjects or predicate nouns.
“Objective case” pronouns function as objects (indirect or direct) or as objects of
prepositions.
Person
Singular
Plural
first
me, myself
us, ourselves
second
you, yourself
you, yourselves
him, her, it
them
third
himself, herself, itself
themselves
Pronouns in “possessive case” can function as subjects, predicate nouns, or objects.
Person
Singular
Plural
first
mine
ours
second
yours
yours
third
his, hers, its
theirs
That book is yours. Mine is in my room. They forgot about theirs.
The pronoun “who” can be either singular or plural, and it has an objective case form
– “whom.”
120
E
Exxeerrcciissee 1166.. 11 W
Wiissee M
Meenn ooff G
Gootthhaam
m
from The Child's World --Third Reader,
by Hetty S. Browne, Sarah Withers, and W. K. Tate
Directions: In the story below, twenty pronouns are numbered and in bold. In the following
table, write the person, number, and case of each numbered pronoun.
Once upon a time there were some wise men who lived in Gotham. Listen and you (1) will
hear how wise they (2) were.
Twelve of these wise men went fishing one day. Some went into the stream and some stayed
on dry ground. They caught many fish and had a good time.
As they came home, one of the men said, "We (3) have risked much wading in that stream. I
(4) pray God no one of us is drowned."
"Why, one of us (5) might be! Who (6) knows?" cried another. "Let's see about it. Twelve
of us went fishing this morning. We must count and see if twelve are returning."
So one man counted, "One, two, three, four, five, six, seven, eight, nine, ten, eleven." And
he did not count himself (7)!
"Alas! One of us is drowned!" he cried.
"Woe be unto us! Let me (8) count," said another. And he did not count himself.
"Alas! alas!" he wailed; "truly one of us is drowned!"
Then every man counted, and each one failed to count himself.
"Alas! alas!" they all cried; "one of us is drowned! Which one is it?"
They went back to the shore, and they looked up and down for him (9) that was drowned.
All the time they (10) were lamenting loudly.
A courtier came riding by. "What are you seeking?" he asked, "and why are you (11) so
sorrowful?"
"Oh," said they, "this day we (12) came to fish in the stream. There were twelve of us (13),
but one is drowned."
"Why," said the courtier, "count yourselves (14) and see how many there be."
121
Again they (15) counted, and again each man failed to count himself (16).
"Well, this is sad," said the courtier, who saw how the mistake had been made. "What will
you give me (17) if I find the twelfth man?"
"Sir," cried all together, "you (18) may have all the money we own."
"Give me the money," said the courtier.
Then he began to count. He gave the first man a whack over the shoulders and said, "There
is one."
He gave the next a whack and said, "There is two." And so he (19) counted until he came to
the last man. He gave this one a sounding blow, saying, "And here is the twelfth."
"God bless you (20)!" cried all the company. "You have found our neighbor."
OLD ENGLISH STORY
Person
1. you
2. they
3. We
4. I
5. us
6. Who
7. himself
8. me
9. him
10. they
11. you
12. we
13. us
14. yourselves
15. they
16. himself
17. me
18. you
19. he
20. you
Number
Case
122
E
Exxeerrcciissee 1166.. 22 T
Thhee M
Moonnkkeeyy aanndd tthhee C
Crrooccooddiillee
The Children's Own Readers - Book Three
by Mary E. Pennell and Alice M. Cusack,
Illustrated by Maurice Day and Harold Sichel
Boston: Ginn and Company 1929, 197-202.
Directions: In the story below, twenty pronouns are numbered and in bold. In the following
table, write the person, number, and case of each numbered pronoun.
Once upon a time in far-away India there lived a huge monkey. His home was in a great tree
on the bank of the river Ganges.
Now in that same river there lived many crocodiles. An old crocodile had watched the huge
monkey for many weeks and longed for his heart to eat. One day she (1) said to a young
crocodile, “I want to eat the heart of that King of the Monkeys. Catch him (2) for me (3).”
“How can I (4) catch a monkey?” said the young crocodile. “Crocodiles live in the water
and monkeys live on dry land.”
“I do not know,” said the old crocodile, “but catch him you must.”
So the young crocodile thought and thought.
At last one day he (5) saw the monkey on the bank of the river Ganges taking a drink of
water. The crocodile swam near him and said, “Oh, King of the Monkeys, why do you (6) live
on the poor fruit which grows on this side of the river? On the other side of the Ganges there are
many trees loaded with ripe fruit. Why do you not cross over and eat of the fruit on the other side
of the river?”
“Ah, Clever One!” said the monkey, “deep and wide is the Ganges. How can I cross to the
other side?”
“I (7) will carry you (8) there on my back,” said the crocodile.
The monkey wanted to cross the river to get the ripe fruit, and so he (9)
jumped upon the crocodile’s back.
The crocodile swam along with the monkey on his back. “This is a fine ride
you (10) are giving me (11),” said the monkey.
Just then the crocodile dived down under the water. As the monkey could
not swim he did not dare to let go. When the crocodile came up the monkey choked and said,
“Why did you (12) take me under the water, crocodile?”
“Because I am going to kill you that way,” answered the crocodile. “An old crocodile wants
your heart to eat, and I have promised to get it for her (13).”
“I wish you had told me you wanted my heart,” said the monkey. “Then I would have
brought it (14) with me.”
“How queer!” said the crocodile. “Do you mean that you haven’t your heart with you (15)?”
“That is what I mean,” said the monkey. “If we (16) kept our hearts inside us (17) when we
go jumping from one tree to another, they (18) would be all knocked to pieces.”
“Well, where do you keep your heart?” said the crocodile.
123
The monkey pointed to a fig tree loaded with fruit. “See,” said he, “there are our hearts
hanging on that fig tree. If you want my heart we must go back to the tree and get it. But we are
so near the other bank where the ripe fruit is, please take me there first.”
“No, monkey,” said the crocodile, “I’ll take you straight back to your
tree. Get your heart and bring it to me at once. Then we shall see about
getting the ripe fruit.”
“Very well,” said the monkey.
But no sooner had the crocodile reached the bank than the monkey
jumped off his back and – whisk! up he ran into the tree. Then he called
down to the crocodile below, “Oh, Clever One! my heart is away up here. If you (19) want it
(20), come and get it.”
–A Tale from India
Person
1. she
2. him
3. me
4. I
5. he
6. you
7. I
8. you
9. he
10. you
11. me
12. you
13. her
14. it
15. you
16. we
17. us
18. they
19. you
20. it
Number
Case
124
E
Exxeerrcciissee 1166.. 33 G
Grraannddffaatthheerr SSkkeeeetteerr H
Haaw
wkk’’ss SSttoorryy
From FRIENDLY FAIRIES
Written & Illustrated by JOHNNY GRUELLE, 1919
Directions: In the story below, twenty pronouns are numbered and in bold. In the following
table, write the person, number, and case of each numbered pronoun.
It was a beautiful day in the late summer. Tommy Grasshopper, Johnny Cricket and Willy
Ladybug were playing on a high bank of the river, and watching the little fish jumping after tiny
flies and bugs that fell upon the surface of the stream.
“Let’s go up higher so that we can see them (1) better,” Willy Ladybug said.
“Yes, let’s climb up on the tall reeds so that we (2) can look right down in the water,”
Johnny Cricket said. “But we must be very careful and not fall, for the fish would soon swallow
us (3), and that would not be very much fun!” he laughed.
So Tommy Grasshopper and Johnny Cricket caught hold of Willy Ladybug’s four little
hands and helped him to climb up the tall reeds, for Willy was not as old as the other Bug Boys,
and might fall in the water if they (4) did not help him.
From the tall reeds the three Bug Boys could look down in the water and see the pretty little
sun fish and the long slim pickerel darting around and turning their shiny sides so that the sun
would reflect its rays on them, just as if they were looking glasses.
The Bug Boys watched the fish until they grew tired, and they were just starting down the
tall reed when a great big dragon fly flew upon the top of the reed and called to them.
Of course all the Bug Boys knew old Gran’pa Skeeterhawk–for it (5) was he (6) –so the
three returned to the reed and sat down again to pass the time of day with Gran’pa.
Presently Willy Ladybug saw a strange fish in the water.
“What kind of a fish is that, Gran’pa Skeeterhawk?” he asked.
“That’s a catfish!” Gran’pa replied. “Queer looking fish, the catfish are; they do most of
their feeding at night since Omasko, the elk, flattened their heads.”
“Dear me! Are their heads flat?” Johnny Cricket asked.
“Flat as a pancake!” Gran’pa Skeeterhawk
replied, and then told them (7) this story:
“I’ve heard my Gran’pa tell that once the
catfish had heads that were shaped like sunfish,”
Gran’pa Skeeterhawk said, “and they thought that
they were not only the most beautiful fish but the
fiercest fighters in the world, although they would
always swim away as fast as they could whenever
anything came near them. You (8) see, they really
were not even a teeney, weeney bit brave.
“But when the catfish got by themselves (9) and they thought there was no one else to
overhear them, they would make up fairy tales of wonderful adventures they had gone through,
and fierce monsters they had destroyed. One would say ‘I wish I (10) were large enough to drag
125
home the enormous giant eel I killed today. He was sixteen feet long, and weighed five hundred
pounds.’ Another would say, ‘Pooh, that is nothing! Why, you ought to see an Indian who (11)
tried to catch me (12) in a net! Why, I not only pulled him in the water and dragged him all over
the bottom, but I made him (13) promise he would never disturb any of the catfish tribe after
this!’
“Just then a little bird flew over the water and his shadow so startled the boastful catfish,
they buried themselves in the mud at the bottom of the stream.
“After a while,” Grand’pa
Skeeterhawk continued, “They got up
courage to peek out of the mud, and as
they saw nothing to frighten them, they
(14) formed in a circle and told more
tales of their fighting qualities.
“One old catfish who had been the
leader because he could tell the biggest
tales and hide under the mud quicker
than any of the others finally said: ‘We are the best fish in the water, as you (15) all know, so I
think it will be a good plan to fight everything that comes near the water from the land!’
“’Shall we fight the big hawk who wades in the water and catches some of us (16)?’ asked a
little kitten fish.
“’Kitten fish should be seen and not heard!’ the old chief catfish answered quickly. I do not
believe we should harm the hawk. He is not large enough. I was thinking of the large beast who
comes wading along the shores and eats the grasses that grow beneath the surface. You know he
has to raise his head every once-in-a-while in order to breathe, so if we (17) should all hang on to
him we could pull him under the water.’
“So the catfish, although they were so frightened that their fins grew stiff, decided that they
(18) would follow their chief, for they expected he would be the first to hide under the mud when
the big beast came.
“Finally old Omasko, the elk, came down to the river to feed, and the old chief catfish swam
out and pulled on Omasko’s whiskers, and all the other catfish cried: ‘See how brave and fearless
the mighty catfish are!’ and they all swam out and pulled Omasko’s whiskers, too. This made
Omasko very angry, for he never harmed any fish in his life.
“He began jumping and pawing with his heavy hoofs, and smashed all the catfish down in
the mud and when they finally came out again, which was not until two or three days later, their
heads were as flat as they are now!
“That is why all catfish have flat heads,” Grandfather Skeeterhawk finished.
“It served them (19) right for being so boastful!” Johnny Cricket said.
“It served them right for trying to harm someone who (20) never harmed them!” Gran’pa
Skeeterhawk replied, as he darted up in the air and flew over the tall cat-tails.
126
Person
Number
Case
1. them
2. we
3. us
4. they
5. it
6. he
7. them
8. You
9. themselves
10. I
11. who
12. me
13. him
14. they
15. you
16. us
17. we
18. they
19. them
20. who
E
Exxeerrcciissee 1166.. 44 T
Trreeaassuurree H
Huunntt ((aanndd//oorr R
Reecciippee R
Roosstteerr))
Find and bring to class (and/or write):
a. a sentence with a first person, plural pronoun used in the objective case.
b. a sentence with a second person, singular pronoun used in the nominative case.
c. a sentence with a third person, plural pronoun used in the objective case.
127
SSeeccttiioonn 1177 –– D
Diissttiinngguuiisshhiinngg FFiinniittee V
Veerrbbss ffrroom
mV
Veerrbbaallss
Thus far we have been looking at the verbs that form clauses and sentences. Some verbs,
however, function as nouns, adjectives or adverbs. The verbs that form sentences are called
“finite.” These are the verbs that you should underline twice. The verbs that function as nouns,
adjectives, or adverbs are called “verbals.” You should not underline these verbs twice. The
objective of this section is to help you understand which verbs to underline and which not to.
Three tests will help you with this.
11.. T
Thhee N
Noouunn T
Teesstt
A verb that functions as a noun (a subject, a complement, or the object of a
preposition) is not a finite verb. (Do not underline them twice.)
Subject:
Swimming is good exercise (PN).
Direct Object:
They like playing (DO) baseball.
Predicate Noun:
Theresa's favorite exercise is hiking (PN).
Object of Preposition:
Mikie was thinking {of taking a walk}.
Note that verbals, like all verbs, can have complements. Thus “baseball” is the
direct object of “playing,” and “walk” is the direct object of “taking.”
128
22.. T
Thhee ““T
Too”” T
Teesstt
A finite verb phrase cannot begin with “to.” Thus in “Bob went to his room to do his
homework,” “to do” is not a finite verb. (Do not underline it twice.)
Bob went {to his room} to do his homework.
One can, however, consider “to” plus a verb as part of a verb phrase if the phrase begins
with a helping verb:
Sam had to leave early.
Sandra ought to go {to the game}.
Technically, a verb phrase that begins with “to” is an infinitive. You will study infinitives in
detail in later. For now, your primary objective is not to underline them twice. You might
note, however, that infinitives function as nouns, adjectives, or adverbs.
As Nouns:
Subject:
Direct Object:
Predicate Noun:
To play {at the beach} is fun (PN).
We like to play (DO) {at the beach}.
The best thing is to run (PN).
As Adjectives:
That was a day (PN) to remember.
As Adverbs:
They went {to the mall} to shop.
Like all verbs, infinitives can have subjects and complements. In sentences like “To
play at the beach is fun,” the subject of “To play” is understood to be anyone. In sentences
such as “We like to play at the beach,” the subject is understood to be the same as the main
subject – “We like *us* to play at the beach.” If the subject of the infinitive is someone or
something else, it must be included in the sentence – “We like Bill to play with us at the
beach.” In sentences like this, “Bill” is the subject of the infinitive “to play,” and the entire
infinitive phrase is the direct object of “like.”
After some verbs, the “to” is not used – “Dad made me clean my room.” In this
sentence, “me” is the subject of the infinitive “clean,” and “room” is the direct object of
“clean.” Here again, the entire infinitive phrase is the direct object of “made.” Note that
the subjects of infinitives are in objective case.
129
33.. T
Thhee SSeenntteennccee T
Teesstt
The last way to distinguish finite verbs from verbals is the simple sentence test. If you
are not sure about whether or not to underline a verb twice:
1. Find the subject of that verb by making a question with “Who” or “What” before
the verb.
2. Make a simple sentence using that subject and verb – without adding any words, and
without changing the form or meaning of the verb.
3. If the result is not an acceptable sentence, the verb is not finite.
Examples
1. They let Bill keep the puppy.
“Keep” is a verb. If we ask “Who or what keep?”, the answer is “Bill.” But “Bill keep the
puppy” is not an acceptable sentence, so “keep” is not a finite verb and should not be
underlined twice.
2. They saw Bill (DO) walking {by the river}.
“Walking” is a verb. If we ask “Who or what was walking?”, the answer is “Bill.” Thus we
try the sentence – “Bill walking by the river.” That is not, however, an acceptable sentence.
To make it acceptable, we would have to add “was” – “Bill was walking by the river.” For
this test, however, we cannot add words, so “walking” is a verbal – it should not be
underlined twice.
3. Going {to school}, they saw an accident (DO).
“Going” is a verb. If we ask “Who or what is going?”, the answer is “they.” But “they going
to school” is not an acceptable sentence, so “going” is not a finite verb and should not be
underlined twice.
Remember that the meaning of the verb cannot change in the sentence test. In the following
sentence, “told” does not mean that the story told something. Instead it means that the
story was told. Thus “told” is a verbal, and not a finite verb.
They liked the story (DO) told {by the teacher}.
130
E
Exxeerrcciissee 1177.. 11 V
Veerrbbss T
Thhaatt FFuunnccttiioonn aass N
Noouunnss ((G
Geerruunnddss ## 11))
Some verbs act as subjects, complements, or objects of prepositions. They are called
“verbals.” Like all verbs, verbals are modified by adverbs and they can have subjects and
complements. The most important thing you need to remember now is: “DO NOT UNDERLINE
THEM TWICE.” Instead, if they act as subjects, underline them once. Otherwise, label them as
you would any other word.
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
“DO” over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
1. The boys and girls like racing against each other.
2. Playing baseball in the park is fun.
3. They thought about playing baseball with the girls.
4. George has the tools and wood for making a birdhouse.
5. Giving a talk to the class is not difficult.
6. My little brother enjoys watching T.V. in the evening.
131
E
Exxeerrcciissee 1177.. 22 V
Veerrbbss T
Thhaatt FFuunnccttiioonn aass N
Noouunnss ((G
Geerruunnddss ## 22))
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
“DO” over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
1. Jumping rope is good exercise.
2. There is no fun in washing dishes.
3. Uncle Bob bought the seeds for planting a garden.
4. In the morning, they started washing the car.
5. Having a good breakfast is good for your health.
6. The teacher explained to the children the benefits of saving money in a bank.
132
E
Exxeerrcciissee 1177.. 33 V
Veerrbbss T
Thhaatt FFuunnccttiioonn aass N
Noouunnss ((G
Geerruunnddss ## 33))
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
“DO” over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
1. My friends couldn't stop laughing at the joke.
2. The kids woke everyone up by making lots of noise.
3. You'd feel like saving the kittens.
4. Going to the movies is just wasting money.
5. My favorite activity is riding my bike.
6. Sand is used for making glass.
133
E
Exxeerrcciissee 1177.. 44 V
Veerrbbss T
Thhaatt FFuunnccttiioonn aass N
Noouunnss ((G
Geerruunnddss ## 44))
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
“DO” over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
1. Playing baseball is fun.
2. Back in the old days they thought it could stop you from getting sick.
3. My sister and I like going fishing with our father.
4. The dogs started running after the rabbits.
5. We do a lot of stuff together, like running and fighting, and making each other
laugh.
6. It's just like being a teacher.
134
E
Exxeerrcciissee 1177.. 55 V
Veerrbbaallss ((IInnffiinniittiivveess)) aass D
DO
O ((““JJeem
miim
maa PPuuddddllee--D
Duucckk””))
After verbs that are not helping verbs, “to” plus a verb is a complement.
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
“DO” over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
1. I wish to hatch my own eggs.
2. She tried to hide her eggs.
3. He promised to take great care of her nest.
4. Mrs. Puddle-duck was trying to find a convenient dry nesting-place.
5. She began to waddle about in search of a convenient dry nesting-place.
6. Jemima intended to begin to sit next day.
135
E
Exxeerrcciissee 1177.. 66 V
Veerrbbaallss ((IInnffiinniittiivveess)) aass D
DO
O
((““T
Thhee T
Taallee ooff JJoohhnnnnyy T
Toow
wnn M
Moouussee””))
After verbs that are not helping verbs, “to” plus a verb is a complement.
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
“DO” over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
1. Presently the cook opened the hamper and began to unpack the vegetables.
2. Timmy Willie preferred to spend a miserable night under the fender.
3. Timmy Willie longed to be at home in his peaceful nest in a sunny bank.
4. We have endeavoured to entertain you, Timothy William.
5. You will never want to live in town again.
6. For my part I prefer to live in the country, like Timmy Willie.
136
E
Exxeerrcciissee 1177.. 77 SSuubbjjeeccttss ooff V
Veerrbbaallss ((IInnffiinniittiivveess))
Based on “The Snow Queen”
From Stories from Hans Andersen with illustrations by Edmund Dulac
Sometimes the subject of a verbal is understood. “I want to go” means that I want
me to go. If the subject of the verbal is not understood, it is probably in objective
case – “I want her to go.”
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
“DO” over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
1. It makes the dress look whiter.
2. “Just let her come,” said the boy.
3. There was something in the hymn about roses, and that made her think of her own.
4. That bit of glass in his heart made him tease little Gerda.
5. They had seen him tie his little sledge to a splendid big one.
6. The guards in silver and the lackeys in gold would never allow you to pass.
7. I don’t like you to whimper!
8. But the reindeer again implored her to give Gerda something.
9. Some of these bits of glass made them see everything that was amiss.
10. The Prince got up and allowed Gerda to sleep in his bed.
137
E
Exxeerrcciissee 1177.. 88 IInnddiirreecctt O
Obbjjeeccttss aass SSuubbjjeeccttss ooff V
Veerrbbaallss ((IInnffiinniittiivveess))
Based on Child-Story Readers: Wonder Stories 3
by Frank N. Freeman, Grace E. Storm, Eleanor M. Johnson, & W. C. French.
Illustrated by Vera Stone Norman. New York: Lyons and Carnahan, 1927-29-36.
Indirect objects can also function as the subjects of verbals (infinitives). Consider the
sentence:
Bill asked Bob to leave.
“Bob” is the indirect object of “asked,” but if we ask who is to leave, the answer is also
“Bob.” Thus the indirect object is also the subject of the verbal.
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
“DO” over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
6. Put an oval around each verbal.
1. Among other things they advised her to build a house beside the roadside..
2. The king told the big man to go and kill that buffalo.
3. The stork begged Thumbietot to forgive him.
4. The White Cat told him not to be afraid.
5. He did not ask the White Cat to explain this.
6. She told the twins to climb to the first branches of a tall fir tree.
7. The White Cat soon came and asked the Prince to join their sport.
8. I begged the fairies to bring me some cord and needles.
9. Jack and Jane like to help Uncle Jim do many things on the farm.
10. Omar taught the elephant to stand on his hind feet, to kneel, to march, to raise his
trunk and salute like a soldier, and to sit down at the table.
138
E
Exxeerrcciissee 1177.. 99 V
Veerrbbss T
Thhaatt FFuunnccttiioonn aass A
Addjjeeccttiivveess
((G
Geerruunnddiivveess ## 11))
Some verbals act as adjectives. Like all verbs, verbals are modified by adverbs and
can have and complements. For example,
They saw Billy playing baseball.
If we ask “Who or what was playing,” the answer is “Billy,” but “Billy playing baseball”
fails the sentence test. Therefore, “playing” is a verbal and not a finite verb. Note that
“baseball” is the direct object of “playing.” The most important thing you need to
remember now is: DO NOT UNDERLINE THEM TWICE.
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
“DO” over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
1. My cat was sitting there watching me.
2. Once there was a boy named Tommy.
3. I got up and looked out of my window, wondering when the noise would stop.
4. We heard a voice saying, “Go away!”
5. This story is about a girl named Sue.
6. They saw the snake moving on the ground.
7. At school, they know a girl called Sally.
8. I heard my mom calling me for breakfast.
139
E
Exxeerrcciissee 1177.. 1100 V
Veerrbbss T
Thhaatt FFuunnccttiioonn aass A
Addjjeeccttiivveess
((G
Geerruunnddiivveess ## 22))
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
“DO” over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
1. He and a girl named Rose were friends forever.
2. In the afternoon, my sister was working outside planting flowers.
3. The next day we sat there looking very silly.
4. We had problems looking for a place to stay.
5. There were cameras hidden around the place.
6. The squirrel found a nut lying on the ground.
7. Jerry said that his puppy comes running to see him.
8. We had fun playing with the puppies.
140
E
Exxeerrcciissee 1177.. 1111 V
Veerrbbaallss aass A
Addjjeeccttiivveess oorr A
Addvveerrbbss
((IInnffiinniittiivveess ## 11))
Some verbals act as adjectives or as adverbs. Like all verbs, verbals are modified by
adverbs and can have and complements. These verbals usually begin with “to,” and thus
fail the “to test” – a finite verb phrase cannot begin with “to.” The most important thing
you need to remember now is: DO NOT UNDERLINE THEM TWICE.
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
“DO” over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
1. Animals need room to run and play with their friends.
2. Kevin went out to find a newspaper.
3. The zoo is a place to take care of animals.
4. Read this book to find out more.
5. To be a teacher, you need to get your college degree.
6. I'm going to see if we can go to the park.
7. That’s the best way to learn.
8. I found out that children go to zoos to learn about animals.
9. You can use granite to make curbstones and layers to cover buildings.
141
E
Exxeerrcciissee 1177.. 1122 V
Veerrbbaallss aass A
Addjjeeccttiivveess oorr A
Addvveerrbbss
((IInnffiinniittiivveess ## 22))
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
“DO” over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
1. My brother is able to play with a computer.
2. One day I went to go get a souvenir to remember New York by.
3. They are very happy to be here.
4. They teach you how to feed and wash the animals.
5. My mother usually gave us something to eat.
6. That is a good book to read.
7. Umbert is trying to find something to free Louis from a spell.
8. Keep reading to find out what happens.
9. The animal appears to be sick.
142
E
Exxeerrcciissee 1177.. 1133 IIss IItt aa FFiinniittee V
Veerrbb??
Based on The Tale of Johnny Town Mouse, by Beatrix Potter
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
“DO” over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
1. Sometimes on Saturdays he went to look at the hamper lying by the gate.
2. Several times they had come tumbling in, squeaking and laughing.
3. He knew better than to get in again.
4. An excellent breakfast was provided – for mice accustomed to eat bacon.
5. Timmy Willie sat by his burrow warming his little fur coat and sniffing the
smell of violets and spring grass.
143
SSeeccttiioonn 1188 –– PPrraaccttiiccee//A
Apppplliiccaattiioonn
E
Exxeerrcciissee 1188.. 11 ““T
Too”” aanndd ““FFoorr”” aass PPrreeppoossiittiioonnss?? B
Baasseedd oonn ““C
Crroow
wT
Taallkk””
From FRIENDLY FAIRIES, written & illustrated by Johnny Gruelle, 1919
Remember:
If whatever answers the question “What?” after “to” is a verb, the “to” is probably not
a preposition. If whatever answers the question “What?” after “for” can be a sentence by
itself, the “for” is not a preposition.
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write “DO” over
the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of direct
address (“DirA”).
1. Of course Dickie knew that Granny was not a witch, for Granny was very good and
kind.
2. Dickie went to the box to get some ice cream and candy.
3. So Dickie drove around to everybody’s house in his pony cart and invited everybody to
come to the party.
4. It was a tiny little house, but it was large enough for Granny, for Granny was only two
feet high.
5. Granny watched him for a few moments with her eyes full of twinkles, then she told him
to run along to the tree.
6. Dickie swallowed the purple fluid, for he was very anxious to return to the big oak tree
and listen to the crows.
144
E
Exxeerrcciissee 1188.. 22 FFiinniittee V
Veerrbb oorr V
Veerrbbaall?? B
Baasseedd oonn ““C
Crroow
wT
Taallkk””
From FRIENDLY FAIRIES, written & illustrated by Johnny Gruelle, 1919
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write “DO” over
the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of direct
address (“DirA”).
1. The second old crow plumed his feathers and screwed his head around to get a
better view of the little boy lying under the tree.
2. Then Daddy Dorn took two large handfuls of golden pennies from the golden
penny box and they watched the box fill up with pennies again.
3. There is always someone out in front of Dickie Dorn’s house eating from the
candy and the ice cream box and filling their pockets with golden pennies.
4. Dickie cried and he took a pencil stub from his pocket and, with much twisting
of mouth and thinking, he printed his name upon the box.
145
E
Exxeerrcciissee 1188.. 33 A
A SSeenntteennccee--C
Coom
mbbiinniinngg E
Exxeerrcciissee B
Baasseedd oonn ““C
Crroow
wT
Taallkk””
From FRIENDLY FAIRIES, written & illustrated by Johnny Gruelle, 1919
Directions: Read the passage all the way through. You will notice that the sentences are short and
choppy. Study the passage, and then rewrite it in a better way. You may combine sentences, change
the order of words, and omit words that are repeated too many times. But try not to leave out any of
the information.
So Dickie took two handfuls of the golden pennies. He took them downtown.
The pennies were golden. He bought a fine pony. The pony was little. It had a little
stomach. Its stomach was round. Dickie bought a pony cart. The cart was pretty.
And he bought a harness. Then Dickie drove the pony back home.
146
E
Exxeerrcciissee 1188.. 44 A
A PPuunnccttuuaattiioonn aanndd SSeenntteennccee--C
Coom
mbbiinniinngg E
Exxeerrcciissee
Based on Aesop's “The Flies and the Honey-Pot”
Directions:
1. Replace the missing punctuation marks and capital letters.
2. Then rewrite the story by combining some of the sentences so that the story sounds better.
a number of flies were attracted to a jar the jar had honey in it it had been
overturned it was in a housekeepers room the flies placed their feet in it they ate
greedily their feet became smeared with the honey the flies could not use their
wings they could not free themselves they were suffocated they were dying they
shouted o how foolish we are for the sake of a little pleasure we have destroyed
ourselves
pleasure bought with pains hurts
147
E
Exxeerrcciissee 1188.. 55 H
Hoow
wM
Muucchh II C
Caann E
Exxppllaaiinn
((FFrroom
m ““L
Liittttllee JJooee O
Otttteerr''ss SSlliippppeerryy SSlliiddee””))
From Old Mother West Wind,
by Thornton W. Burgess
Directions:
First:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place a vertical line after each main clause.
Little Joe Otter and Billy Mink had been playing together around the Smiling
Pool all one sunshiny morning. They had been fishing and had taken home a fine
dinner of Trout for old Grandfather Mink and blind old Granny Otter. They had
played tag with the Merry Little Breezes. They had been in all kinds of mischief
and now they just didn't know what to do.
Second: The selection has 66 words.
1. Count the number of words that are in prepositional phrases, and write the
number here:
2. Count the number of adjectives and adverbs that you did not count in # 1, and
write the number here:
3. Count the number of words that you identified as subjects, verbs, or
complements, and write the number here:
4. Count the number of coordinating conjunctions ("and," "or," and "but") and
write the number here:
5. Count the number of words that function as nouns used as adverbs, interjections,
or direct address, and write the number here:
6. List any other words you can explain, write the number of them.
_________
_________
_________
_________
_________
_________
7. List the words you can not explain, write the number of them.
_________
Note the number of words you can explain compared to the number that you cannot.
148
E
Exxeerrcciissee 1188.. 66 A
Ann E
Exxeerrcciissee iinn C
Caappiittaalliizzaattiioonn aanndd PPuunnccttuuaattiioonn
Based on The Tale of Johnny Town Mouse, by Beatrix Potter
Directions: The punctuation and capitalization in the following text was lost. Please fix it
(right on this page). Then analyze the sentences as you normally would.
with the utmost politeness he introduced timmy willie to nine other mice all
with long tails and white neckties timmy willies own tail was insignificant johnny
town mouse and his friends noticed it but they were too well bred to make personal
remarks
149
E
Exxeerrcciissee 1188.. 77 T
Thhee Q
Quueessttiioonnss T
Thhaatt M
Mooddiiffiieerrss A
Annssw
weerr
A Sentence from “The Three Little Gnomes,” by Johnny Gruelle
(To review the instructional material, see Section 13.)
Directions: In the table on the next page, write:
1.) how each modifier in the sentence at the top of that page chunks to a word in an S/V/C
pattern, and
2.) the part of speech of that modifier.
3.) Then use the following list to write the question that the modifier answers.
What kind of?
Which?
What?
Whose?
Whom?
Where?
When?
How long?
How much?
Why?
How?
Under what conditions?
In that sentence, note how all the modifiers in one clause chunk to its S/V/C pattern, and all
the modifiers in the other clause chunk to its S/V/C pattern.
150
With each storm, the old tree shook more and more, and finally in one
of the fiercest storms it tumbled to the earth with a great crash.
S/V/C
With
each
storm,
the
old
tree
shook
more
and
more,
and
finally
in
one
of
the
fiercest
storms
it
tumbled
to
the
earth
with
a
great
crash.
Chunks to
Part of Speech
Question
151
E
Exxeerrcciissee 1188.. 88 R
Reeccooggnniizziinngg B
Baassiicc V
Veerrbb T
Teennsseess
Directions: On the line after each sentence, write the tense of the verbs in it
(past, present, or future).
1. Long, long ago in the little town of Atri, there ruled a good king.
_______________
2. A judge will go to the tower to hear the complaint. _______________
3. Messengers are going through all the land with news for the people.
_______________
4. His call for justice shall be heard. _______________
5. The soldier hung his head in shame and led the horse away. _______________
6. This horse will serve you for many years and often save your life.
_______________
7. The judge is putting on his rich robes and hurrying to the market place.
_______________
8. Many times the bell had been rung and justice had been done.
_______________
9. A great bell will be hung in a tower in the market place. _______________
10. It is the horse of the rich soldier who lives in the castle. _______________
152
E
Exxeerrcciissee 1188.. 99 JJuusstt ffoorr FFuunn –– T
Toonngguuee T
Tw
wiisstteerrss
Directions:
1. Place parentheses ( ) around each prepositional phrase.
2. Underline verbs twice, their subjects once, and label complements (PA, PN, IO, or DO).
3. Place brackets [ ] around each subordinate clause that functions as a direct object and write
“DO” over the opening bracket.
4. Place a vertical line after each main clause.
5. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of
direct address (“DirA”).
1. Six slippery snails slid slowly seaward.
2. Brad's big black bath brush broke.
3. She sifted thistles through her thistle-sifter.
4. Cedar shingles should be shaved and saved.
5. Kris Kringle carefully crunched on candy canes.
6. Betty and Bob brought back blue balloons from the big bazaar.
7. Give papa a cup of proper coffee in a copper coffee cup.
8. The soldiers shouldered shooters on their shoulders.
9. Strict strong stringy Stephen Stretch slickly snared six sickly silky snakes.
10. Sure the ship's shipshape, sir.
11. Fred fed Ted bread, and Ted fed Fred bread.
12. Betty better butter Brad's bread.
153
PPaarrtt T
Tw
woo –– FFoorr PPaarreennttss aanndd T
Teeaacchheerrss
IInnttrroodduuccttiioonn
A
A SSppeecciiaall N
Noottee ffoorr tthhiiss PPrriinnttaabbllee E
Eddiittiioonn
This book assumes that teachers and students have the KISS Second Grade book. Because
these books are all free, it seemed a waste of your ink to repeat the “Code and Color Key” and
the instructional material that are in that book. For a number of reasons that we need not go into
here, Sections 19 and 20 of this Third Grade book are in a separate document.
Some of the pictures in this book keep disappearing, perhaps because I’m using an old
version of Word on an old computer. (I tried moving the document to my new computer with a
new version of Word, but the document just kept crashing.) I’m sure that there are also many
other problems with this book. If they are serious, please let me know, but right now I need to
move on to the Fourth Grade book.
The second grade book includes a general introduction to KISS Grammar, so here we need
be concerned only with the objectives and format for third grade. Most of the concepts
(constructions) presented in the second grade book can be found in almost any grammar
textbook. This third grade book is where KISS really begins to differ from most textbooks. If we
want students to apply what they learn about grammar to what they read and write, we need to
teach them how to use that grammar to discuss sentences in whatever they may read or write.
Rarely do most textbooks even begin to do this.
Objectives
For practical purposes, almost all textbooks fail because they do not address some very basic
problems. The most important of these problems involve the identification of verbs and
prepositional phrases. For example, in the sentence "They were looking at the doggie in the
window," is the verb phrase "were looking," thereby making "at the doggie" a prepositional
154
phrase? Or is the verb phrase "were looking at," thereby making "doggie" a direct object?
Grammarians disagree about sentences like this one, and students are going to be confused.
When is "to" a preposition, and when it is not? In the sentence "They were going to go to the
park," most grammarians would consider "were going to go" as the verb phrase, and "to the
park" as a prepositional phrase. But in the sentence "They wanted to go to the park," most
grammarians would consider "wanted" as the verb phrase, and "to go" as an infinitive that
functions as the direct object of "wanted." But in "They have to go to the park," grammarians
consider "have to go" as the verb phrase. A major objective of this book is to enable students to
explain such phrases intelligently, and, as you probably realize by now, KISS often allows
alternative explanations. Thus, within KISS, "look at the doggie" can be explained either way.
Words that can function as prepositions or as subordinate conjunctions pose another
problem:
They left after dinner.
They left after their family had dinner.
Subordinate clauses that function as adverbs (such as "after their family had dinner") are a focus
of fourth grade. But here in third, since we want students to begin analyzing their own writing,
we need to teach them where not to put parentheses. Otherwise, they will mark "after their
family" as a prepositional phrase. To adults, the rule ("instruction") for this is a mouthful, but
relatively simple if one thinks about it: if whatever answers the question "What?" after a
“preposition” is a sentence, then it is not a preposition. Mastering and applying that rule,
however, will take students some practice.
There are some relatively simple constructions (such as interjections, direct address, and
nouns used as adverbs) that can expand the ability of third graders to analyze real texts. These
constructions can be added to the students' analytical toolbox and thus be subject to review in
any exercises that students do thereafter.
This book also introduces the concepts of "clause," compound main clauses, and subordinate
clauses that function as direct objects. Students were introduced to compounding in the second
grade book, and in this book, a review section on compounding immediately precedes the section
that introduces compound main clauses. Thus the extension to compound sentences should be
relatively simple for students to grasp. Compound sentences are very frequent in what students
155
read and write, so introducing them at this point greatly expands the students' ability to apply
what they are learning to their own writing. (And it significantly increases the pool of sentences
from real texts that can be used as exercises.)
Introducing subordinate clauses that function as direct objects should clarify rather than
confuse. Students were identifying direct objects in second grade. But if they were analyzing
texts other than those in the second grade book, they almost certainly ran into sentences such as
"Marie said she bought a book." The answer to the question "Marie said what?" is obviously "she
bought a book," but what kind of grammatical construction is that? Having been introduced to
the concept of "clause" in the context of compound sentences, students will now have an
explanation.
If we want students to analyze real texts, including their own writing, we have to help them
learn how to address these questions. Doing so does not involve lots of instruction; but it does
involve lots of practice – practice that is spread throughout the year.
The Format of this Book
The introduction to the book for second grade briefly
discusses Lev Vygotsky's concept of the "zone of proximal
development." It is, you may remember, visualized as two
concentric circles. We can now consider the center circle as
the fundamental constructions of English grammar. Subjects,
(finite) verbs, complements, adjectives, adverbs, and
prepositional phrases appear in almost every sentence. Thus,
in second grade, we could go merrily on our sequential way
because every exercise included (usually) all the constructions that students had studied. Review
was automatic. Students who have mastered the second grade material are now ready to extend
that center circle, and move material in the zone into the center. But we have a problem.
In this book, we are dealing with constructions that do not appear in every – or even in most
sentences. And the area between the two circles is not homogenous – or concentric. If we want to
visualize it as a map, we might say that the outer "circle" is an irregular, bulging area. The "to"
problem is a huge bulge on the west. But it extends into another huge bulge – the verbal problem
156
on the east. Another, easily mastered area, that of nouns used as adverbs, interjections, and direct
address lies on the north. The "there" problem (not yet mentioned, but also easily conquered, lies
on the south. There are other areas that we could place on the map, but the point is that you and
your students will be dealing with a number of constructions that are not automatically reviewed
in every exercise. And, in order to master these constructions, some students will need more
practice (and more review) than will other students.
Thus the format of this book is different. It includes Practice/Application Sections. These
sections not only provide students more opportunities to review and practice what they have
learned, but they also include exercises that relate what the students have learned to questions of
punctuation, logic, and style. As noted above, the primary objectives for this grade are to expand
the students' concepts of (finite) verbs and of prepositional phrases. And, as I have also noted,
these are not easy objectives to reach. As one of my college students recently told me, there are
more than 60 words that can function as prepositions. It is not easy to remember them all, and
even if one has done so, one needs to be able to tell when "but" is a preposition and when it is
not. KISS, by the way, includes the typical textbook maxim that when it means "except," "but" is
a preposition. But if you think about many sentences in which "but" is used as a conjunction, you
may conclude that it also often means "except" when it is used as a conjunction. Thus to tell
students that "but" is a preposition when it means "except" is not ultimately helpful. The only
way for students to master these objectives effectively is through frequent, short exercises. But
how many exercises should this book include?
Originally, its design included more than 180. That is far too many. I cut it down to just over
150, but in the process added some vocabulary, punctuation, and "Just for Fun" exercises. I
strongly suggest that you work through the sections in order (although you won't miss anything
new if you skip the "Practice/Application" exercises). In addition, you do not need to do all the
exercises in a section. If your students, for example, understand compound main clauses after
two exercises, you can skip the rest of the exercises in that section. I have included at least three
exercises in each section so that you can do the first one in class with the students, assign at least
one for homework, and use the third as a quick assessment quiz. If you want additional exercises,
check the Printable Books page, where you will find links to exercises by type of construction
157
and also the supplemental books for third grade. (Eventually, these will be compiled into
separate printable books.)
Note also that many of the sections on new material include "Treasure Hunts and/or Recipe
Rosters." In a "hunt," you simply ask students to find and bring to class a sentence that includes
the relevant construction. In a roster, you ask students to use the construction in a sentence.
These exercises are extremely important because they integrate the grammar students are
studying with the things they are reading and writing. But they are also extremely valuable as
review material. In a class of twenty students, one such exercise could provide all the grammar
work for four weeks – every day, one student puts her or his sentence on the board and analyzes
it for the class. Obviously, there are not enough days in the year to do this with each
construction, but my point is that most students will need at least weekly practice with analysis,
and a "hunt" or "roster" provides plenty of material for quick exercises. (Of course, you can also
break the other exercises into parts and do one sentence a day.)
Determining Your Objectives
The primary KISS objective, of course, is to enable students to apply their newly learned,
conscious knowledge of grammatical constructions to their own writing. As their teacher,
however, you need to determine the specific objectives you want your students to reach. In part,
your objectives will be affected by how much your students already know, and by how much
time you want to give to grammar during this year. A primary decision that you need to make is:
1. Do you want your third-grade students just to master the new constructions
introduced in this book?
or
2. Do you want your third graders to work with randomly selected sentences,
including their own writing and that of their peers and of professional writers?
For the first option, you need only the first sixteen sections of this book. For the second, you will
probably want to use sections seventeen through twenty, and you may need to familiarize
yourself with the instructional material on clauses in the fourth grade book.
Most of the sentences in the first sixteen sections have been fairly carefully selected to avoid
constructions that third graders have not yet studied. Thus if you have students analyze randomly
158
selected sentences, many students will be confused, especially by verbals and by subordinate
clauses that function as nouns, adjectives and adverbs.
The distinction between finite verbs and verbals will probably be the biggest problem.
"Finite verb" is extremely difficult to define, but learning to recognize them is not really difficult.
They are the verbs that students have been underlining twice. Verbals, on the other hand, are
verbs that function as nouns, adjectives, or adverbs. What students need to learn therefore, is not
to underline these verbs twice. The KISS instructional material gives students three simple tests
to see if a verb is finite or a verbal. (There is no other possibility – every verb in any sentence has
to be either finite or a verbal.)
The distinction is crucial because a clause is a "subject / finite verb / complement" pattern
and all the words that chunk to it. If, in sentences such as "Watching a movie, he fell asleep,"
students underline "Watching" twice, they will have major problems with clauses. For some
students, however, this distinction will not be easily mastered. Thus the objective is to introduce
the concept, give the students some initial practice, and then note the verbals in the sentences that
students work with thereafter. (Reinforce the idea that students are expected to make mistakes.)
That most textbooks never address this distinction is, I would suggest, one of the major reasons
for their uselessness. The distinction is the first "new" material in the fourth grade book, simply
because an understanding of it enables students to identify the various types of clauses in more
real sentences.
In analyzing their own writing, third graders will find relatively few verbals, but they will
run across a fair number of subordinate clauses that function as adjectives or adverbs. They will
also encounter a few that function as objects of prepositions, and perhaps even one that functions
as a subject. Thus, if you want to have students work with their own writing, be prepared for the
confusion and expect students to make mistakes.
Some Reminders
What Is KISS Grammar?
There are many different grammars of English, and they are based on different philosophies,
made for different purposes, and use different grammatical terms (for the same constructions).
These grammars are not wrong, but they can be confusing. KISS is a consistent set of
159
grammatical concepts that enables students to get beyond the terminology and into meaningful
application of grammatical concepts.
Time Required
Students who have been working with the KISS Approach for a year or more should not
need more than five minutes to do most of the exercises. You do not need to collect and grade
most of the homework, but some exercises should be reviewed in class. Such reviews may take
anywhere from fifteen minutes to an entire class period, but my experience has been that many
students profit from such reviews. They especially enjoy using the KISS Grammar Game to
review exercises. (See An Introduction to KISS Grammar.)
Use It or Lose It
Students should analyze (and discuss in class) at least one sentence every week. KISS is
cumulative, and if you do not have the students regularly use what they have learned, you will
find that when you return to grammar, students will have lost much of what they knew.
The Importance of Method
Knowing how to find the answer is more important than knowing the answer. The directions
for KISS exercises, for example, give students a numbered sequence of steps. First, place
parentheses around prepositional phrases, then find a verb, its subject, and then its complement.
to determine the type of complement, follow a sequence: If the complement describes the
subject, the complement it is a predicate adjective. If it is not a predicate adjective, check for a
predicate noun (equal to the subject). If it is neither of these, it must be an indirect or direct
object. Students should have been learning this process in second grade, and once they learn it,
finding subjects, their verbs, and complements is relatively easy and fast. Finding the
prepositional phrases first insures that they will not mistake the object of a preposition for the
subject of a verb (which is, by the way, a common cause of subject/verb agreement errors).
Analytical method becomes even more important as sentences become longer and more
complicated. The KISS analysis keys do not reflect the analytical method because to do so
160
becomes highly repetitive and requires huge amounts of space. For some examples, see
"Learning and Teaching the Analytical Process" which is available on the Printable Books page.
The KISS Approach to "Errors"
Some grammar textbooks aim specifically at the correction of errors. They fail because they
fail to teach students how sentences work in the first place. Having students select the right form
of a verb does not help the students learn to identify the verbs in their own writing. On the other
hand, requiring students to identify the subjects and verbs in their own writing often results in
students' automatically correcting agreement errors. Similarly, many apostrophe problems are
almost automatically dealt with in the KISS analytical process. Apostrophes that reflect
possession appear in adjectives; apostrophes used in contractions almost always appear in
subject/verb combinations. Thus, as they regularly underline it’s, students will see that the
apostrophe stands for the missing “i.” You may have noted, by the way, that KISS includes
numerous exercises, at almost every grade level, on compound sentences. There is a reason for
this. Most of the problems that students have with comma splices and run-ons result from
inadequate instruction on how to punctuate (and effectively use) compound main clauses. (For a
more complete discussion of the KISS approach to errors, see An Introduction to KISS
Grammar.)
The Analysis Keys
Originally, there were five KISS analysis keys for each exercise, one for each KISS level. In
printable format, that requires a lot of paper and ink. The old keys have been reduced to one that
explains how every word in every sentence connects to a main S/V/C pattern. Thus the keys give
you answers for the exercise directions and additional information that you can use to answer
any questions that students may have.
Alternative Explanations
The second grade book (and the example above – "look at the doggie") should have
demonstrated the importance of alternative explanations. If grammarians can disagree about
explanations, students should also have that right. Alternatives do not result in chaos. Usually it
161
is a choice between two (sometimes three) explanations. (It is either "look at" as the verb, and
"doggie" as the direct object, or "look" as the verb and "at the doggie" as a prepositional phrase.)
The ultimate question is Do these explanations make sense to you and your students? When
a student proposes an alternative with which I am not comfortable, I ask the student to explain
his or her reasons to the class, and then I ask for a vote of hands. If the students think the
explanation is meaningful, I'll accept it, even if I do not like it. (Some grammarians are horrified
by this, but it is no big deal.) If the majority of the students don't think it is meaningful, then the
student who proposed it sees that it is not much of an explanation.
In analyzing real sentences, alternative explanations can pop up regularly. Some of them are
noted in the analysis keys, but the alternatives themselves are so regular that explaining each
case can become boring. If an alternative explanation that is not given makes more sense to you
and your students, then use it.
The Importance of Having Students Analyze their own Writing and That of their Peers
If they are not going to do this, why are they studying grammar? As noted above, for third
graders, this is a very ambitious objective, one that you may not been able to reach. You should
keep in mind, however, that this is a practical objective for fourth graders – if they have mastered
the basic constructions in these third grade materials.
KISS in Printable Format vs. KISS On-line
KISS was started as on-line instructional material. The members of the KISS list, however,
definitely made me aware of the importance of sequential, printable books. The two formats have
their advantages – and disadvantages. If you have not realized it yet, the basics of sentence
structure (and thus KISS instructional materials) are really very simple. There are only a dozen
or so constructions and concepts that need to be learned. The trick is in learning them, and then
figuring out which constructions are being used in a sentence and how. Thus, for example, over
and over again in the analysis keys there are references to the three types of verbals (gerunds,
gerundives, and infinitives). In the on-line analysis keys, these are all hyperlinked to the basic
instructional materials, but in the printed format such hyperlinks are not possible.
162
Printable books definitely make instructional materials and exercises easier to access, but
they also have limitations of space. A primary advantage of KISS is that it directly relates
grammar to the sentences in real texts. Most exercises are based on sentences from such texts,
and the on-line version of this book includes links to most of the texts. But including the texts in
the printable book would almost double the size of the book. Thus, if you want a copy of the text,
you will have to go to the on-line version. (Note that the plan for the supplemental books, some
of which are already available on-line, includes the text in the printable version.)
Have fun!
Currently, most students (and teachers) hate the study of grammar. Given the senseless
nature of most currently available instructional materials, this is understandable. Third graders
have not yet built up an aversion to grammar, an aversion that makes teaching grammar at the
high school and college levels almost impossible. Because KISS grammar aims at making sense
of sentence structure, and because students will be able to explain so much of any text so soon,
you will probably find that both you and your students will enjoy it. The anxiety of teachers is a
particular problem, a problem that is not their fault. (Our colleges do a terrible job of preparing
teachers to teach grammar.) Thus you might want to read "Teaching Grammar with the KISS
Approach: 'I Don't Know'," which is also available in An Introduction to KISS Grammar. Take
the approach suggested in that essay, and not only will you have more fun, but your students will
also think that you know a lot more than you do. I'm sure of that because that is what my
students think.
SSeeccttiioonn 11 –– A
Ann IInniittiiaall R
Reevviieew
w
These are, in effect, "warm-up" exercises based on the assumption that over the summer some of the
students will have forgotten some of what they learned in second grade. For additional review exercises,
see the supplemental books on the Printable Books page.
E
Exxeerrcciissee 11.. 11 –– IIddeennttiiffyyiinngg SSuubbjjeeccttss aanndd V
Veerrbbss
Based on The Story of Miss Moppet, by Beatrix Potter
163
1. Miss Moppet ties up her head (DO) {in a duster} [Adv. to "ties"], and sits {before
the fire} [Adv. to "sits"]. |
I can see a fair argument for explaining "in a duster" as an adjective to "head," so I would
also accept that explanation.
2. The Mouse comes a little [NuA] nearer. |
3. Miss Moppet jumps {upon the Mouse} [Adv. to "jumps"]! |
4. Miss Moppet is jumping just too late. |
5. But she forgot {about that hole} [Adv. to "forgot"] {in the duster} [Adj. to "hole"]. |
Alternatively, "forgot about" can be considered the verb and "hole" its direct object.
6. He has wriggled out and run away. |
7. Miss Moppet is looking very ill (PA). |
8. The Mouse is dancing a jig (DO) {on the top} [Adv. to "is dancing"] {of the
cupboard} [Adj. to "top"]! |
9. The Mouse is peeping out {behind the cupboard} [Adv. to "is peeping out"]. |
10. Miss Moppet looks {at him} [Adv. to "looks"] {through a hole} [Adv. to "looks"]
{in the duster} [Adj. to "hole"]. |
E
Exxeerrcciissee 11.. 22 –– IIddeennttiiffyyiinngg SSuubbjjeeccttss aanndd V
Veerrbbss
Based on The Story of Miss Moppet, by Beatrix Potter
1. She has heard a mouse (DO)! |
2. It is a very hard cupboard (PN)! |
3. He is not afraid (PA) {of a kitten} [Adv. to “afraid”]. |
4. The Mouse has teased Miss Moppet (DO). |
164
5. She misses the Mouse (DO). |
6. She hits her own head (DO). |
7. Miss Moppet holds her poor head (DO) {in her paws} [Adv. to "holds"]. |
8. She tosses the duster (DO) about {like a ball} [Adv. to "tosses"]. |
9. That is not {at all} [Adv. to "not"] nice (PA) {of Miss Moppet}. |
Some people will see "of Miss Moppet" as an adverb to the adjective "nice"; others will
take it to "is."
10. The Mouse watches Miss Moppet (DO) {from the top} [Adv. to "watches"] {of
the cupboard} [Adj. to "top"]. |
E
Exxeerrcciissee 11.. 33 –– A
A PPuunnccttuuaattiioonn E
Exxeerrcciissee
Based on The Story of Miss Moppet, by Beatrix Potter
The original text is:
The Mouse watches Miss Moppet from the top of the cupboard.
Miss Moppet ties up her head in a duster, and sits before the fire.
The Mouse thinks she is looking very ill. He comes sliding down the bell-pull.
Miss Moppet looks worse and worse. The Mouse comes a little nearer.
Why "Mouse" is capitalized can be an interesting point of discussion. The comma after "duster"
is optional, but it does suggest that time passed between the time that she tied her hair and then
sat.
FYI Analysis Key
The Mouse watches Miss Moppet (DO) {from the top} {of the cupboard}. |
Miss Moppet ties up her head (DO) {in a duster}, and sits {before the fire}. |
The Mouse thinks [DO she is looking very ill [#1] ]. | He comes sliding [#2] {down the
bell-pull}. |
Miss Moppet looks worse and worse [#3]. | The Mouse comes a little [#4] nearer. |
Notes
165
1. Some people will consider "ill" an adverb that explains "how" she looks. Others will consider
it to be a predicate adjective. KISS allows the latter explanation in part by explaining this as
a palimpsest pattern with "is looking" written over "is." In essence, either explanation is
acceptable.
2. Here we have another palimpsest pattern with "comes" written over "is." (When I look for
these patterns, I have trouble finding them; I'm making a punctuation exercise and stumble
over two of them.) Alternatively, "sliding" can be explained as a gerundive that modifies
"He."
3. Some people will consider "worse" an adverb that explains "how" she looks. Others will
consider it to be a predicate adjective.
4. "Little" is a noun used as an adverb; "bit" is ellipsed. Note that "nearer" is a preposition with
its object (her) ellipsed.
E
Exxeerrcciissee 11.. 44 –– A
A FFooccuuss oonn IInnddiirreecctt O
Obbjjeeccttss
Based on Child-Story Readers: Wonder Stories 3,
by Frank N. Freeman, Grace E. Storm, Eleanor M. Johnson, & W. C. French.
1. The king gave the big man (IO) rich gifts (DO). |
The king gave rich gifts to the big man.
2. Hok Lee paid the doctor (IO) a lot (DO) {of money} [Adj. to "lot"]. |
Hok Lee paid a lot of money to the doctor.
3. Hok Lee told the dwarfs (IO) all his troubles (DO). |
Hok Lee told all his troubles to the dwarfs.
4. They brought him (IO) fine new clothes (DO). |
They brought fine new clothes to him.
5. The White Cat gave the Prince (IO) an acorn (DO). |
The White Cat gave an acorn to the Prince.
6. He showed them (IO) his acorn (DO). |
He showed his acorn to them.
7. They will cook me (IO) my food (DO). |
They will cook my food for me.
166
8. The people {in the country} [Adj. to "people"] gave the ogre (IO) and Jagar (IO)
many presents (DO). |
The people in the country gave many presents to the ogre and Jagar.
9. She brought me (DO) {to this place} [Adv. to "brought"] and gave me (IO) a
troop (DO) {of cats} [Adj. to "troop"]. |
She brought me to this place and gave a troop of cats to me.
Watch some of the students mark the first "me" as an indirect object (as I did in first
marking this key).
E
Exxeerrcciissee 11.. 55 –– A
A FFooccuuss oonn IInnddiirreecctt O
Obbjjeeccttss
Based on Child-Story Readers: Wonder Stories 3,
by Frank N. Freeman, Grace E. Storm, Eleanor M. Johnson, & W. C. French.
1. The Prince had to bring the King (IO) a fine piece (DO) {of cloth} [Adj. to
"piece"]. |
The Prince had to bring a fine piece of cloth to the King.
2. The Hands gave him (IO) a princely suit (DO) {of clothes} [Adj. to "suit"]. |
The Hands gave a princely suit of clothes to him.
3. The oldest {of the little lions} [Adj. to "oldest"] gave his father (IO) and mother
(IO) a great deal (DO) {of trouble} [Adj. to "deal"]. |
The oldest of the little lions gave a great deal of trouble to his father and mother.
4. I will also give you (IO) a wooden horse (DO). |
I will also give a wooden horse to you.
5. She told him (IO) the whole story (DO). |
She told the whole story to him.
6. He gave me (IO) a picture (DO) {of himself} [Adj. to "picture"]. |
167
He gave a picture of himself to me.
7. They owed him (IO) his freedom (DO). |
They owed his freedom to him.
8. Omar fed Jumbo (IO) twenty-five pounds (DO) {of cooked rice} [Adj. to
"pounds"] and four hundred pounds (DO) {of grasses} [Adj. to "pounds"]. |
Omar fed twenty-five pounds of cooked rice and four hundred pounds of grasses to Jumbo.
9. So the men unhitched their horses (DO) and fed them (IO). |
By analogy to (8), "them" is still an indirect object, but when the direct object is not stated,
the prepositional phrase "to them" is not an option.
E
Exxeerrcciissee 11.. 66 –– PPrreeppoossiittiioonnaall PPhhrraasseess aass IInnddiirreecctt O
Obbjjeeccttss
Based on Child-Story Readers: Wonder Stories 3,
by Frank N. Freeman, Grace E. Storm, Eleanor M. Johnson, & W. C. French.
1. The crane sends greetings (DO) {to Akka, the wild goose, and her flock} (IO
or Adv. to "sends"). |
The crane sends Akka, the wild goose, and her flock greetings.
2. He gave a bag (DO) {of money} [Adj. to "bag"] {to the big man} (IO or Adv. to
"gave").
|
He gave the big man a bag of money.
3. Often Tom caught flies (DO) and gave them (DO) {to the trout} (IO or Adv. to
"gave").
|
This is the type of thing that linguists love to explore since most people would not consider
"Tom gave the trout them" to be an acceptable sentence.
4. A few days [NuA] later a king {from a far country} [Adj. to "king"] marched {upon
the city} [Adv. to "marched"] and sent a message (DO) {to its king} (IO or Adv. to
"sent"). |
168
A few days latter a king from a far country marched upon the city and sent its king a
message.
5. Jagar paid no attention (DO) {to him} (IO or Adv. to "paid"). |
Jagar paid him no attention.
6. The beautiful princess sent away all the people (DO), and then told the story (DO)
{of her life} [Adj. to "story"] {to the Prince} (IO or Adv. to "told"). |
The beautiful princess sent away all the people, and then told the Prince the story of her life.
E
Exxeerrcciissee 11.. 77 –– ““Y
Yoouu”” U
Unnddeerrssttoooodd
Based on The Tale of Jemima Puddle-Duck, by Beatrix Potter
1. *You* Listen {to the story} {of Jemima Puddle-duck}. |
2. *You* Let us have [#1] a dinner-party all {to ourselves}! |
3. *You* Come {into the house}. |
4. *You* Give me (IO) the herbs (DO) {for the omelette} [#2]. |
5. *You* Be sharp (PN)! |
Note
1. At this KISS Level, I would expect students to mark "us" as the direct object of "Let," and I
would simply accept that. Technically, "us" is the subject of the infinitive "have." "Dinnerparty" is the direct object of the infinitive "have," and the infinitive phrase is the direct
object of "Let."
2. This phrase can also be described as an adverb to "Give."
E
Exxeerrcciissee 11.. 88 –– H
Hoow
wM
Muucchh II C
Caann E
Exxppllaaiinn
Based on "The Story of the First Moles" from The Book of Nature Myths by Florence Holbrook
A rich man and a poor man once owned a field (DO) together. | The rich man
owned the northern half (DO), | and the poor man owned the southern half (DO). |
Each man sowed his ground (DO) {with seed}. | The warm days came, | the gentle
169
rain fell, | and the seed {in the poor man's half} {of the field} sprang up and put forth
leaves (DO). | The seed {in the rich man's half} all died {in the ground}. |
This is the complete first paragraph of the story, and although it was specifically chosen for
this type of exercise, it is remarkable that third graders who have been studying grammar for just
one year will probably be able to explain every one of the 71 words in it. The table below reflects
the functions of the words within the sentences. Because some words can be explained in more
than one way, your numbers may differ slightly. Thus "up" might be considered as part of the
verb in "sprang up," and "forth" as part of the verb "put forth." And, although it would not affect
the table, "all" can be explained as an adjective to "seed." But whichever way the students
explain them, they count as explained.
How Much I Can Explain
Total Words = 71
Total
Explained
18
18
26
44
25
69
Words
Words in Prep Phrases
+ Adjectives & Adverbs (not in prep phrases)
+ Words in S / V / C patterns
+ Coordinating Conjunctions [These are the two "and's" that
join main clauses.]
E
Exxeerrcciissee 11.. 99 –– T
Thhee T
Taarrttss
The Queen [#1] {of Hearts},
She made some tarts (DO),
All [#2] {on a summer's day}; |
The Knave [#1] {of Hearts},
He stole the tarts (DO),
And took them (DO) clean away. |
The King {of Hearts}
2
% of
Text
25 %
62 %
97 %
71 100 %
170
Called {for the tarts},
And beat the Knave (DO) full sore [#3]; |
The Knave {of Hearts}
Brought back the tarts (DO),
And vowed [DO he'd steal no more [#4] ]. |
Notes
1. Depending on how one wants to look at it, "Queen" is an appositive to "She," or "She" is an
appositive to "Queen." Whichever is not the appositive is the subject. Obviously you should
expect students to be confused here, and I seriously doubt that you will find an explanation
for this in any grammar textbook.
2. Note that "all" can be explained an appositive to "tarts," an adjective to "tarts," and/or as an
adverb (meaning "completely") to "made."
3. When they get to infinitives (KISS Level Four), students may prefer to explain "sore" as a
predicate adjective after an ellipsed infinitive "to be." That makes "knave" the subject of the
infinitive and the infinitive phrase ("Knave to be ... sore") the direct object of "beat."
4. "More" can be explained as a pronoun that functions as an adverb [NuA], or as a pronoun that
functions as the direct object of "would steal," depending on whether one reads it as
referring to time, or to things.
This illustration and poem are from The Real Mother Goose. Illustrated by Blanche Fisher Wright. Chicago: Rand
McNally & Co., 1916.
E
Exxeerrcciissee 11.. 1100 –– JJuusstt ffoorr FFuunn –– Q
Quuoottaattiioonnss aabboouutt C
Caattss
1. {In a cat's eye}, all things belong {to cats}. |
2. One cat just leads {to another}. |
3. I got rid [#1] {of my husband}. | The cat was allergic (PA). |
4. I have studied many philosophers (DO) and many cats (DO). | The wisdom {of
cats} is infinitely superior (PA). |
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5. Cats aren't clean (PA), [#2] | they're just covered (P) {with cat spit}. |
6. Dogs believe [DO they are human (PA)] [#3]. | Cats believe [DO they are God
(PN)]. |
Notes
1. Technically, one could explain "got rid" in much more detail. For example, "rid" can be
considered a gerundive to "I," and thus can also be seen as a predicate adjective. This is one
of those examples that grammarians love to discuss (forever), but "to get rid of" is idiomatic,
so I would simply accept "got rid" as the finite verb here.
2. Technically, this is a comma-splice (two main clauses joined by a comma). The main clauses,
however, are short, and most grammar books, and almost all teachers, will consider this
splice to be acceptable.
3. If students figure out that these are "sentences" that function as direct objects, praise them
highly. If they cannot figure it out, tell them what they are, and tell them that they will be
studying them later this year.
E
Exxeerrcciissee 11.. 1111 –– T
Trreeaassuurree H
Huunntt aanndd//oorr R
Reecciippee R
Roosstteerr
SSeeccttiioonn 22 –– A
Addddiinngg T
Thhrreeee SSiim
mppllee C
Coonnssttrruuccttiioonnss
These are three relatively simple constructions that appear frequently in the reading and writing of
third graders. Adding them at this point not only increases the number of sentences that students will be
able to explain completely, but also provides more review of their work from second grade. If they were
to discuss the functions of prepositional phrases, which they usually do not do, some grammarians would
consider the prepositional phrases to be adverbs rather than interjections.
Within KISS, the concept of the interjection will be expanded to include prepositional phrases,
clauses, and other constructions, but the instructional material given here describes the basic, simple
interjections as they are described in most grammar textbooks. This is one of may applications within
KISS of what Jerome Bruner calls the "Spiral Curriculum." (See "Jerome Bruner's Concept of the Spiral
Curriculum," which also available in the printable An Introduction to KISS Grammar.)
E
Exxeerrcciissee 22..11.. –– N
Noouunnss U
Usseedd aass A
Addvveerrbbss
1. One day [NuA] my dad was cooking and splashed grease (DO) up {on his hand}. |
2. I stayed three days [NuA] {after Christmas}. |
"After Christmas" can be explained as an adverb to "stayed" and/or as an adjective to
"days."
3. Then we would come home [NuA] and watch some basketball (DO). |
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4. I was going to try to escape that night [NuA]. |
Later students will learn that "to escape" is a verbal (an infinitive) that functions as the direct
object of "was going to try."
5. We walked a mile [NuA] {down the road}. |
6. That happened years [NuA] ago. |
This is a common idiomatic construction. "Years" can be explained as functioning as an
adverb that modifies "ago," or "ago" can be considered as an adverb that modifies "years."
Combined, they function as an adverb to "happened."
7. She really likes her teacher (DO) a whole lot [NuA]! |
8. Cathy has been {to Florida} two times [NuA] {in her life}! |
Some people will explain "in her life" as an adjective to "times," and others will see it as an
an adverb to "has been."
9. Some [NuA] {of the time} she would even take us (DO) {to her house}. |
10. She weighs 120 pounds [NuA]. |
E
Exxeerrcciissee 22..22.. –– IInntteerrjjeeccttiioonnss
These sentences were adapted from the writing of third graders. The last five include an
infinitive and clause constructions that students have not yet learned about. Expect them to have
problems with them (or just assign the first five).
1. Oh [Inj], I am going to go {to the new mall} this week [NuA] {for new clothes}. |
2. Ouch! [Inj] That hurt. |
3. Oh [Inj], I almost forgot lunch (DO). |
4. Hey [Inj], what (DO) are you doing? |
Note how close "Hey" is to Direct Address.
5. Well [Inj], my friends and I were {in different groups} {for the daily schedule}. |
6. Then I had to take care (DO) {of Mack}. | Boy!! [Inj] Was he heavy (PA). |
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7. GOSH! [Inj] I hope [DO he and I do go together]. |
8. Whoo! [Inj] I thought [DO we were going to get hurt (PA)]. |
9. Well [Inj], I guess [DO I should tell some (DO) {of the bad things}]. |
10. Hello! [Inj] *You* Let me tell you (IO) {about my family}. |
"Me" is the subject, and "you" is the indirect object of the infinitive "tell." The infinitive
phrase functions as the direct object of "Let." “About my family” can be explained as an
adverb to “tell” or as an adjective to an ellipsed direct object (“something”).
E
Exxeerrcciissee 22..33.. –– D
Diirreecctt A
Addddrreessss
1. Tom [DirA], where are you going? |
2. Can I have a cookie (DO), mother [DirA]? |
3. Sam [DirA], *you* stop that (DO)! |
4. Uncle Bill [DirA], are you going {to the store}? |
Although the California DoE considers "Bill" to be an appositive to "Uncle," a better
explanation is to consider "Uncle" an adjective to "Bill."
5. How many mice (DO) have you caught today, Cat [DirA]? |
6. Silly person [DirA], what (DO) were you thinking? |
7. Oh [Inj], children [DirA], my strength is coming back {to me}. |
8. Oh [Inj], Aslan [DirA], *you* don't go {near the river}! |
9. Here we are, Mrs. Beaver [DirA]! |
10. But how could it be true (PA), Sir [DirA]? |
174
E
Exxeerrcciissee 22..44.. –– R
Raaiinn,, rraaiinn,, ggoo aaw
waayy
Rain [DirA], rain [DirA], *you* go away, |
*You* Come again another day [NuA]; |
Little Johnny wants to play [#1]. |
Notes
1. "To play" is an infinitive that functions as the direct object of "wants." At this KISS Level,
however, the important thing is that students not mark it as a prepositional phrase. At this
level, I would also simply accept it as a part of the finite verb.
This illustration and poem are from The Real Mother Goose. Illustrated by Blanche Fisher Wright. Chicago:
Rand McNally & Co., 1916.
E
Exxeerrcciissee 22..55.. –– L
Liittttllee B
Booyy B
Blluuee
Little Boy Blue [#1], *You* come blow [#2] your horn (DO), |
The sheep's {in the meadow}, | the cow's {in the corn}. |
Where is the boy [Adj. to "boy" that looks after [#3] the sheep (DO)]?
|
He's {under the hay-cock}, fast asleep. |
Notes
1. Direct Address. (I'm considering "Blue" as part of his name. Otherwise, it can be explained as
a post-positioned adjective.
2. "Come" is not normally a helping verb, so if students asked about it, I would suggest that there
is an implied "and" in the line -- "come and blow."
3. "Looks after" means "tends," so the "after" can be considered as part of the verb. Because
many third graders might have trouble seeing that, I would also accept "looks" as the finite
verb and "after the sheep" as a prepositional phrase, even though that is not a good
explanation.
This illustration and poem are from In the Nursery of My Bookhouse,
edited by Olive Beaupré Miller; (The Bookhouse for Children, 1920).
175
E
Exxeerrcciissee 22..66 –– IInntteerrjjeeccttiioonnss,, N
Noouunnss U
Usseedd aass A
Addvveerrbbss,, aanndd D
Diirreecctt A
Addddrreessss
Based on The Tale of Jemima Puddle-Duck, by Beatrix Potter
1. No, my dear madam [DirA], you will be {in nobody's way}. |
2. She came back again next day [NuA]. |
3. Madam [DirA], have you lost your way (DO)? |
4. Where do you go every afternoon [NuA] {by yourself}, Jemima Puddle-duck [DirA] ? |
5. "Ah! indeed! [#1]" said the gentleman {with sandy whiskers}. |
6. Jemima Puddle-duck came every afternoon [NuA]. |
7. Jemima Puddle-duck was escorted (P) home [NuA] {in tears} {on account} {of
those eggs} [#2]. |
Notes
1. Within the quotation, "Ah!" and "indeed!" are interjections, but the quotation itself functions
as the direct object of "said."
2. Some grammarians consider "on account of" and "in front of" as prepositions. That would, of
course, make this one phrase and not two.
E
Exxeerrcciissee 22..77 –– JJuusstt ffoorr FFuunn:: Q
Q&
&A
A PPuunnss
1.
Q. Why did Cinderella get thrown (P) {out of the football team}? |
A. She kept running away {from the ball}!! |
2.
Q. Why can't two elephants go swimming [#1]? |
A. They only have one pair (DO) {of trunks}!! |
3.
176
Q. Why are clocks dirty (PA)? |
A. They work 24 hours [NuA] a day [NuA], and never wash their hands (DO) or face
(DO)!! |
4.
Q. Why do golf players wear two pairs (DO) {of trousers}? |
A. They might get a hole (DO) {in one}!! |
Note that some people may justifiably see "in one" as an adjective to "hole."
5.
Q. What (DO) do clouds wear {under their clothes}? |
A. They wear thunderwear (DO). |
Note
1. "Swimming" is a gerund that functions as a Noun Used as an Adverb, but students won't study
gerunds until KISS Level Four, so at earlier KISS levels I would also accept "swimming" as
part of the finite verb.
E
Exxeerrcciissee 22..88 –– T
Trreeaassuurree H
Huunnttss aanndd//oorr R
Reecciippee R
Roosstteerrss
Note that option (d) suggests endless additional possibilities.
T
Tw
woo W
Waayyss ooff L
Looookkiinngg aatt aa SSeenntteennccee:: M
Mooddiiffiiccaattiioonn aanndd C
Chhuunnkkiinngg
Section Two is followed by important instructional material that relates to almost all the
other instructional material and exercises. It has no exercises of its own, and is thus not
considered a separate section.
I was once asked if it would not be better to use the traditional term "modification" instead
of confusing things by also using the term "chunking." But the distinction is significant since it
delineates two major fields within linguistics. "Modification" deals with meaning, which is
studied in the linguistic field of semantics. "Chunking," on the other hand, is the central question
of syntax, the study of how words interrelate within sentences to convey meaning. In more
177
practical terms, looking at sentences from the perspective of chunking clarifies questions of
punctuation, errors, style, and logic. (Traditional grammars fail to do this because they explain
grammatical constructions only in the context of very simple sentences.)
The instructional material may too much for third graders, but the important thing is to focus
their attention on the idea that they are learning how words grammatically connect to each other;
they should not just be learning to identify subjects, verbs, adjectives, prepositional phrases, etc.
As you might note, this material is placed here because the students have just been introduced to
the only two constructions that do not chunk – interjections and direct address.
SSeeccttiioonn 33 –– PPrraaccttiiccee //A
Apppplliiccaattiioonn
E
Exxeerrcciissee 33..33.. SSyynnttaaxx &
&L
Looggiicc ((A
Allaaddddiinn ##11))
Based on “Aladdin and the Wonderful Lamp”
Note that some of the sentences in the original were modified.
Analysis Key through KISS Level Two (S/V/C Patterns)
Next day [NuA] the magician led Aladdin (DO) {into some beautiful gardens}
[Adv. to "led" Where?] a long way [NuA] {outside the city gates} [#1]. They sat down {by a
fountain} [Adv. to "sat" Where?] and the magician pulled a cake (DO) {from his
girdle} [Adv. to "pulled" From where?]. He divided it (DO) {between them} [Adv. to
"divided" Where? and/or How?]. Then they journeyed onwards and almost reached the
mountains (DO). Aladdin was very tired (PA). He begged to go [#2] back, but the
magician beguiled him (DO) {with pleasant stories} [Adv. to "beguiled" How?] and
led him (DO) on {in spite} [Adv. to "led" Under what condition?] {of himself} [Adj. to
"spite" Whose?].
Complete Analysis Key
Next day [NuA] the magician led Aladdin (DO) {into some beautiful gardens} a long
way [NuA] {outside the city gates}. | They sat down {by a fountain} | and the magician
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pulled a cake (DO) {from his girdle}. | He divided it (DO) {between them}. | Then
they journeyed onwards and almost reached the mountains (DO). | Aladdin was
very tired (PA). | He begged to go [#2] back, | but the magician beguiled him (DO)
{with pleasant stories} and led him (DO) on {in spite} {of himself}. |
Notes
1. This phrase can be considered as adverbial to "led" (Where?) and/or as an adjective to "way"
(What kind of?).
2. At this KISS level, I would also accept "begged to go" as the finite verb phrase here.
Technically, grammarians will probably disagree on explanations of the infinitive "to go,"
but the easiest explanation, also probably the best, is to consider it as a direct object of
"begged."
E
Exxeerrcciissee 33..44.. SSyynnttaaxx &
&L
Looggiicc ((A
Allaaddddiinn ##22))
Based on “Aladdin and the Wonderful Lamp”
Note that some of the sentences in the original were modified.
Analysis Key through KISS Level Two (S/V/C Patterns)
{For two days} [Adverb to "remained" -- "How long?"] Aladdin remained {in the
dark} [Adverb to "remained" -- "Where?"], crying and lamenting. {At last} [Adverb to
"clasped" -- "When?"] he clasped his hands (DO) {in prayer} [Adverb to "clasped" -"How?"], and {in so doing} [ #1] [Adverb to "rubbed" -- "How?"] rubbed the ring (DO),
which the magician had forgotten to take [#2] {from him} [Adverb to "to take" -"Where?" [#3]]. Immediately an enormous and frightful genie rose {out of the earth}
[Adverb to "rose" -- "Where?"], saying, "What (DO) [#4] wouldst thou {with me}
[Adverb to "wouldst" -- "How?" [#5]]? I am the Slave (PN) {of the Ring} [Adjective to
"Slave" -- "Whose?"], and will obey thee (DO) {in all things} [Adverb to "will obey" -"Where?"]." Aladdin fearlessly replied, " *You* Deliver me (DO) {from this place}
[Adverb to "Deliver" -- "Where?"]!" whereupon the earth opened, and he found
himself (DO) outside.
Complete Analysis Key
179
{For two days} Aladdin remained {in the dark}, crying [#6] and lamenting [#6]. | {At
last} he clasped his hands (DO) {in prayer}, and {in so doing}[ #1] rubbed the ring
(DO), [Adj. to "ring" which [#2] the magician had forgotten to take [#2] {from him}]. |
Immediately an enormous and frightful genie rose {out of the earth}, saying
"saying" "What (DO) wouldst thou {with me}?] |
[#8]
[#7]
, [DO of
I am the Slave (PN) {of the
Ring}, and will obey thee (DO) {in all things}." | Aladdin fearlessly replied, [DO
"*You* Deliver me (DO) {from this place}!"] [Adv. to "replied" whereupon [#9] the
earth opened], and [Adv. to "replied" he found himself (DO) outside]. |
Notes
1. I would expect many students to be confused by this phrase. [For KISS Level Three + -"Doing" is a gerund that functions as the object of the preposition "in." "So" here can be
explained either as a pronoun, the direct object of "doing," or as an adverb to "doing."]
2. I would also accept "forgotten to take" as the finite verb here. [Technically, "to take" is an
infinitive that functions as the direct object of "forgotten," but we cannot expect students to
master everything at once. In case students ask, the direct object of "to take" here is "which,"
which, in this S/V/C pattern, stands for the ring. Note that the "which" also functions as a
subordinating conjunction.]
3. Since we usually think of "Where?" in the sense of "to where" rather than "from where," some
students may want to write "from where?" instead of just "where?" Such an answer should
be accepted since it includes the important point -- the phrase presents spatial, not temporal
or cause/effect information.
4. Lavish immense praise on any students who get this one. Note the implied (ellipsed) "What
would thou *have* with me?"
5. This one will raise some discussion. At this KISS level, I would accept any answer a student
gave, but I would also ask the student to explain why he or she thinks the answer is
acceptable. One could easily argue that this is an example of Roberts' category of
"Accompaniment." The example in the instructional material under "How?" (He walks to
school with his sister.) might lead some students to the "How?" question. If I did want to
push the point with students (which I probably would not), I would note that the sentence
means How can I help you?
6. "Crying" and "lamenting" are gerundives to "Aladdin."
7. "Saying" is a gerundive to "genie."
8. One could easily argue that the entire quotation is the direct object of "saying." (This is a
question that I have never seen addressed in any grammar textbook.) In cases like this, if we
consider the entire quotation to be the direct object, we will frequently find several
sentences, sometimes entire paragraphs that are, in effect, direct objects of a word in a
180
preceding sentence. Thus the KISS approach is to conclude the main clause at the first
sensible spot.
9. Because it appears so rarely, "whereupon" is rarely included in lists of subordinate
conjunctions. Thus I would expect even students who had started to study clauses to be
confused by it. However, once students have basically mastered subordinate clauses, once
they "feel" how such clauses work, "whereupon" will easily fall into place -- there's not
much else that it could be here. Note too that it carries across the "and" and thus
subordinates the following clause.
181
E
Exxeerrcciissee 33..55.. ““FFoogg,,”” bbyy C
Caarrll SSaannddbbuurrgg ((H
Hoow
wM
Muucchh II C
Caann E
Exxppllaaiinn))
The fog comes
{on little cat feet}. |
It sits looking [#1]
{over harbor and city}
{on silent haunches}
and then moves on. |
Notes
1. "Sits looking" can be considered a palimpsest pattern with "sits" written over "is." This may
confuse students, but you can still focus students' attention on the number of words that they
can easily explain. I would certainly accept "sits looking" as the finite verb. However, I
would also accept "sits" by itself, since "looking" can also be explained as a verbal
(gerundive) that modifies "It."
How Much I Can Explain
Total Words = 21
Words in Prepositional Phrases
+ Adj & Adverbs (not in prep phrases)
+ Coordinating Conjunctions
+ Words in S / V / C patterns
Words
11
3
1
6
Total
Explained
11
14
15
21
%
of Text
52 %
67 %
71 %
100 %
E
Exxeerrcciissee 33..66.. V
Vooccaabbuullaarryy –– FFiillll iinn tthhee bbllaannkk w
wiitthh aaddjjeeccttiivveess..
The Cat, the Monkey, and the Chestnuts – Aesop
The blanks are numbered so that you might be able to save paper and ink by having students
write the numbers and words on separate paper. (You can then use an overhead of the
assignment pages to review it in class.
Two things can happen with this type of exercise. First, the students learn something about,
in this case, adjectives. You might want to create lists on the board of the words that students
used for each blank. For some students, this exercise will add new words to their vocabulary, but
it also suggests, in many cases, the range of words that can be used and how they affect meaning.
The second thing that can happen is that some students take a particular stylistic slant to the
story. They may consistently change the setting in interesting ways, or take a humorous tone.
When this happens, you may want to share these versions with the class. For this reason, this is
182
not a good exercise for small group work, but you might want to follow this exercise by having
students work in small groups to select a short story (or passage) and make similar exercises.
(They have to pick out the adjectives in order to do so.)
After the students share their adjectives, you might want to show them the original.
Suggestions about the effect of some of the adjectives are in the notes below.
The original is:
It was a (1) cold (2) November night. Outside, the wind blew hard. The (3) first snow of the
season covered up the grass and leaves with a (4) beautiful (5) white blanket. Inside, a (6)
bright (7) log fire sent its (8) blue and (9) gold flames up the chimney and made the room (10)
warm and (11) light and (12) cozy.
Some (13) big (14) brown chestnuts were roasting in the (15) hot ashes on the hearth. A
(16) lively (17) little monkey and a (18) big (19) yellow cat sat in front of the fire warming
themselves.
After a while the heat of the fire made the chestnuts pop (20) open. Then the monkey said,
"The chestnuts are roasted and (21) ready to eat. (22) Pretty pussy, your (23) long, (24) lovely
paws were made to pull chestnuts out of the fire. See whether you can reach them."
The (25) foolish cat was greatly pleased by what the (26) clever monkey said. He grinned
and stretched out his (27) long, (28) yellow paw and pulled a chestnut out of the (29) hot ashes.
His paw was badly burned.
"Meow! Meow!" the cat cried in pain, as he jumped up and down and blew on his paw.
"(30) Poor pussy, (31) pretty pussy, let me blow on your paw," said the monkey. He caught
hold of the (32) cat's paw and blew on it time and time again.
Then the (33) cunning, (34) clever monkey said in a (35) soft, (36) sweet voice, "Now, (37)
dear pussy, pull the (38) other chestnuts out of the fire. Be quick, and the fire will not burn you.
Pull the chestnuts out of the ashes. Then we'll have supper."
The (39) foolish cat had not learned his lesson; He was more pleased than ever with the (40)
monkey's flattery. So he stretched out his paw and pulled chestnut after chestnut out of the fire.
As the cat reached for the (41) last one, he said, "Now, (42) friend monkey, supper is (43)
ready. We'll eat." Then the cat blew the ashes off his paw and turned around to get some of the
chestnuts which he had pulled out of the fire, but the (44) sly, (45) cunning monkey had eaten
every one.
183
Notes (by the numbers)
4. "Beautiful" sets a tone that contrasts with the ugly acts of the monkey. The adjectives in the
entire first paragraph set a pleasant tone that further sets up a pleasant tone.
8 & 9. How many students will select "blue" and "gold" for the colors of flames? Are blue and
gold warmer colors than red and yellow?
10 - 11. Note the use of three adjectives. (Many third graders would stop at one.)
17 & 18. In a conflict between "little" and "big," doesn't "big" usually win?
22. Flattery, thy name is adjective?
23. Foreshadowing is a big concept for third graders, but they probably would understand the
idea that this use of "foolish" suggests that the cat is in for trouble, no sign of which has yet
appeared.
32 & 40. This is an opportunity to point out that possessives (the apostrophe) function as
adjectives.
39. Is it "foolish" to trust a "friend"? What is a "friend"?
42. This is the first (and only) use of "friend" in the story. How does it set up the moral of the
fable?
In 26, we get "clever." In 33 and 34, we get "cunning, clever." In 44 and 45, we get "sly,
cunning." What are the differences among "clever," "cunning," and "sly"?
E
Exxeerrcciissee 33..77.. A
Ann E
Exxeerrcciissee iinn C
Caappiittaalliizzaattiioonn aanndd PPuunnccttuuaattiioonn
Elizabeth, Eliza, Betsy, and Bess
Elizabeth, Eliza, Betsy, and Bess,
All [#1] went together to seek a bird's nest [#2]. |
They found a bird's nest (DO) {with five eggs} {in it}. |
They all took one (DO), and left four (DO) {in it}. |
Notes
1. At this KISS Level, the easiest way to explain "All" is simply as an adjective to the four
preceding names, as it is later after "They,". It can also be explained as an appositive to
those names, but there is no reason to distract third graders with discussions of appositives.
2. "Nest" is the direct object of the infinitive "to seek." The infinitive functions as an adverb (of
purpose) to "went."
Notes on Punctuation
The periods, of course, end sentences. The first three commas in the first line separate items
in a series. The comma after "Bess" is optional, but in the poem it effectively ends the line and
separates the specific names from the generalizing "all." The comma after "one" in the last line is
184
optional, and I would expect many students not to insert it. Note that it does have a function in
terms of maintaining the metrical rhythm -- It ensures a mid-line break in the middle of the last
line, comparable to the breaks in the preceding two lines. The apostrophe in "bird's," of course,
indicates possession.
This illustration and poem are from Mother Goose Gems (McLoughlin Bros., 1904).
E
Exxeerrcciissee 33..88.. JJuusstt ffoorr FFuunn –– T
Toonngguuee T
Tw
wiisstteerrss..
1. Which witch wished which wicked wish (DO)? |
2. The blue bluebird blinks. |
3. Sam's shop stocks short spotted socks (DO). |
4. Cheerful Charles chose cherry chocolates (DO) {for Cheri}. |
5. A noisy noise annoys an oyster (DO). |
6. Friendly Frank flips fine flapjacks (DO). |
7. Vincent vowed vengeance (DO) very vehemently. |
8. Which wristwatches are Swiss wristwatches (PN)? |
9. The crow flew {over the river} {with a lump} {of raw liver}. |
10. Gertie's great-grandma grew aghast (PA) {at Gertie's grammar}. |
SSeeccttiioonn 44 –– R
Reeccooggnniizziinngg tthhee W
Whhoollee V
Veerrbb PPhhrraassee ((PPaassssiivvee V
Vooiiccee))
The objective here is not to learn about passive voice, but rather to help students identify all
the parts of passive verbs. In a sentence such as "The ball was dropped by the left fielder," many
students will underline "was" as a verb and then label "dropped" as a predicate adjective. Passive
voice does slide into S/V/PA patterns, so this is an interesting alternative explanation. But it
avoids the important concept of passive voice. Passive voice – as passive voice – is a major focus
of the KISS fifth grade workbook, and the concept is developed in following grades. In third and
fourth grades, however, the focus should simply be on having the students underline the
complete verb phrase rather than using the S/V/PA alternative. Note that you do not need
instructional materials for this.
Although most textbooks say nothing about it, passive voice slides into the S/V/PA pattern.
With primary school children, it is probably better, at KISS Levels One and Two, simply to teach
185
the students to consider the "adjective" as part of the finite verb phrase -- At this KISS Level,
students do not need to be taught that these verbs are in "passive voice." Once they get to passive
voice, they can then consider the distinctions between the two. If you have not seen it yet, you
should look at the material on passive verbs or predicate adjectives. Ultimately, many of these
can be considered to be predicate adjectives.
E
Exxeerrcciissee 44..11.. FFrroom
m TThhee TTaallee ooff SSaam
muueell W
Whhiisskkeerrss,, bbyy B
Beeaattrriixx PPootttteerr
1. The cupboard door was not locked (P). |
The status of the door is more important here than the action, so an argument can easily
made that the S/V/PA pattern is actually better here.
2. He was tied (P) up {in very tight knots}. |
3. Yes, it is infested (P) {with rats}. |
Technically, the S/V/PA pattern would be better here because the important point is the
infested condition of "it," and not the action of infesting.
4. He was quite exhausted (P). |
5. We shall be obliged (P) to leave this pudding [#1]. |
6. The fire had only just been lighted (P). |
7. Tom Kitten was left (P) alone {under the floor} {of the attic}. |
Notes
1. "Pudding" is the direct object of the infinitive "to leave." The infinitive phrase functions as a
retained direct object after the passive verb, retained from the active form "Someone will
oblige [require] us to leave this pudding."
E
Exxeerrcciissee 44..22.. FFrroom
m ““T
Thhee N
Niigghhttiinnggaallee,,”” bbyy H
H.. C
C.. A
Annddeerrsseenn
1. The nightingale was always put (P) {above everything else}. |
2. It has never been presented (P) {at court}. |
3. The palace had been brightened (P) up {for the occasion}. |
186
4. They were all dressed (P) {in their best}. |
5. The emperor was charmed (P). |
6. A ribbon was tied (P) {round its neck}. |
7. A new emperor was already chosen (P). |
8. The real nightingale was banished (P) {from the kingdom}. |
9. Everybody's eyes were turned (P) {towards the little grey bird}. |
10. Cloth had been laid (P) down {in all the rooms and corridors}. |
E
Exxeerrcciissee 44..33.. FFrroom
m ““T
Thhee N
Niigghhttiinnggaallee,,”” bbyy H
H.. C
C.. A
Annddeerrsseenn
1. It could only be touched (P) {with the very greatest care}. |
2. Every little detail {in the garden} had been most carefully thought out [#1] (P). |
3. The most beautiful flowers, all [#2] {of the tinkling kind}, were arranged (P) {in the
corridors}. |
4. The emperor's palace was made (P) entirely {of the finest porcelain}. |
5. But the nightingale declined {with thanks}; | it had already been sufficiently
rewarded (P). |
6. Every evening [NuA] I am allowed (P) to take broken meat [#3] {to my poor sick mother}.
|
7. One day [NuA] a large parcel came {for the emperor}; | outside was written (P) the
word “Nightingale.” [#4] |
187
8. The whole court was assembled (P), | and the little kitchen-maid had been
permitted (P) to stand [#5] {behind the door}. |
9. The treatise was very long (PA) and written (P) [#6] {in all the most difficult Chinese
characters}.
|
Notes
1. Alternatively, "out" can be considered an adverb.
2. I'm considering "all" as an appositive to "flowers," but it can also be explained as an adjective
to "flowers" which would make the following prepositional phrase adverbial.
3. "Meat" is the direct object of the verbal (infinitive) "to take." The infinitive functions as a
retained direct object after the passive verb. (The active version would be: "They allowed
me to take broken meat...."
4. "Nightingale" is an appositive to "word," but here I would also simply accept it as part of the
subject.
5. The verbal (infinitive) "to stand" functions as a retained direct object after the passive verb.
(The active version would be: "They permitted the kitchen-maid to stand...."
6. After the adjective "long," and joined to it by a comma, "written" can easily be explained as a
predicate adjective.
SSeeccttiioonn 55 –– V
Veerrbb T
Teennsseess
Fundamental differences in definitions make grammatical “tense” a simple concept, an
almost impenetrably difficult concept, or anything in between. Paul Roberts explained the three
basic bases from which grammarians start. He calls them “formal,” “syntactic,” and “notional.”
“Formal” definitions start with the form (sound or spelling) of the words. Thus verbs have
different forms—“write,” “wrote,” “writing,” “written.” In discussing tense, grammarians who
base their definitions on form present students with all the forms, created by helping verbs, for
all the various verbs. The result is pages of tables for what are called the “conjugation” of verbs.
The tables are not very helpful, and they bore students. Other grammarians who base their
grammar on form claim that English does not have a future tense. They say this because there is
no single-word form for the future tense. We can say “He writes,” “She wrote,” but we have no
way of expressing the future tense with a one-word verb. But teaching students that English has
no future tense is probably harmful. The students will have teachers in other fields who will tell
them to express some ideas in the future tense.
188
“Syntactic” definitions start with how words relate to each other in sentences. Much of the
KISS Approach is “syntactically” based—if a word modifies a noun, it is an adjective, etc. But
when it comes to the question of tense, the syntactic base does not get very far. By itself, it
cannot distinguish a tense difference between “He writes books” and “She wrote books.”
“Notional” definitions are based on meaning. Since all third graders understand the
differences in the meaning of “past,” “present,” and “future,” notional definitions are probably
the best way to approach the teaching of grammatical “tense.” But even here, there are problems.
Is “She is going to write a book” stated in the present tense? Or future? Questions like this,
however, belong in the grammarians’ playgrounds.
Native speakers have relatively few problems with verb tenses. The most frequent is
probably the shifting of tenses from present to past (or to future). For example, “We were
camping and Billy starts a fire.” Many teachers mark these as “tense shift” in students’ writing,
but students will not understand that comment unless they have been taught what “tense” means.
Thus the primary objective here is to help students understand the meaning of “past,” “present,”
and “future” tenses. Note that if students need more practice on S/V/C patterns and/or
prepositional phrases, you can have them analyze these sentences in that way also.
(For more on Roberts’ ideas, see “The Parts of Speech as Functions” which is available in
the printable An Introduction to KISS Grammar.)
E
Exxeerrcciissee 55..11.. W
Whhaatt T
Teennssee IIss IItt??
Analysis Key (FYI)
1. One day [NuA] Billy was racing along {in front} {of the children}. | past
2. I am very sorry (PA), sir [DirA]. | present
3. {At home}, the children will teach Billy Jones (IO) many tricks (DO). | future
4. Billy Jones carries his lunch basket (DO) {to a chair}. | present
5. They will teach the dog (IO) never to cross the street [#1] {without them}. | future
6. {In doing so [#2]} he runs bang [NuA] {into a big St. Bernard dog}. | present
189
7. People {along the way} [#3] were laughing and shouting {to the dog}. | past
8. One day [NuA] the cook left the door open [#4] only a wee bit [NuA]. | past
9. Billy will be surprised (P) {by all the funny games}. | future
10. The little dog throws back his funny little round face (DO) and whines and barks
and howls all {in time} {to the music}. | present
Notes
1. At this point in their work, this will confuse students. "Street" is the direct object of the verbal
(infinitive) "to cross." The infinitive phrase functions as the direct object of "will teach."
2. "So" is the direct object of the verbal (gerund) "doing" which functions as the object of the
preposition.
3. Alternatively, "along the way" can be described as adverbial to "were laughing" and
"shouting."
4. Within KISS, "open" is a predicate adjective after an ellipsed infinitive -- left the door *to be*
open. The infinitive phrase functions as the direct object of "left."
E
Exxeerrcciissee 55..22.. W
Whhaatt T
Teennssee IIss IItt??
Analysis Key (FYI)
1. They will stand {on their hind legs} and march up and down {before the door} {of the
camp}. | future
2. The bears are surprised (P) {by the noise} {of the crashing tin plates}. | present
3. The cook gives Snuff (IO) and Ruff (IO) two plates (DO) to take [#1] {to the
strangers}. | present
4. The twins were bringing out the plates (DO) and pretending to take orders [#2]. |
past
5. The boy will make them (IO) little white caps (DO) and short white aprons (DO).
| future
6. The guests can see the funny, sober faces (DO) {of the twins}. | present
190
7. They saw a hairy paw (DO) and found a bear's head (DO) close [#3] {to their own}.
| past
8. The bears will carry stick guns (DO) and wear paper soldier caps (DO). | future
9. The strangers are begging to have Snuff and Ruff wait [#4] {on table} again. |
present
10. They had been found (P) asleep and alone {at the foot} {of a small fir tree} {on the
banks} [#5] {of the Sacramento River}. | past
Notes
1. The verbal (infinitive) "to take" functions as an adjective to "plates."
2. At this point in their work, I would accept "pretending to take" as the finite verb and "orders"
as its direct object. Technically, "to take" is a verbal (infinitive) that functions as the direct
object of "pretending."
3. "Close" is a post-positioned adjective to "head."
4. "Snuff" and "Ruff" are subjects of the verbal (infinitive) "wait." That infinitive phrase is the
direct object of the infinitive "to have." Some grammarians will see "to have" as the direct
object of "are begging"; others will see it as an adverb to "are begging." Thus either
explanation is acceptable. At this point in their work, I would accept "are begging to have"
as the finite verb phrase.
5. The "on the banks" phrase could also be seen as describing the fir tree, and thus embedded in
that phrase.
E
Exxeerrcciissee 55.. 33.. W
Whhaatt T
Teennssee IIss IItt??
1. I shall be nine years [NuA] old (PA) next Saturday [NuA]. | future
2. What (DO) did I promise you (IO), David [DirA]? | past
3. Mother is helping David to get ready to go [#1] {to the city} {with Father}. | present
4. The tide was flowing {down the river} {to the sea}. | past
5. This Saturday morning [NuA] David and his father will have a very interesting trip
(DO) {on the ferry} [#2]. | future
191
6. A big ocean steamer was making its way (DO) slowly {down the river}. | past
7. Two short blasts {of the whistle} will be a signal (PN) {to the small boat} [#3]. | future
8. The ferry is slowly making its way (DO) {across the river} and coming {to the
shore}. | present
9. Two men had been standing {on either side} {of the ferry}. | past
10. The men will have opened the gates (DO), | and the people and cars will have
gotten {off the ferry} [#4]. | future
Notes
1. The verbal (infinitive) "to go" functions as an adverb to "ready." "Ready" functions as a
predicate adjective after the infinitive "to get" (become). "David" is the indirect object of
"helping" and the subject of the infinitive "to get." The infinitive phrase functions as the
direct object of "helping."
2. Alternatively, adverbial to "will have" (where?)
3. Alternatively, adjectival to "signal" (what kind?)
4. Alternatively, "off" can be considered part of the finite verb phrase (gotten off = left). That
would make "ferry" a direct object.
E
Exxeerrcciissee 55.. 44.. T
Thhee C
Clleevveerr H
Heenn
Note: If the students are already very comfortable with the analysis of passages such as this one,
I would skip the analysis and simply have the students rewrite the text in the present and then in
the future tense.
I had a little hen (DO), the prettiest ever seen [#1], |
She washed me (IO) the dishes (DO) and kept the house clean [#2]; |
She went {to the mill} to fetch me some flour [#3], |
She brought it (DO) home [NuA] {in less} {than an hour}; |
She baked me (IO) my bread (DO), | she brewed me (IO) my ale (DO), |
She sat {by the fire} and told many a fine tale (DO). |
192
Present Tense:
I have a little hen, the prettiest ever seen,
She washes me the dishes and keeps the house clean;
She goes to the mill to fetch me some flour,
She brings it home in less than an hour;
She bakes me my bread, she brews me my ale,
She sits by the fire and tells many a fine tale.
Future Tense:
I will have a little hen, the prettiest ever seen,
She will wash me the dishes and keep the house clean;
She will go to the mill to fetch me some flour,
She will bring it home in less than an hour;
She will bake me my bread, she will brew me my ale,
She will sit by the fire and tell many a fine tale.
Notes
1. "The prettiest" is an appositive to "hen," in effect, a reduction of the subordinate clause "who
was the prettiest." "Seen" is a post-positioned adjective to "the prettiest." In effect it is also
reduction of a subordinate clause -- "who was ever seen."
2. Expect students to be confused. The KISS explanation of this is that "house" is the subject,
and "clean" is a predicate adjective, to an ellipsed infinitive "to be."
3. "Me" in the indirect, and "flour" is the direct object of the infinitive (of purpose) "to fetch."
The infinitive is adverbial to "went."
E
Exxeerrcciissee 55.. 55.. T
Trreeaassuurree H
Huunnttss aanndd//oorr R
Reecciippee R
Roosstteerrss
SSeeccttiioonn 66 –– E
Exxpplleettiivveess –– A
Ann O
Oppttiioonnaall E
Exxppllaannaattiioonn
The expletive is an acceptable explanation in KISS, but it adds a concept that is not really
needed. Such sentences can almost always be easily explained as S/V/PN patterns with, for
example, "There" being the subject and "people" being a predicate noun. (In essence, an
"expletive" is simply a place-filler for the subject slot in a sentence.) Often, another alternative
explanation can be used. Thus in "Once there came several monsters into Millerville," one can
explain "there" as an adverb, "came" as the verb, and "monsters" as the subject.
In the analysis keys (for all grade levels), KISS explains all of these sentences as S/V/PN
patterns or by using the adverb alternative. "There" as subject does need special focus at this
point, however, first because third graders will find (and write) many sentences in which it
functions as a subject, and second because KISS offers alternatives to the traditional explanation.
Remember that there is no set standard of grammatical terminology that is used in testing
students. Thus teachers and parents can opt for the expletive explanation, the S/V/PN
explanation, or try to see if students can understand both.
193
E
Exxeerrcciissee 66.. 11.. FFrroom
m TThhee TTaallee ooff TToom
mK
Kiitttteenn,, bbyy B
Beeaattrriixx PPootttteerr
1. Once {upon a time} there were three little kittens (PN). |
Or: Once {upon a time} there [Expletive] were three little kittens. |
2. There were several green smears (PN)! |
Or: There [Expletive] were several green smears! |
3. There was a pit pat, paddle pat (PN)! |
Or: There [Expletive] was a pit pat, paddle pat! |
4. Somehow there were very extra--ordinary noises (PN) overhead. |
Or: Somehow there [Expletive] were very extra--ordinary noises overhead. |
5. There were no buttons (PN). |
Or: There [Expletive] were no buttons. |
E
Exxeerrcciissee 66.. 22.. FFrroom
m TThhee TTaallee ooff SSaam
muueell W
Whhiisskkeerrss,, bbyy B
Beeaattrriixx PPootttteerr
1. There was scarcely any light (PN). |
Or: There [Expletive] was scarcely any light. |
2. There was less smoke (PN). |
Or: There [Expletive] was less smoke. |
3. There is no end (PN) {to them}! |
Or: There [Expletive] is no end {to them}! |
194
4. There used to be queer noises (PN) {inside the walls}. |
Or: There [Expletive] used to be queer noises {inside the walls}. |
5. There might be a little secret staircase (PN). |
Or: There [Expletive] might be a little secret staircase. |
6. Oh! [Inj] Mother [DirA], Mother [DirA], there has been an old man rat (PN) {in the
dairy}. |
Or: Oh! [Inj] Mother [DirA], Mother [DirA], there [Expletive] has been an old man rat
{in the dairy}. |
E
Exxeerrcciissee 66.. 33.. FFrroom
m TThhee TTaallee ooff SSaam
muueell W
Whhiisskkeerrss,, bbyy B
Beeaattrriixx PPootttteerr
1. There are rats (PN), and rats (PN), and rats (PN) {in his barn}! |
Or: There [Expletive] are rats, and rats, and rats {in his barn}! |
2. But there was a strong smell (PN) {of rats}. |
Or: But there [Expletive] was a strong smell {of rats}. |
3. So there was plenty (PN) {of room} {for a little Tom Cat} [#1]. |
Or: So there [Expletive] was plenty {of room} {for a little Tom Cat}. |
4. Sure enough there were marks (PN) {of little scratching fingers}. |
Or: Sure enough there [Expletive] were marks {of little scratching fingers}. |
5. {After that}, there were no more rats (PN) {for a long time} {at Tabitha Twitchit's}. |
Or: {After that}, there [Expletive] were no more rats {for a long time} {at Tabitha
195
Twitchit's}. |
Note
1. Alternatively, the "for" phrase could be considered as describing "room." Note that that would
not be the case if the sentence were "So for a little Tom Cat there was plenty of room."
E
Exxeerrcciissee 66.. 44.. T
Thhee C
Crrooookkeedd SSiixxppeennccee
There [Expletive] was a crooked man (PN), | and he went a crooked mile [#1], |
He found a crooked sixpence (DO) {beside a crooked stile} [#2]; |
He bought a crooked cat (DO), [Adj. to "cat" which [#3] caught a crooked mouse
(DO)], |
And they all lived together {in a little crooked house}. |
Notes
1. "Mile" is a Noun Used as an Adverb, and not a direct object because it answers the question
"Went how far?" not "Went what?"
2. The "beside" can also be seen as an adjective to "sixpence."
3. At this point in their work, most students will have trouble identifying "which" as the subject
of "caught." [Many of my college Freshmen have the same problem.] Expect them to get it
wrong, but then you can tell them the rule -- "The object of a preposition, or the complement
of another verb, can never, ever be the subject of a verb. Once they learn this rule, they will
almost always be forced, as they are here, to select the pronoun as the subject. There simply
are no other options within the sentence.
SSeeccttiioonn 77 –– R
Reevviieew
w -- C
Coom
mppoouunnddiinngg w
wiitthh ““aanndd,,”” ““oorr,,”” aanndd ““bbuutt””
Although it includes a vocabulary and a sentence-combining exercise based on Potter's
"Jeremy Fisher," the primary purpose of this section is to focus students' attention on
compounding in preparation for section eight, Compound Main Clauses.
E
Exxeerrcciissee 77.. 11.. B
Baasseedd oonn TThhee TTaallee ooff JJoohhnnnnyy TToow
wnn M
Moouussee,, bbyy B
Beeaattrriixx PPootttteerr
1. I sit {in my little sandy burrow} and shell corn (DO) and seeds (DO) {from my
Autumn store}. |
196
2. He was very hungry (PA), and very anxious (PA) to behave [#1] {with company
manners}. |
3. The winter passed; [#2] | the sun came out again. |
4. Johnny Town-mouse noticed it (DO), and questioned him (DO). |
5. Johnny Town-mouse and his friends racketted [#3] about {under the floors}, and
came boldly out all {over the house} {in the evening}. |
6. The back door banged, | and the cart rumbled away. |
Notes
1. The infinitive "to behave" explains, and thus modifies "anxious."
2. If students are getting to the point of boredom with the basic S/V/C patterns and prepositional
phrases, I would explore how this semicolon implies a contrast (winter/summer) between the
ideas in the two "sentences." [Remember that some college professors tell students not to
use semicolons, simply because the college students do not understand how to use them.
Thus don't push this point, especially on students who are still having difficulty in
identifying S/V/C patterns and prepositional phrases.]
3. The vividness of this verb is well worth comment. Ask the students to think of what they
associate with "racket" -- noise (as a noun), but also a tennis racket. Those mice were
bounding around like tennis balls.
E
Exxeerrcciissee 77.. 22.. B
Baasseedd oonn M
Mrr.. JJeerreem
myy F
Fiisshheerr,, bbyy B
Beeaattrriixx PPootttteerr
1. The water was all slippy-sloppy (PA) {in the larder} and {in the back passage}. |
Joins:______Prepositional phrases_____________
2. Nobody ever scolded him (DO), | and he never caught a cold (DO)! |
Joins:__________Sentences___________________
3. I have lost my basket (DO); | but it does not much matter. |
Joins:__________Sentences___________________
4. I will get some worms (DO) and go fishing [#1] and catch a dish (DO) {of
minnows} {for my dinner} [#2]. | Joins:__________Finite verbs_______________
197
5. Mr. Jeremy put on [#3] a macintosh (DO), and a pair (DO) {of shiny goloshes}. |
Joins:__________Direct Objects______________
6. The boat was round (PA) and green (PA), and very {like the other lily-leaves}
(PA). | Joins:__________Predicate Adjectives_________
7. The rain trickled {down his back}, | and {for nearly an hour} he stared {at the float}. |
Joins:__________Sentences___________________
8. Once or twice something moved about {with a rustle} {amongst the rushes} {at the side}
{of the pond}. | Joins:___________Adverbs__________________
9. He was quite pleased [#4] [Adv. to "was pleased" when he looked out and saw large
drops (DO) {of rain}]. | Joins:__________Finite verbs_________________
10. He could not offer them (IO) fish (DO), | but he had something (DO) else {in
his larder}. | Joins:__________Sentences___________________
Notes
1. "Fishing" is a gerund that functions as a noun used as an adverb.
2. Note that "for my dinner" can be explained as an adverb to "catch" and/or as an adjective to
"minnows."
3. Expect some students to mark "on a macintosh" as a prepositional phrase, but the sentence
means that he put them on his body. (There are KISS exercises that specifically address this
problem, but students cannot master everything at once.)
4. I would also accept "predicate adjective" as an explanation for "pleased." This is another
question that most grammar textbooks do not touch, but in KISS it is explored in the
discussion of passive verbs. (See "Passive Voice or Predicate Adjective?" in the
instructional materials for KISS Level Two.)
E
Exxeerrcciissee 77.. 33.. B
Baasseedd oonn M
Mrr.. JJeerreem
myy F
Fiisshheerr,, bbyy B
Beeaattrriixx PPootttteerr
1. A GREAT big water-beetle came up [#1] {underneath the lily leaf} and tweaked the
toe (DO) {of one} {of his goloshes}. | Joins:____________Finite Verbs__________
198
2. MR. JEREMY shoved the boat (DO) out again a little way [NuA], and dropped in
[#2]
the bait (DO). | Joins:____________Finite Verbs__________
3. MR. JEREMY stuck his pole (DO) {into the mud} and fastened his boat (DO)
{to it}. | Joins:____________Finite Verbs__________
4. SIR ISAAC NEWTON wore his black and gold waistcoat (DO). |
Joins:___________Adjectives_____________
5. Then he settled himself (DO) cross-legged and arranged his fishing tackle (DO). |
Joins:____________Finite Verbs__________
6. His line was a fine long white horse-hair (DO), | and he tied a little wriggling worm
(DO) {at the end}. | Joins:___________Sentences_____________
7. He took his rod (DO) and basket (DO). | Joins:________Direct Objects________
8. Sir Isaac Newton and Mr. Alderman Ptolemy Tortoise were coming {to
dinner}. | Joins:___________Subjects________________
9. The trout turned and dived down {to the bottom} {of the pond}! |
Joins:____________Finite Verbs__________
10. I will invite Mr. Alderman Ptolemy Tortoise (DO) and Sir Isaac Newton
(DO). | Joins:___________Direct Objects___________
Notes
1. I would also accept "came up" ("rose" or "surfaced") as the verb.
2. "In" functions as an adverb because it is what remains of the prepositional phrase "in the
water," a phrase that would function as an adverb. [This is another of those things that most
grammar textbooks rarely, if ever, discuss.]
199
E
Exxeerrcciissee 77.. 44.. W
Wrriittiinngg SSeenntteenncceess w
wiitthh C
Coonnjjuunnccttiioonnss
E
Exxeerrcciissee 77.. 55.. FFiillll--iinn--tthhee--B
Bllaannkkss w
wiitthh IInntteerreessttiinngg V
Veerrbbss
This is a long exercise, and I considered dropping it, but then perhaps some students
will find it nicely challenging and perhaps even creative. You may, of course, have students
do only a part of it.
The Tale of Mr. Jeremy Fisher by Beatrix Potter
ONCE upon a time there was a frog called Mr. Jeremy Fisher; he lived in a little damp
house amongst the buttercups at the edge of a pond.
THE water was all slippy-sloppy in the larder and in the back passage.
But Mr. Jeremy liked getting his feet wet; nobody ever scolded him, and he never
caught a cold!
HE was quite pleased when he looked out and saw large drops of rain, splashing in the
pond—
“I WILL get some worms and go fishing and catch a dish of minnows for my dinner,”
said Mr. Jeremy Fisher. “If I catch more than five fish, I will invite my friends Mr.
Alderman Ptolemy Tortoise and Sir Isaac Newton. The Alderman, however, eats salad.”
MR. JEREMY put on a macintosh, and a pair of shiny goloshes; he took his rod and
basket, and set off with enormous hops to the place where he kept his boat.
THE boat was round and green, and very like the other lily-leaves. It was tied to a
water-plant in the middle of the pond.
MR. JEREMY took a reed pole, and pushed the boat out into open water. “I know a
good place for minnows,” said Mr. Jeremy Fisher.
MR. JEREMY stuck his pole into the mud and fastened his boat to it.
Then he settled himself cross-legged and arranged his fishing tackle. He had the
dearest little red float. His rod was a tough stalk of grass, his line was a fine long white
horse-hair, and he tied a little wriggling worm at the end.
THE rain trickled down his back, and for nearly an hour he stared at the float.
“This is getting tiresome, I think I should like some lunch,” said Mr. Jeremy Fisher.
HE punted back again amongst the water-plants, and took some lunch out of his
basket.
200
“I will eat a butterfly sandwich, and wait till the shower is over,” said Mr. Jeremy
Fisher.
A GREAT big water-beetle came up underneath the lily leaf and tweaked the toe of
one of his goloshes.
Mr. Jeremy crossed his legs up shorter, out of reach, and went on eating his sandwich.
ONCE or twice something moved about with a rustle and a splash amongst the rushes
at the side of the pond.
“I trust that is not a rat,” said Mr. Jeremy Fisher; “I think I had better get away from
here.”
MR. JEREMY shoved the boat out again a little way, and dropped in the bait. There
was a bite almost directly; the float gave a tremendous bobbit!
“A minnow! a minnow! I have him by the nose!” cried Mr. Jeremy Fisher, jerking up
his rod.
BUT what a horrible surprise! Instead of a smooth fat minnow, Mr. Jeremy landed
little Jack Sharp the stickleback, covered with spines!
THE stickleback floundered about the boat, pricking and snapping until he was quite
out of breath. Then he jumped back into the water.
AND a shoal of other little fishes put their heads out, and laughed at Mr. Jeremy
Fisher.
AND while Mr. Jeremy sat disconsolately on the edge of his boat—sucking his sore
fingers and peering down into the water—a MUCH worse thing happened; a really
FRIGHTFUL thing it would have been, if Mr. Jeremy had not been wearing a macintosh!
A GREAT big enormous trout came up—ker-pflop-p-p-p! with a splash—and it seized
Mr. Jeremy with a snap, “Ow! Ow! Ow!”—and then it turned and dived down to the
bottom of the pond!
BUT the trout was so displeased with the taste of the macintosh, that in less than half a
minute it spat him out again; and the only thing it swallowed was Mr. Jeremy’s goloshes.
MR. JEREMY bounced up to the surface of the water, like a cork and the bubbles out
of a soda water bottle; and he swam with all his might to the edge of the pond.
201
HE scrambled out on the first bank he came to, and he hopped home across the
meadow with his macintosh all in tatters.
“WHAT a mercy that was not a pike!” said Mr. Jeremy Fisher. “I have lost my rod
and basket; but it does not much matter, for I am sure I should never have dared to go
fishing again!”
HE put some sticking plaster on his fingers, and his friends both came to dinner. He
could not offer them fish, but he had something else in his larder.
SIR ISAAC NEWTON wore his black and gold waistcoat,
AND Mr. Alderman Ptolemy Tortoise brought a salad with him in a string bag.
AND instead of a nice dish of minnows—they had a roasted grasshopper with ladybird sauce; which frogs consider a beautiful treat; but I think it must have been nasty!
E
Exxeerrcciissee 77.. 66.. SSeenntteennccee--C
Coom
mbbiinniinngg w
wiitthh A
Addjjeeccttiivveess
E
Exxeerrcciissee 77.. 77.. T
Trreeaassuurree H
Huunnttss aanndd//oorr R
Reecciippee R
Roosstteerrss
SSeeccttiioonn 88 –– C
Coom
mppoouunndd M
Maaiinn C
Cllaauusseess
Section Eight expands the concept of compounding to compound main clauses. Clauses are
the most important concept for students to master. The concept is introduced here because
simple compound sentences appear in many of the works that are used for exercises and also in
students’ own writing. In addition, many punctuation errors involve clause boundaries. Thus,
students who can understand clauses can understand, and learn to control, such errors. Finally,
the length and complexity of clauses are major aspects of style. (For more on this, see Section
19, “Analyzing the Writing of Third Graders.”) Introducing clauses here will thus give students
more time to practice and review the concept.
For students who can identify S/V/C patterns, adjectives, adverbs, and prepositional phrases,
clauses are not difficult to master – if you have them memorize the definition: ‘a clause is a
subject / verb / complement pattern and all the words that chunk to it.’ (Actually, it is a ‘finite
verb,’ but in this design, the finite/verbal distinction has not yet been introduced. See Section
17.) Because a clause is an S / (finite) V / C pattern, there will always be one clause for every
pattern. (Remember that any element in the pattern can be compounded.) Thus students should
202
be taught to work systematically, first identifying the prepositional phrases in a sentence, and
then all the S/V/C patterns. If there is only one S/V/C pattern in the sentence, all the students
have to do is to put a vertical line at the end of the sentence.
In sentences with more than one pattern, students will need to decide if all the clauses are
“main,” of if some are subordinate. Subordinate clauses always function as a noun, adjective,
adverb, or sometimes as an interjection, within a main clause. Because students can identify
S/V/C patterns, they can identify all the clauses, but it will take some practice before they can
easily distinguish the function of each clause.
There are two different strategies for teaching clauses. The first (the one that is being used in
this series of workbooks) is to introduce students to examples of each type of clause separately.
Thus section ten in this book introduces subordinate clauses that function as direct objects. The
fourth grade book then introduces adverbial, adjectival, and the other types of noun clauses.
Subordinate clauses that function as interjections are introduced in fifth grade. This is not my
preferred strategy, but some students seem to need specific examples (exercises) of each type of
clause.
You may prefer the other strategy, a strategy I would recommend to teachers who are trying
to start the KISS Approach in middle or high school. Simply have the students memorize that
“Subordinate clauses function as nouns, adjectives, adverbs (or interjections) within another
clause. Main clauses have no such function.” Give them the list of words that can function as
subordinate conjunctions:
after, although, as, as if, as though, because, before, if, how, lest, since, than, that, when,
where, while, what, who, why, which, until, whenever, wherever, whatever, whoever,
whichever, whether, for, so
“For” and “so” will cause a few problems because they can be either coordinating or
subordinating, but remember that students are expected to make mistakes. (You'll find exercises
devoted to “for” and “so” in the workbooks.)
This strategy presents students with more new material much faster, and will cause some
initial confusion, but consider four similar examples:
1. I remember the time when I was eight.
2. I remember when I was eight.
3. When I was eight, we went to Delaware.
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4. I was eight, and we went to Delaware.
In all four examples, there are two S/V/C patterns. In the first example, “time” is the direct object
of “remember.” The “when” clause modifies (chunks to) “time,” so it functions as an adjective.
In the second example, the “when” clause functions as the direct object of “remember.” Thus it is
a noun clause that functions as a direct object. In the third example, the “When” is a subordinate
conjunction, thereby making the first clause subordinate, but the clause functions as an adverb,
telling when they “went.” In the fourth example, the two clauses are joined by “and,” a
coordinating conjunction. Thus they are two main clauses. Note that in the first three examples,
the entire sentence is one main clause because the subordinate clauses chunk to the main S/V/C
pattern. (That definition of a clause is very important.)
Simply put, the type of a clause (main, noun, adjective, adverb) depends on how it functions
in the sentence. Since students who have been working within the KISS Approach can already
understand most of these functions, they can figure out the clauses by using what they have
already learned. Remember, however, that students are still expected to make mistakes – and
should be told that they are expected to make mistakes. There are subordinate clauses that
function as delayed subjects, as appositives, or as parts of noun absolutes, constructions that
students have not yet been introduced to. They are relatively rare, but in working with real texts,
students will run into them.
E
Exxeerrcciissee 88.. 11.. B
Baasseedd oonn TThhee TTaallee ooff tthhee F
Fllooppssyy B
Buunnnniieess,, bbyy B
Beeaattrriixx PPootttteerr
1. Presently a fly settled {on one} {of them}, [#1] | and it moved. |
2. The Flopsy Bunnies stirred a little [NuA] {in their sleep}, | but still they did not
wake up. |
3. Benjamin and Flopsy were {in despair}, [#2] | they could not undo the string
(DO). |
204
4. So Mr. McGregor did not get his tobacco (DO), | and Mrs. McGregor did not
get her rabbit skins (DO). |
5. Then the mouse came {out of her jam pot}, | and Benjamin took the paper bag (DO)
{off his head}, | and they told the doleful tale (DO). |
Notes
1. There is no comma after "them" in the original, but I decided to edit so as not to begin with an
exception to the general rule.
2. Note the comma-splice. Although I have not had the time to do a formal study, my sense from
working with her tales is that Potter uses a comma to join main clauses that express
cause/effect relationships. This raises an interesting question about the causes of comma
splices that we teachers mark as errors in students' writing.
E
Exxeerrcciissee 88.. 22.. B
Baasseedd oonn TThhee TTaallee ooff JJeem
miim
maa PPuuddddllee--D
Duucckk,, bbyy B
Beeaattrriixx PPootttteerr
1. He had a bite (DO) {on his ear} | and both the puppies were limping. |
2. The shed was almost quite full (PA) {of feathers} | – it was almost suffocating (PA);
| but it was comfortable (PA) and very soft (PA). |
3. This is my summer residence (PN); | you would not find my earth (DO) – my
winter house. [#1] |
4. She laid more eggs (DO) {in June}, | and she was permitted (P) to keep them [#2]
herself [#3]: | but only four {of them} hatched. |
5. It was built (P) {of faggots and turf}, | and there [Expletive] were two broken pails (PN),
one [#4] {on top} {of another}, {by way} {of a chimney}. |
Notes
1. "House" is an appositive to "earth."
2. "Them" is the direct object of the infinitive "to keep." The function of the infinitive can be
explained in two ways -- 1) as an adverb to "was permitted," or 2) as a retained direct object
after the passive "was permitted."
205
3. “Herself” is an appositive to “she.”
4. “One” here basically functions as a noun used as an adverb, but note that it is also an
appositive to “pails.”
E
Exxeerrcciissee 88.. 33.. B
Baasseedd oonn ““T
Thhee T
Thhrreeee L
Liittttllee G
Gnnoom
meess,,”” bbyy JJoohhnnnnyy G
Grruueellllee
1. I took my little horn (DO) and followed them (DO), | but I soon lost their track
(DO). |
2. We live happily here {in the forest} | and our wants are simple (PA). |
3. Then the three little gnomes sat {upon Fuzzy Fox’s back} | and he ran on {through the
forest} {with them}.
|
4. Long, long ago, the tree had stood strong and upright [#1] | and its top branches
reached far {above any} {of the other trees) {in the forest}. |
5. A silvery thread {of smoke} curled up {over the trunk} {of the old tree} and floated
away {through the forest}, | and tiny voices came {from beneath the trunk} {of the old
tree}. |
Note
1. "Strong" and "upright" would generally be explained as adjectives, but here they could be
considered adverbs. They can also be seen as predicate adjectives in a palimpsest pattern (in
which "had stood" is written over "was." Or they can be explained as post-positioned
adjectives. The question is not that important, so I would accept any of these explanations.
E
Exxeerrcciissee 88.. 44.. ffrroom
m ""T
Tw
woo D
Dooggss""
Expect students to be confused by the two subordinate clauses. Simply note that they are not
joined by "and," "or," "but," a semicolon, colon, or a dash.
Part 1:
James White has two dogs (DO). | One is a Newfoundland dog (PN), | and the
other is a Scotch terrier (PN). | The Newfoundland is a large, noble fellow (PN). |
206
His name is Sport (PN). | Every night [NuA] he guards the house (DO) [Adv. to
"guards" while James and his father are asleep.]
|
Part 2:
{In the daytime}, James often uses Sport (DO) {for his horse}.
| He has a little
wagon (DO) , and a set (DO) {of small harness} [Adj. to "harness" and/or "set" which
just fits the dog (DO).] | He hitches Sport (DO) {to this wagon}, and drives {over the
country}. |
E
Exxeerrcciissee 88.. 55.. ffrroom
m ""T
Tw
woo D
Dooggss""
The name {of James's Scotch terrier} is Dodger (PN). | He is called (P) Dodger
(PN) [#1] [Adv. to "is called" because he jumps about so friskily]. | He is up [#2] {on a
chair}, {under the table}, {behind the door}, {down cellar}, and out [#2] {in the yard}, – all [#3]
{in a minute}. |
Dodger has very bright eyes (DO), | and he does many funny things (DO). | He
likes to put [#4] his paws (DO) up {on the crib}, and watch the baby (DO). |
The other day [NuA] he took baby's red stocking (DO), and had great fun (DO) {with
it}; | but he spoiled it (DO) {in his play}, | and James had to scold him (DO). |
Notes
1. Technically, "Dodger" is a retained predicate noun, after the passive "is called." The active
voice version would be "James calls him Dodger." In the active voice version, "him" is the
subject and "Dodger" is the predicate noun of an ellipsed infinitive ("to be"). The infinitive
phrase functions as the direct object of "calls." As a result, I would not object if a student, at
this KISS Level, considered "Dodger" to be a direct object.
2. At this level, I would also simply accept "up on a chair" and "out in the yard" as prepositional
phrases. Note that "down cellar" is the same basic construction, but with the preposition
ellipsed – "down *in the* cellar."
3. "All" is an appositive that is rarely, if ever, discussed in grammar textbooks. Note that is
simply brings together all of the things in the prepositional phrases.
207
4. Technically, "to put" is an infinitive that functions as the direct object of "likes," and "paws" is
the direct object of the infinitive.
SSeeccttiioonn 99 –– PPrraaccttiiccee//A
Apppplliiccaattiioonn
E
Exxeerrcciissee 99.. 33.. C
Coom
mppoouunndd M
Maaiinn C
Cllaauusseess aanndd G
Geenneerraall//SSppeecciiffiicc IIddeeaass
Based on “Why The Hoofs of The Deer Are Split”
from The Book of Nature Myths by Florence Holbrook
Although many people usually do not think of it as such, the distinction between general and
specific ideas is FUNDAMENTAL to logic. It is, after all, the basic premise of inductive logic.
Getting students to see this distinction is, in addition, a primary task of writing teachers. Over
and over teachers beg, push, and drag students into getting specific details into their writing.
Anyone can make a general statement about anything, but pushed to offer specific examples,
many people falter. Note, by the way, that this is also an exercise in parallel construction. I'm not
sure that I would discuss parallel construction with third graders, but I think they would
understand the basic idea, even without the term. In essence, each example has its own main
clause. A non-parallel version would be something like,
The green leaves whispering merrily together, the waves lap on the shore and
laugh while the squirrels are chattering and laying up their food for winter.
In this version, the first example is stated in a noun absolute; the second, in a main clause; and
the third in a subordinate clause.
You might want to break this exercise into two assignments. Have the students do the
analysis first. Then have them discuss examples of general and specific statements before you
ask them to write the sentences of their own. You also might want to tuck this assignment aside
for repeated use, later in the year, or in later years. (You'll be able to use the sentences written by
your students as examples for later assignments.)
Everything is good (PA) and happy (PA). | The green leaves are whispering
merrily together, | the waves are lapping {on the shore} and laughing, | the squirrels
are chattering and laying up their food (DO) {for winter}. |
Note
I would also simply accept "up" as an adverb in "laying up." Some grammarians will argue
that "laying up" means "storing" and thus should be considered a "phrasal" verb, but telling
students that they are wrong about a minor detail like this will detract from their attention to the
main point of the exercise. Note that "for winter" can alternatively be explained as an adjective to
"food."
208
E
Exxeerrcciissee 99.. 44.. G
Grraapphhiinngg W
Woorrddss ppeerr M
Maaiinn C
Cllaauussee ((““SSqquueeaakkyy”” ##11))
Based on sentences from “Squeaky and the Scare Box”
I was going to include a copy of the same graph sheet after every exercise, but that
might result in some very wasteful printing. Thus, it is on the final page of this book, and
you can print as many copies as your students need.
1. There was a father mouse (PN), | there was a mother mouse (PN), | and there
were three little baby mice (PN). |
2. One little mouse had sharp bright eyes (DO), | and he could see everything (DO),
even {in the darkest holes}. |
3. The little mice obeyed their mother (DO), | and they were happy (PA) {in their
home} {in the pantry wall}. |
4. I could not tell you (IO) {about all} {of these}, | but I am going to tell you (IO)
{about their Christmas party}. |
5. The stockings hung {by the chimney}, | and the tall tree was standing {in the
parlor}. |
6. The children were asleep, | and the father and mother had gone upstairs {to
bed}. |
209
II. The color version of the graph:
Note that this
graphing exercise is
preparation for the
similar analysis of the
writing of their peers -and then of their own
writing. For more on this
and on the purpose of
graphing, see the
explanation in the third
grade workbook.
E
Exxeerrcciissee 99.. 55.. G
Grraapphhiinngg W
Woorrddss ppeerr M
Maaiinn C
Cllaauussee ((““SSqquueeaakkyy”” ##22))
Suggestion: Consider using the fourth sentence as a writing model -- four main clauses all
based on the same verb. Expand vocabulary – see how many different verbs the students can find
that will make sense in this exercise.
1. The children have talked {about the Christmas tree} {for days}, | and we have never
seen one (DO). |
2. I found a little [#1] popcorn (DO) {on the pantry floor}, | and I want some more
(DO). |
3. The cat is not near; | *You* come and see the tree (DO). |
4. They nibbled the popcorn (DO); | they nibbled the candy (DO); | they nibbled
the nuts (DO); | and they nibbled the cakes (DO). |
5. The door was opened (P), | and the lights were turned on (P). |
6. {With a squeak}, the mice scampered down {from the tree}; | then they ran {along the
hall}, {through the pantry}, and back {to their home}. |
210
7. I am {in a trap}, | but there isn't even a bit (PN) {of cheese} {in it}. |
Note
1. Note the ellipsis involved here – it does not mean that the popcorn was little. It means "a little
*bit of* popcorn." But at the same time, it means "I found popcorn." Thus the ellipsis slides
into the direct object.
II. The color version of the graph:
E
Exxeerrcciissee 99.. 66.. H
Hoow
wM
Muucchh II C
Caann E
Exxppllaaiinn –– ““H
Huum
mppttyy D
Duum
mppttyy””
Remember that the purpose of this short exercise is to remind students (and ourselves) of
how much of real texts most students can already explain. Success motivates success.
Humpty Dumpty sat {on a wall}, |
Humpty Dumpty had a great fall (DO); |
All the King's horses, and all the King's men
Cannot put Humpty Dumpty (DO) together again. |
How Much I Can Explain
Total Words = 27
Total
%
Explained of Text
3
3
11 %
10
13
48 %
Words
Words in Prepositional Phrases
+ Adj & Adverbs (not in prep phrases)
+ Words in S / V / C patterns (including
conjunctions)
14
27
100 %
The illustration and poem are from The Real Mother Goose.
Illustrated by Blanche Fisher Wright. Chicago: Rand McNally & Co., 1916.
211
E
Exxeerrcciissee 99.. 88.. R
Reeccooggnniizziinngg V
Veerrbb T
Teennsseess
Note that these are all compound main clauses so this exercise can also be used to review
them.
1. The captain opens the box (DO) {of jewels}, | and he shows Dick (IO) some
(DO) {of his riches}. | present
2. An army {of rats and mice} ran {into the room}, | and they ate {from every dish}. |
past
3. It was a long walk (PN) {for the little boy}, | but {at last} he came {to London}. |
past
4. The cat will see them (DO), | and {in a few minutes} she will have killed many
(DO) {of the rats and mice}. | future
5. The ship {with the cat} {on board} had a long and stormy voyage (DO), | and it was
{at last} driven (P) {to a strange land}. | past
6. His bed is {in an attic} | and {at night} many mice and rats come {through the holes}
{in the walls}. | present
7. Dick hides his cat (DO) {in the attic}, | and every day [NuA] he carries a part (DO)
{of his dinner} {to her}. | present
8. The captain will sell your cat (DO) {to the king} {of a foreign land}, | and he will
bring you (IO) {in return} many riches (DO). | future
9. They are coming down {to the shore} {in great crowds} to see the sailors [#1], | and
they are buying fine things (DO) {on the ship} [#2]. | present
212
10. The kind man will ask the cook to give Dick a good dinner [#3], | and then he will
find some work (DO) {for him} to do [#4]. | future
Notes
1. "Sailors" is the direct object of the verbal (infinitive) "to see." The infinitive phrase functions
as an adverb (of purpose) to "are coming."
2. Some people will see "on the ship" as adjectival to "things."
3. "Dinner" is the direct object, and "Dick" is the indirect object, of the verbal (infinitive) "to
give." "Cook" is the subject of that infinitive -- and simultaneously the indirect object of
"will ask." The infinitive phrase functions as the direct object of "will ask."
4. Grammarians would probably offer a variety of explanations for this verbal (infinitive) "to
do." It could be explained as an adjective to "work." At this stage in their work, I would
expect third graders to mark "for him" as a prepositional phrase, but note that that phrase
could also be considered an adverb to "will find." The preferred KISS explanation is to
consider "him" to be the subject of the infinitive "to do," and the infinitive phrase to be the
object of the preposition -- {for him to do}. Explained in that way, the prepositional phrase
is adjectival to "work."
E
Exxeerrcciissee 99.. 99.. V
Vooccaabbuullaarryy aanndd L
Looggiicc –– ““W
Whheerree D
Dooeess E
Eaacchh B
Beelloonngg??””
This type of exercise should be excellent for third graders as an introduction to basic logic.
KISS is based on a fundamental concept from the logic of David Hume. He claims that every
logical relationship falls into one of three categories – identity, extension (in time or space), or
cause/effect. How these categories relate to the study of sentence structure is developed in much
more detail in the upper grades, but here we might simply note that "Who? and "What?" are
questions of identity. "When?" and "Where?" are questions of extension in time and space.
Hume was assuming an Aristotelian concept of cause in which the manner in which something
was done ("How?") was considered one of several causes for what was done.
The directions in the assignment are straight from the original, but you might want to
modify them. First, this could be a good small group exercise. Assign each group one (not two)
of the headings, but have at least five groups so that each heading is covered. Then have the
groups report their results to the class.
You might also want to have the students identify the typical grammatical functions of the
"groups" of words in their lists. For example, "an Indian squaw" is a noun phrase, "along the
street" is a prepositional phrase, and "suddenly" is an adverb. (The subordinate clause "when
snowflakes fall" will probably confuse them.) When they finish, don't forget to point out that the
words and phrases in the "Who" and "What" lists tend to be nouns, whereas those in the "When,"
"Where," and "How" lists tend to be adverbs or prepositional phrases. Gently stress the
importance of including "when," "where," and "how" words in their own writing.
Although this exercise does not directly address this, you might want to have students look
(treasure hunt) for sentences that include both "where" and "when" words or phrases. They are
fairly common in narratives – "In the park on Sunday, we played baseball." (In the 1980's there
was a push to get students to increase the length of their sentences by having the them do
213
sentence-combining exercises. Sentence-combining can be problematic, in part because the
content in exercises is often meaningless. Adding prepositional phrases of place and time almost
tripled the length of "we played baseball.")
E
Exxeerrcciissee 99.. 1100.. JJuusstt ffoorr FFuunn -- T
Toonngguuee T
Tw
wiisstteerrss
1. Old oily Ollie oils old oily autos (DO). |
2. Sly Sam slurps Sally's soup (DO). |
3. The two-twenty-two train tore {through the tunnel}. |
4. Ed had edited it (DO). |
5. Crisp crusts crackle crunchily. |
6. Twelve twins twirled twelve twigs (DO). |
7. What time [#1] does the wristwatch strap shop shut? |
8. Are our oars oak (PA)? |
9. Chop shops stock chops (DO). |
10. The ochre ogre ogled the poker (DO). |
Note
1. This can be explained as a Noun Used as an Adverb, but some people might feel more
comfortable if they assume an ellipsed "At" here, thereby making it a prepositional phrase.
SSeeccttiioonn 1100.. –– SSuubboorrddiinnaattee C
Cllaauusseess aass D
Diirreecctt O
Obbjjeeccttss
This is a logical extension of Section 8, the introduction of compound main clauses. The
teaching of subordinate clauses is discussed in the preface to that section, so here we need only
be concerned with a couple of pedagogical choices that you need to consider.
Obviously, the exercises in this section all focus on noun clauses that function as direct
objects. But because verbals are not introduced until Section 17, the sentences in these exercises
do not reflect the sentences in real texts. Most, if not all, verbals have been avoided or eliminated
from these sentences. If you are having students analyze randomly selected texts before they do
Section 17, this may cause some problems. Thus you may want to look at Section 17 before you
do so.
214
Second, although the focus of this section is subordinate clauses that function as direct
objects, one page of general instructional material on all types of subordinate clauses is also
included. You can use this briefly as general background information for students, or you can use
it as primary instructional material, especially if you are having students analyze sentences from
other sources, samples in which they will, for example, find adverbial clauses.
Finally, I would strongly suggest that teaching the KISS analytical method is not a choice,
but a requirement. At this point, it may not seem very important, but students should find all the
prepositional phrases in a sentence first, then all the S/V/C patterns, and only then should they
look for clauses. Note, for example, what happens when they get to verbals. In a sentence such as
"They asked Bill to play baseball." Since "to play" is not a finite verb, it will not be underlined
twice. Thus, when students next look for clauses, there will be only one pattern in this sentence.
They put a vertical line at the end, and they are done. If they have not first identified the S /
(finite) verb / complement patterns, may students will be tempted to mark "Bill to play baseball"
as a subordinate clause.
E
Exxeerrcciissee 1100.. 11.. B
Baasseedd oonn ““G
Grraannddffaatthheerr SSkkeeeetteerr H
Haaw
wkk’’ss SSttoorryy””
1. I think [DO it will be a good plan (PN)]. |
2. Another would say, [DO “Pooh [Inj.], that is nothing (PN)!”] |
3. I do not believe [DO we should harm the hawk (DO)]. |
4. The catfish decided [DO that they would follow their chief (DO)]. |
5. *You* See [DO how [#1] brave (PA) and fearless (PA) the mighty catfish are]! |
6. [DO “What kind {of a fish} is that (PN), Gran’pa Skeeterhawk [DirA]?”] he asked.
|
7. [DO “That’s a catfish (PN)!”] Gran’pa replied. |
8. [DO “Dear me! [Inj.] Are their heads flat (PA)?”] Johnny Cricket asked. |
9. They expected [DO he would be the first (PN) to hide [#2] {under the mud}]. |
10. They thought [DO that they were not only the most beautiful fish (PN) but the
fiercest fighters (PN) {in the world} [#3]]. |
215
Notes
1. "How" functions as both adverb and subordinate conjunction.
2. "To hide" is a verbal (an infinitive, in this case) that functions as an adjective to "first."
3. Although the "in the world" phrase can be connected to the sentence in different ways, perhaps
the best is to see it as an adverb to "most," which, in turn, modifies "beautiful" and
"fiercest."
E
Exxeerrcciissee 1100.. 22.. FFrroom
m ““T
Thhee SSttoorryy ooff tthhee FFiirrsstt A
Annttss””
1. Mother [DirA], I have found [DO that I have a wonderful sense (DO) {of smell}]. |
2. {By its help} I can find [DO whatever is hidden (P) away]. |
3. [DO "That is a marvelous story (PN),"] cried the sister. |
4. Can you tell me (IO) [DO what is {in these jars} [#1]]? |
5. I shall think [DO you are really a magician (PN)]. |
6. *You* Only think [DO what a wonderful sense (DO) {of smell} my son has]! |
7. Oh [Inj], how I wish [DO I had not tried to play tricks [#2]]! |
8. We saw [DO that you knew us (DO)]. |
9. Oh [Inj], I wish [DO I had not been a thief (PN)]! |
10. She thought [DO his power was only a trick (PN)]. |
11. The man wished [DO that no one would ever talk {to him} again {of his sense}
{of smell}]. |
Notes
1. Alternatively, "in these jars" can be considered a prepositional phrase that functions as a
predicate adjective, as in What the stuff in these jars is?
2. "Tricks" is the direct object of the verbal (infinitive) "to play," which functions as the direct
object of "had tried." Depending on how much the students have been taught about
distinguishing verbals, at this point in their work I might also accept "had tried to play" as
the finite verb and "tricks" as its direct object.
216
E
Exxeerrcciissee 1100.. 33.. B
Baasseedd oonn ““T
Thhee FFaaiirryy R
Riinngg””
1. His sister knew [DO that he had met {with disappointment}]. |
2. Neither could say a word (DO) {for a long time}, | [#1] then the little old man told
her (IO) [DO he had been unable (PA) to make a single penny [#2] {by playing}].
|
3. He knew {in a moment} [DO she was the one (PN)]. |
4. The little old man felt [DO he should recognize her (DO)], | but he could not
remember [DO where he had seen her (DO) before [#3]]. |
5. [DO “ *You* Let us not be downhearted [#4], Brother [DirA]!”] said the sister. |
Notes
1. Note the comma-splice -- just a comma to join two main clauses.
2. "Penny" is the direct object of the verbal (infinitive) "to make," which functions as an adverb
to "unable." ["Playing" is a verbal (a gerund) that functions as the object of "by."]
3. Note the connection between "before" as an adverb and the ellipsed prepositional phrase -"before *this time*."
4. "Us" is the subject of the verbal (infinitive) "be," and "downhearted" is a predicate adjective to
"be." The verbal phrase is the direct object of "Let."
E
Exxeerrcciissee 1100.. 44.. B
Baasseedd oonn ““T
Thhee O
Olldd,, R
Roouugghh SSttoonnee aanndd tthhee G
Gnnaarrlleedd T
Trreeee””
1. I wish [DO the silly squirrel had gone some other place [NuA] to eat the nuts [#1]]! |
2. *You* Just see [DO how he pushes me (DO) up {in the air} {with his roots}]! |
3. [DO “Now I shall be all {by myself} again!”] he said. |
4. I wish [DO the gnarled tree {with its pretty rustling leaves} were [#2] here again]. |
5. I wish [DO another squirrel would come to eat nuts [#1] {upon me}! |
217
6. The little nut took root (DO) and sent its tiny shoots (DO) up {in the air}, | and the
old, rough Stone said, [DO “There! [#3] I knew it (DO)!”] |
7. I wish [DO the gnarled tree would come back and scatter his leaves (DO) {about
me}]. |
Notes
1. "Nuts" is the direct object of the verbal (infinitive) "to eat." The verbal functions as an adverb
(of purpose) to "had gone." At this point in their work, expect many students to mark "to
eat" or "to eat the nuts" as a prepositional phrase. The "To" problem is a focus of later
exercises in third grade.
2. "Were" is in the subjunctive mood.
3. "There" is rarely, if ever, included among the examples of interjections in textbooks, but in
this case it functions as one.
E
Exxeerrcciissee 1100.. 55.. IInnddiirreecctt O
Obbjjeeccttss w
wiitthh SSuubboorrddiinnaattee C
Cllaauusseess aass D
Diirreecctt O
Obbjjeeccttss
1. My father asked her (IO) [DO what troubled her (DO)]. |
2. I will show him (IO) [DO what kind (PN) {of man} I am]. |
3. I will tell you (IO) [DO how you may get well (PA) [#1]]. |
4. Then the stork suddenly asked the geese (IO) [DO if they had seen the gray rats
(DO)]. |
5. Jonah then told the men (IO) [DO what [#2] God had commanded him to do [#2]
]. |
6. *You* Tell me (IO) [DO who [#3] you are] and the story (DO) {of your life}. |
7. Neither [#4] dared tell [#5] the king (IO) nor anyone else (IO) [DO where he had
been], nor [DO what [#2] the ogre had done {to him} [#6]]. |
8. George told the men (IO) [DO that he had come to join the chase [#7]]. |
218
9. The queen {of the fairies} told the fairies (IO) [DO that they must keep Tom safe
[#8]
{from harm}]. |
Notes
1. Some people may feel uncomfortable explaining "well" as a predicate adjective here. There is
really no problem with considering it to be an adverb that modifies "will get." (This is the
type of discussion in which grammarians get so bogged down that they cannot effectively
teach students how to analyze real sentences.)
2. "What" functions simultaneously as the subordinating conjunction and as the direct object of
the verbal (infinitive) "to do." "Him" is the indirect object of "had commanded" and the
subject of the infinitive. The infinitive phrase functions as the direct object of "had
commanded."
3. "Who" functions simultaneously as the subordinating conjunction and as the predicate noun
after "are."
4. "Neither" is generally considered to be part of the coordinating conjunction "Neither ... nor...,"
which is why "nor" appears later in the sentence. One could explain this through ellipsis
"Neither *person* dared ...." This would make "person" the subject, leaving "Neither" as
part of the conjunction.
5. Alternatively, "tell" can be considered an infinitive (verbal) that functions as the direct object
of "dared."
6. The prepositional phrase "to him" can be explained either as an adverb to "had done" or as its
indirect object.
7. "Chase" is the direct object of the verbal (infinitive) "to join." The phrase functions as an
adverb (of purpose) to "had come."
8. Traditional grammars explain "safe" as an "objective complement," a concept that is not used
in KISS. KISS explains "safe" as a predicate adjective after an ellipsed infinitive "Tom *to
be* safe." The infinitive (and everything that chunks to it) functions as the direct object of
"must keep."
SSeeccttiioonn 1111 –– PPrreeppoossiittiioonnaall PPhhrraasseess:: T
Thhee ““T
Too”” PPrroobblleem
m
Little words cause the biggest problems. If we wish to enable students to discuss real texts,
students need to distinguish "to" as a preposition from "to" as the sign of an infinitive. (Note that
the instructional material tells students that they are not expected to remember the term
"infinitive." All they need to learn at this point is that if whatever answers the question "What?"
after "to" is a noun or pronoun, they are dealing with a prepositional phrase and should put
parentheses around it. If whatever answers the question is a verb, they should not.
E
Exxeerrcciissee 1111.. 11.. ""T
Too"" –– IIss iitt aa pprreeppoossiittiioonn??
1. Sam went {to the park} [Adverb to "went"] {with his friends} [Adverb to "went"].
2. Ann loves to play basketball {with the boys} [Adverb to "to play"].
219
3. {In the summer} [Adverb to "goes"], Arnie goes {to Florida} [Adverb to "goes"] {with his
family} [Adverb to "goes"] {on vacation} [Adverb to "goes"].
4. {To whom} [Adverb to "did give"] did they give the prize {for the contest} [Adjective to
"prize"]?
5. Carol asked her sister to help her {in the evening} [Adverb to "to help"] {with her
homework} [Adverb to "to help"].
6. {On Saturday} [Adverb to "to wanted"], his father wanted Bill to wash their car.
7. He went to shelter his dog {from the rain} [Adverb to "to shelter"].
8. He went {to shelter} [Adverb to "went"] to get {out of the rain} [Adverb to "to get"].
9. Tom and Jim went {to the lake} [Adverb to "went"] to drown some worms.
10. Jack and Jill wanted to climb {to the top} [Adverb to "to climb"] {of the hill} [Adjective
to "top"].
E
Exxeerrcciissee 1111.. 22.. B
Baasseedd oonn ““T
Thhee FFaaiirryy R
Riinngg””
1. Tears came {to the poor little old man’s eyes}; | everyone was too busy (PA) to stop
to hear his music [#1]. |
2. {At the first street corner} he stopped and placed his violin (DO) {to his shoulder} to
play [#2]. |
3. No one stopped to listen [#3] {to his music}, much less to drop anything [#4] {in the
tiny tin cup}. |
4. He had to stop and rest {at each flight} {of stairs} | and he fell {to his knees} just [
[#5]
as he reached the attic door (DO)]. |
5. Again he climbed the stairs (DO) {to the attic} | but he felt too weary (PA) to say
a thing [#6]. |
Notes
220
1. "Music" is the direct object of the verbal (infinitive) "to hear." "To hear" functions as an
adverb of the verbal (infinitive) "to stop." "To stop" functions as an adverb to "too," which
functions as an adverb to "busy."
2. The verbal (infinitive) "to play" functions as an adverb to "placed."
3. The verbal (infinitive) "to listen" functions here as an adverb (of purpose) to "stopped." From
third graders, however, I would also accept it as part of the verb phrase "stopped to listen."
The important thing here is that students should not mark it as a prepositional phrase.
4. "Anything" is the direct object of the verbal (infinitive) "to drop," which functions in the same
way that "to listen" does. I was tempted to change "much less" to "or" in this exercise, but I
decided that at this point in their work, students should see more words that they are not
expected to be able to explain. "Much less" will, I am sure, evoke a number of different
explanations from grammarians. A KISS explanation of "much less" considers "much" as an
adverb to "less," and "less" as an adverb to both "stopped" and "to drop" (thereby connecting
them).
5. At this point in their work, students are not expected to identify this adverbial clause. It
functions as an adverb to "fell." "Just" functions as an adverb to the adverbial clause.
(Adverbs that modify entire clauses are rarely, if ever, explained in grammar textbooks.)
6. "Thing" is the direct object of the verbal (infinitive) "to say." The verbal functions as an
adverb to "too," which functions as an adverb to "weary."
E
Exxeerrcciissee 1111.. 33.. ““T
Too M
Maarrkkeett””
{To market}, {to market} [#1], to buy a fat pig [#2]. |
Home [NuA] again, home [NuA] again, jiggety jig [NuA]. |
{To market}, {to market}, to buy a fat hog [#2], |
Home [NuA] again, home [NuA] again, jiggety jog [NuA]. |
{To market}, {to market}, to buy a plum bun [#2], |
Home [NuA] again, home [NuA] again, market is done (P). |
Notes
1. Although the word "market" can function as a verb, here they are not going to sell (market),
but rather to buy. Thus "to market" here is a prepositional phrase. Note that there is no verb
in this sentence, but you might want to point out to students that it is a poem, and poems
often break, or play on, grammatical rules.
2. "Pig," "hog," and "bun" are direct objects of the infinitive "to buy." The infinitive functions as
an adverb to the implied "are going," as in "We are going to the market."
221
E
Exxeerrcciissee 1111.. 44.. B
Baasseedd oonn ““T
Thhee T
Taallee ooff JJeem
miim
maa PPuuddddllee--D
Duucckk””
This is a very complex exercise for third graders. Remember that the objective is definitely
not that the students learn to explain the infinitives, but rather that they learn not to underline
them as finite verbs.
1. He used to turn [#1] the eggs (DO) over and count them (DO). |
2. He should be proud (PA) to see a fine nestful [#2] {in his wood-shed}. |
3. He led the way (DO) {to a very retired, dismal-looking house} {amongst the fox-gloves}.
[#3]
|
4. May I ask you (IO) to bring up some herbs [#4] {from the farm-garden} to make a
savoury omelette [#4]?
|
5. He seemed almost sorry (PA) to let Jemima go [#5] home [NuA] {for the night}. |
6. Jemima Puddle-duck was rather surprised (P) to find such a vast quantity [#6] {of
feathers}. |
7. Her sister-in-law, Mrs. Rebeccah Puddle-duck [#7], was perfectly willing (PA) to
leave the hatching [#8] {to some one else}. |
Notes
1. Most grammarians seem to consider "used to" as a helping verb. Clearly "used" has a special
meaning in this situation -- "to turn" does not answer the question "Used what?" Tell
students that you expected them to have trouble with this one. Note that the "and" joins "to
turn" and "count," so "count" functions however "to turn" does.
2. "Nestful" is the direct object of the infinitive "to see" which functions as an adverb explaining
"proud." Note that the prepositional phrase "in his wood-shed" can be explained as an
adjective to "nestful" and/or as an adverb to "to see."
3. In this context, this is a trick question for those students who, seeing that "to" phrases are
generally ignored, fail to mark this one as a prepositional phrase.
4. "Herbs" is the direct object of the infinitive "to bring." "You" is both the indirect object of
"may ask" and the subject of the infinitive. The infinitive phrase is the direct object of "may
ask." "Omelette" is the direct object of the infinitive "to make." This infinitive phrase can be
explained as an adjective to "herbs," or as an adverb to "to bring."
5. "Jemima" is the subject of the infinitive "go." That phrase functions as the direct object of the
infinitive "to let" which functions as an adverb explaining "sorry."
222
6. "Quantity" is the direct object of the infinitive "to find" which functions as an adverb to "was
surprised."
7. "Mrs. Rebeccah Puddle-duck" is an appositive to "sister-in-law."
8. "Hatching" is the direct object of the infinitive "to leave" which functions as an adverb to
"willing." Some grammarians would consider "hatching" a gerund; others don't. Note, by the
way, the spelling of "some one." I have remained faithful to the original, but you may want
to use this as a starting point for a discussion of how language and spelling rules change
over time.
E
Exxeerrcciissee 1111.. 55 ““A
AR
Roobbiinn aanndd aa R
Roobbiinn''ss SSoonn””
A robin and a robin's son
Once went {to town} to buy a bun [#1]. |
They couldn't decide {on plum or plain} |
And so they went back home [NuA] again. |
Notes
1. "Bun" is the direct object of the infinitive "to buy." The infinitive functions as an adverb (of
purpose) to "went."
SSeeccttiioonn 1122 –– PPrreeppoossiittiioonn?? O
Orr PPaarrtt ooff tthhee V
Veerrbb?? ((PPhhrraassaall V
Veerrbbss))
In sentences such as “They were looking at the boy in the boat,” some grammarians claim
that “at” is part of the verb, whereas others claim that it is a preposition. The KISS principle of
alternative explanations allows students to use either explanation in such cases, but students will
be confused without some focused practice on how to handle these “prepositions” that may not
be prepositions. KISS encourages students to start their analysis of a sentence by marking the
prepositional phrases. Without some such practice, given a sentence such as “Put on your
thinking cap,” many students will thoughtlessly mark “on your thinking cap” as a prepositional
phrase. (Note that in cases like “put on,” students can explain “put on” as the verb, or they can
consider “on” to be an adverb.)
Grammarians have a variety of other names for the construction involved here, but their
explanations reflect the fact that they have given little thought to teaching young students how to
handle them. Thus many teachers and grammarians define "phrasal verbs" as verbs plus
"prepositions" that can be replaced by a single word. In the case of "put on," in the sentence
above, they note that it means "don." But how many third or fourth graders have "don" in their
vocabulary?
Remember that the objective here is not in learning a name ("phrasal verbs"), but rather that
the students pay attention to the meaning and do not mark as prepositional phrases words that are
not.
223
E
Exxeerrcciissee 1122.. 11.. B
Baasseedd oonn TThhee TTaallee ooff tthhee F
Fllooppssyy B
Buunnnniieess
1. Mr. McGregor tied up the sack (DO). |
Or: tied up (secured)
2. A little old mouse picked over the rubbish (DO) {among the jam pots} [#1]. |
Or: picked over (searched)
3. Mr. McGregor threw down the sack (DO) {on the stone floor}. |
4. Mr. McGregor came back and picked up the sack (DO), and carried it (DO) off.
|
5. Suddenly Mr. McGregor emptied out a sackful (DO) [#2] {of lawn mowings} right
(upon the top} {of the sleeping Flopsy Bunnies}!
|
Note
1. Some people will consider "among the jam pots" as an adverb to "picked (over)"; others will
see it as an adjective to "rubbish."
2. Some thoughtful students are going to note that "sackful" answers the question "How much?"
as well as "What?" Thus they may justifiably want to consider "sackful" a noun used as an
adverb.
E
Exxeerrcciissee 1122.. 22.. B
Baasseedd oonn T
Thhee T
Taallee ooff JJeem
miim
maa PPuuddddllee--D
Duucckk
1. He folded up the newspaper (DO), and put it (DO) {in his coat-tail pocket}. |
"Up the newspaper" is not a prepositional phrase.
2. He was looking {over the top} {of the newspaper}. |
I have analyzed this one to fit the meaning in the story, but in another context "over" would
be considered as part of the verb if "was looking over" meant "was examining."
3. You have looked {at your eggs}. |
Alternatively, "at" could be considered as part of the verb ("looked at" = "seen").
4. Unfortunately the puppies rushed in and gobbled up all the eggs (DO). |
224
"Up all the eggs" is not a prepositional phrase.
E
Exxeerrcciissee 1122.. 33.. B
Baasseedd oonn TThhee TTaallee ooff SSaam
muueell W
Whhiisskkeerrss
1. The slanting slates kept out the rain (DO). |
The slates kept the rain out of the house.
2. They tipped up the jar (DO). |
They tipped the jar upward.
3. Tom Kitten knocked down some soot (DO) {into the fender}. |
Tom knocked some soot down.
4. She borrowed a small saucer (DO), and scooped up the dough (DO) {with her
paws}. |
"Up the dough" does not make any sense here as a prepositional phrase. She scooped the
dough upward.
5. The rats eat up the chicken food (DO), and steal the oats (DO) and bran (DO),
and make holes (DO) {in the meal bags}. |
Or: "Eat up" ("consume"). The rats do not eat "up the food" and then "down it."
SSeeccttiioonn 1133 –– PPrraaccttiiccee//A
Apppplliiccaattiioonn
E
Exxeerrcciissee 1133.. 11.. C
Coom
mppoouunndd M
Maaiinn C
Cllaauusseess
Based on The Tale of the Flopsy Bunnies, by Beatrix Potter
1. Presently a fly settled {on one} {of them}, [#1] | and it moved. |
2. The Flopsy Bunnies stirred a little [NuA] {in their sleep}, | but still they did not
wake up. |
3. Benjamin and Flopsy were {in despair}, [#2] | they could not undo the string
(DO). |
225
4. So Mr. McGregor did not get his tobacco (DO), | and Mrs. McGregor did not
get her rabbit skins (DO). |
5. Then the mouse came {out of her jam pot}, | and Benjamin took the paper bag (DO)
{off his head}, | and they told the doleful tale (DO). |
Notes
1. There is no comma after "them" in the original, but I decided to edit so as not to begin with an
exception to the general rule.
2. Note the comma-splice. Although I have not had the time to do a formal study, my sense from
working with her tales is that Potter uses a comma to join main clauses that express
cause/effect relationships. This raises an interesting question about the causes of commasplices that we teachers mark as errors in students' writing.
E
Exxeerrcciissee 1133.. 44.. T
Thhee Q
Quueessttiioonnss T
Thhaatt M
Mooddiiffiieerrss A
Annssw
weerr
A Sentence from The Tale of Peter Rabbit, by Beatrix Potter
In an exercise like this, the objective is not to get the "right" answer, but rather to get
students thinking about the kinds of information that words add to sentences -- and how they do
so. Thus, for example, the objects of prepositions are not "modifiers." The prepositions create
phrases, and the phrases function as modifiers. It is probably safe to say that all modifiers
function either as adjectives or as adverbs. Technically, in other words, the "Whom?" question is
not a question that is answered by a modifier. You may want to see if your third graders can
understand that, or you may simply accept object of prepositions as modifiers that answer the
"Whom?" or "What?" questions in relation to prepositions.
226
They lived with their Mother in a sand-bank, underneath the root of a very big fir-tree.
They
lived
with
their
Mother
in
a
sand-bank,
underneath
the
root
of
a
very
big
fir-tree.
S/V/C
They (subject)
lived (verb)
Chunks to
lived
Mother
with
lived
sand-bank
in
lived [#2]
root
underneath
root
fir-tree
big
fir-tree
of
Part of Speech
Adv. (Prep P)
Adjective
Noun OP
Adv. (Prep P)
Adjective
Noun OP
Adv. (Prep P)
Adjective
Noun OP
Adj. (Prep P)
Adjective
Adverb
Adjective
Noun OP
Question
Where?
Whose?
Whom?
Where?
Which? [#1]
What?
Where?
Which? [#1]
What?
Which? / Whose?
Which?
How? / How much?
What kind of?
What?
Notes
1. Many modern linguists consider "a," "an," and "the" to be members of a category called
"determiners." (Some consider determiners to be a separate pare of speech; others consider
them to be a sub-category of adjectives.) You might want to use this exercise, in part, for a
discussion of the difference in meaning of "a" ("an") and "the." Generally, "a" specifies one
(possibly of several) that is not specifically known to the readers/listeners. "The," of course,
can refer to one or to more than one (the root, the roots). Unlike "a," it is generally used to
denote something that both the speaker/writer and the listener/reader can both specifically
identify. The use of "the root," instead of "a root," in this sentence is interesting (and would
be a source of major discussion for linguists). Does it imply that this root was the only root
that was visible?
2. Because commas are often used to indicate the ends of "chunks," I'm taking the "underneath"
phrase back to "lived" as an adverb. I would not, however, claim that anyone who chunked it
to "sand-bank" would be wrong.
E
Exxeerrcciissee 1133.. 55.. G
Grraapphhiinngg W
Woorrddss ppeerr M
Maaiinn C
Cllaauussee
The Opening Paragraph of "The Sleeping Beauty"
Note: Because third graders have not yet studied adjectival and adverbial clauses, the
"adapted" version reduces these to main clauses. Thus you may want to have the students just do
the adapted version, or you may want to present them the challenge of the original.
227
Remember that the primary objectives of this type of assignment for third graders are to
offer a change of pace (and a connection to math), to accustom them to the idea of graphing, and
to prepare them for the analysis of the writing of their peers.
Adapted:
Once {upon a time} there [#1] lived a king (PN) and queen (PN). | They were very
unhappy (PA). | They had no children (DO). | But {at last} a little daughter was
born (P), | and their sorrow was turned (P) {to joy}. | All the bells {in the land} were
rung (P) to tell the glad tidings [#2]. |
The Original:
Once {upon a time} there [#1] lived a king (PN) and queen (PN) [Adj. to "king" and
"queen" who were very unhappy (PA) [Adv. to "were" because they had no children
(DO)]]. | But {at last} a little daughter was born (P), | and their sorrow was turned
(P)
{to joy}. | All the bells {in the land} were rung (P) to tell the glad tidings
[#2]
.|
Notes
1. The normal KISS explanation here is to consider "There" the subject in a palimpsest pattern
with "lived" written over "were." Alternatively, "There" can be explained as an adverb, or as
an expletive.
2. "Tidings" is the direct object of the verbal (infinitive) "to tell." The infinitive functions as an
adverb of purpose to "were rung."
II. The graphs:
Although third graders might not be able to see it (since they probably will not be doing both
options), teachers might note the stylistic difference reflected in these two simple graphs. Our
psycholinguistic model suggests that we chunk all the words in a main clause together in shortterm memory and then dump to LTM at the end of main clauses. This dumping gives a basic
rhythm to the text. In the original, the first main clause contains two subordinate clauses for a
total of nineteen words. And it is not just a matter of words -- in that clause, the reader holds
three S/V/C patterns in STM before dumping.
228
Adapted:
Original:
E
Exxeerrcciissee 1133.. 66.. H
Hoow
wM
Muucchh II C
Caann E
Exxppllaaiinn:: ““SSiinnggiinngg,,”” bbyy R
Roobbeerrtt L
Loouuiiss SStteevveennssoonn
{Of speckled eggs} the birdie sings
And {*of* nests} {among the trees};
|
The sailor sings {of ropes and things}
{In ships} {upon the seas}. |
229
The children sing {in far Japan}, |
The children sing {in Spain}; |
The organ {with the organ man}
Is singing {in the rain}. |
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
%
Total Words = 45
Words
Explained of Text
Words in Prep Phrases
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 %
E
Exxeerrcciissee 1133.. 77.. A
A PPuunnccttuuaattiioonn E
Exxeerrcciissee
Based on Beatrix Potter's The Tale of the Flopsy Bunnies
A. Briefly explain why Beatrix Potter used quotation marks in each of the following
sentences:
1. They were generally called the "Flopsy Bunnies."
This one is interesting because names are not normally put in quotation marks. They are
probably used here to indicate that "Flopsy" is not simply an adjective, but also the name
that they were called.
2. "One, two, three, four! five! six leetle rabbits!" said he.
The quotation marks indicate his exact words, including his pronunciation of "little" as "leetle."
3. She said that Mr. McGregor had "done it a purpose." [Why isn't "Mr. McGregor" inside the
quotation marks?]
The words "done it a purpose" are her exact words, but "Mr. McGregor" may not be. She may
have said "He done it a purpose."
B. Commas are used to separate items in a series. Why did Potter use a comma after "hood," but
not after "cloak," or "muff"?
230
But next Christmas Thomasina Tittlemouse got a present of enough rabbit-wool
to make herself a cloak and a hood, and a handsome muff and a pair of warm
mittens.
The "missing" commas connect things that go together. Thus the "cloak" and "hood" are a
set for the body and head, whereas the "muff" and "mittens" are a set for the hands. The items are
not four equal things, but two sets of two.
E
Exxeerrcciissee 1133.. 88.. R
Reeccooggnniizziinngg B
Baassiicc V
Veerrbb T
Teennsseess
1. A bee is humming {about the flowers} {on the window sill}. | present
2. {On the clean kitchen floor} two little children were playing happily {in the sunshine}. |
past
3. Mrs. Bradley will be very busy (PA) {at work} {in her great kitchen}. | future
4. The potatoes are boiling {in the kettle} {over the open fire}. | present
5. Then he dropped {on his hands and knees} and began creeping [#1] {toward the
house}. | past
6. Mrs. Bradley is humming a little song (DO) and preparing the dinner (DO). |
present
7. The warm sun will stream in {through the open windows}. | future
8. {In each little village} a blockhouse had been built (P). | past
9. {To this blockhouse} all the people will flee {in time} {of trouble}. | future
10. Then her eye caught sight (DO) {of two huge brass kettles} upside down [#2] {in front}
{of the fireplace}. | past
Notes
1. From third graders, I would accept "began creeping" as the verb phrase here. More technically,
"creeping" is a verbal (gerund) that functions as the direct object of "began."
2. Two adverbs that appear to be modifying a noun? KISS explains this as a result of ellipsis,
similar to the post-positioned adjective. But in this case, we would have "kettles *which
were* upside down...." Thus the adverbs modify the ellipsed "were."
231
E
Exxeerrcciissee 1133.. 99 V
Vooccaabbuullaarryy -- FFiiB
Bw
wiitthh V
Veerrbbss –– ““B
Boobb,, tthhee FFiirree D
Doogg””
The blanks are numbered so that you might be able to save paper and ink by having students
write the numbers and words on separate paper. You can then use an overhead of the
assignments pages to review it in class. On the other hand, you might want to do this as an inclass exercise using an overhead for the exercise and writing the students' suggestions on the
board. Try to get students to suggest as many verbs as possible. Are there other verbs that mean
almost the same thing (synonyms)? Would a verb that means just the opposite (antonym) make
sense?
Remember that this exercise has a double function – to increase vocabulary and to learn to
identify finite verbs.
At a London fire station there (1) lives a faithful and daring dog named Bob. Bob (2) is
always on duty; he never (3) leaves the station except to help at a fire. The instant the fire alarm
(4) sounds, Bob (5) bounds to his seat on the huge engine, where he (6) sits beside the driver as
they (7) go (8) dashing through the streets.
Whenever the men (9) think that lives (10) are in danger in a burning building, they (11)
place a ladder and (12) look toward Bob. They never (13) need to urge him. Before they (14)
can (15) speak, Bob (16) is on the ladder. Up, up he (17) climbs, then (18) springs through a
broken windowpane and (19) scurries about from room to room. If he (20) finds anyone asleep,
he (21) barks to tell of danger. If he (22) finds anyone who (23) is helpless, he (24) goes back to
the window and (25) barks for help. In this way he (26) has (27) saved the lives of nearly a
score of persons.
On one of these trips, Bob (28) discovered a very small child. He (29) hurried back to the
window for help. As soon as a fireman (30) reached the window, Bob (31) led the way to the
child. Back to the window he then (32) darted but, instead of going down first, (33) waited until
the fireman and child (34) were safely on their way. Then (35) came Bob, the real and beloved
hero of the fire.
Later, at another fire, Bob (36) found an old lady who (37) was too feeble to rise from her
chair. Again he (38) called for help and (39) led the fireman as he (40) had when saving the
child. This time Bob (41) waited too long before starting down the ladder. Flames (42) began to
(43) pour out of the window so that he (44) could not (45) get to it. He (46) would (47) have
(48) barked but he (49) was clever enough to know that barking (50) would (51) bring no help.
And he (52) had no time to lose.
The firemen (53) were more frantic than Bob himself. They (54) feared that their faithful
comrade's work (55) was (56) finished. But just as they (57) were about to give him up, they
(58) looked toward another window. There they (59) saw Bob pawing at the glass. The firemen
quickly (60) spread a large life-net, and Bob, without waiting an instant, (61) plunged through
the glass and down to safety.
232
E
Exxeerrcciissee 1133.. 1100 H
Hoow
wM
Muucchh II C
Caann E
Exxppllaaiinn –– ““T
Thhee B
Booyy iinn tthhee B
Baarrnn””
Remember that, although third graders may not understand the statistics, the objective of this
exercise is to remind students of how much of real texts they can already explain.
A little boy went {into a barn},
And lay down {on some hay}. |
An owl came out, and flew about, |
And the little boy ran away. |
How Much I Can Explain
Total Words = 26
Words
Words in Prepositional Phrases
+ Adj & Adverbs (not in prep phrases)
+ Coordinating Conjunctions
+ Words in S / V / C patterns
+ “And” that joins main clauses
6
9
2
8
1
Total
%
Explained of Text
6
23 %
15
58 %
17
65 %
25
96 %
26 100 %
E
Exxeerrcciissee 1133.. 1111 SSeenntteennccee C
Coom
mbbiinniinngg –– A
Aeessoopp’’ss ““T
Thhee FFooxx aanndd tthhee C
Crraannee””
The original text is:
A Fox invited a Crane to supper and provided nothing for his entertainment but some
soup made of pulse, which was poured out into a broad flat stone dish. The soup fell out of
the long bill of the Crane at every mouthful, and his vexation at not being able to eat
afforded the Fox much amusement. The Crane, in his turn, asked the Fox to sup with him,
and set before her a flagon with a long narrow mouth, so that he could easily insert his
neck and enjoy its contents at his leisure. The Fox, unable even to taste it, met with a fitting
requital, after the fashion of her own hospitality.
-- Translated by George Fyler Townsend
Analysis (FYI)
233
A Fox invited a Crane (DO) {to supper} [Adverb to "invited"] and provided
nothing (DO) {for his entertainment} [Adverb to "provided" and/or Adjective to
"nothing"] {but [#1] some soup} [Adjective to "nothing"] made [#2] {of pulse} [Adverb to
"made"], [Adj. to "pulse" which was poured (P) out {into a broad flat stone dish}
[Adverb to "poured"]]. | The soup fell {out of the long bill} [Adverb to "fell"] {of the
Crane} [Adjective to "bill"] {at every mouthful} [Adverb to "fell"], | and his vexation
{at not being [#3] able to eat} [Adjective to "vexation"] afforded the Fox (IO) much
amusement (DO). | The Crane, {in his turn} [Adverb to "asked"], asked the Fox (IO)
to sup [#4] {with him} [Adverb to "sup"], and set {before her} [Adverb to "set"] a flagon
(DO) {with a long narrow mouth} [Adjective to "flagon"], [Adv. to "set" so that he
could easily insert his neck (DO) and enjoy its contents (DO) {at his leisure}
[Adverb to "enjoy"] ]. | The Fox, unable even to taste [#4] it, met {with a fitting
requital} [Adverb to "met"], {after the fashion} [Adjective to "requital"] {of her own
hospitality} [Adjective to "fashion"]. |
Notes
1. This is an example of "but" meaning "except" and functioning as a preposition -- "The fox
provided nothing except some soup. . . ."
2. Gerundive to "soup"
3. Expect to get a variety of acceptable answers here -- "at not being," "at not being able," or "at
not being able to eat." On a quiz, I would ignore whatever students gave me here because
the phrase is composed of a gerund ("being"), modified by the adverb "not," with a predicate
adjective ("able") and an infinitive ("to eat") that modifies the predicate adjective. Students
will learn these constructions in later KISS levels.
4. "Sup" is a verb so "to sup" is not a prepositional phrase. It is an infinitive (verbal) that
functions as the direct object of "asked"; "Fox" is the indirect object of "asked" and the
subject of the infinitive.
5. "Taste" is a verb, so "to taste" is not a prepositional phrase. It is an infinitive that functions as
an adverb to "unable" which is a post-positioned adjective to "Fox." [Note that a postpositioned adjective is basically a reduction of a subordinate clause based on an S/V/PA
pattern -- "The fox, *who was* unable even to taste it...."] "It" is the direct object of the
infinitive.
234
E
Exxeerrcciissee 1133.. 1122 JJffFF–– W
Whhyy tthhee E
Enngglliisshh llaanngguuaaggee iiss ssoo hhaarrdd ttoo lleeaarrnn
1. The bandage was wound (P) {around the wound}. |
2. We must polish the Polish furniture (DO). |
3. The soldier decided to desert (DO) his dessert [#1] {in the desert}. |
4. I did not object {to the object}. |
5. They were too close (PA) {to the door} to close it [#2]. |
Notes
1. "Dessert" is the direct object of the infinitive "to desert." The infinitive phrase functions as the
direct object of "decided."
2. "It" is the direct object of the infinitive "to close." The infinitive phrase functions as an adverb,
some people would say to "were"; others would say to "too"; some might say to "close"; and
some might say to all three of the preceding.
SSeeccttiioonn 1144.. PPrreeppoossiittiioonn ((oorr SSuubboorrddiinnaattee C
Coonnjjuunnccttiioonn))??
Most grammar textbooks give students sanitized, simplistic sentences for exercises. Thus in
an exercise on prepositional phrases (if they ever get to prepositional phrases), these textbooks
will not include in an exercise a sentence in which "after" is used as a subordinate conjunction.
Similarly, in an exercise on subordinate clauses, they will not use "after" as a preposition. In
learning to deal with real texts, however, students need to learn to make the distinction. At this
level, students need simply learn that if whatever answers the question "What?" after a
"preposition" is a sentence, then the construction is not a prepositional phrase. You can tell them
that it is a subordinate clause, and that they will learn more about subordinate clauses in fourth
grade, but the focus at this point should be on their ability to identify the prepositional phrases.
E
Exxeerrcciissee 1144.. 11 IIss iitt aa pprreeppoossiittiioonn??
This is a very challenging exercise for third graders. Make sure that your students know that,
and if they do well, praise them plentifully. (To make this exercise easier, change the directions
and simply have the students identify the prepositional phrases.
1. They haven't eaten {since breakfast} [Adverb to "haven't eaten"]. |
2. They have had nothing (DO) to eat [#1] [Adv. (time) to "have had" since they had
breakfast (DO)]. |
235
3. Karen was late [#2] {because of her brother} [Adverb to "was"]. |
4. Roberta won the race (DO) [Adv. (cause) to "won" because she practiced a lot
[NuA]
]. |
5. My mother made supper (DO) [Adv. (time) to "made" after she returned {from [
[#3]
where she works]}]. |
6. My brother played baseball (DO) {with us} [Adverb to "played"] [Adv. (time) to
"played" when he got home [NuA] {from work} [Adverb to "got"]]. |
7. [Adv. (time) to "wrote" After they read the story (DO)], they wrote {about it}
[Adverb to "wrote"].
|
8. They took a nap (DO) {after dinner} [Adverb to "took"]. |
9. They talked {about Sam} [Adverb to "talked"]. |
10. They talked {about [ [#3] what they wanted to do [#4] ]}. |
Note
1. The verbal (infinitive) "to eat" functions as an adjective limiting the meaning of "nothing."
2. Some people will see "late" as a predicate adjective, and others will see it as an adverb to
"was." Either explanation should be accepted.
3. Two of these sentences include prepositional phrases which, if they follow the directions,
students are expected to miss. These are phrases that have noun clauses as the object of a
preposition. I decided to include them here as a reminder that students are expected to be
confused and/or make mistakes, especially if they are analyzing randomly selected texts.
4. The verbal (infinitive) "to do" functions as the direct object of "wanted." Note that the direct
object of "to do" is "what," which also functions as the subordinating conjunction.
E
Exxeerrcciissee 1144.. 22 IIss iitt aa pprreeppoossiittiioonn??
This is a another very challenging exercise for third graders. Make sure that your students
know that, and if they do well, praise them plentifully. (To make this exercise easier, change the
directions and simply have the students identify the prepositional phrases.
236
1. Amy lives right [#1] {across the street} [Adverb to "lives"] {from me} [Adverb to
"across the street"]. |
2. Amy lives right {across the street} [Adverb to "lives"] {from [#2] [OP where I do]}.
|
3. Annie has been my very best friend (PN) [Adv. (time) to "has been" since I moved
here]. |
4. I met Annie (DO) {in 1964}. | {Since then} [Adverb to "has been"] she has been my
very best friend (PN). |
5. Some people are afraid (PA) {of my dog} [Adverb to "afraid"] [Adv. (cause) to "has
been" because she looks mean (PA) ]. |
6. My dog looks mean (PA). | Some people are afraid (PA) {of her} [Adverb to
"afraid"] {because of that} [Adverb to "are"]. |
7. My dog won't eat anything (DO) {except Alpo} [Adjective to "anything"]. |
8. She won't eat anything (DO) {except [#2] [OP what I give her (IO) [#3] ]}. |
9. My mom doesn't like my dad to tell me [#4] {about life} [Adverb to "to tell"] [Adv.
(cause) to "doesn't like" because she's afraid (PA) [Adv. to "afraid" he might tell
me (IO) something (DO) [Adj. to "something" I shouldn't know]]]. |
10. My mom doesn't like my dad to tell me [#4] {about [#2] [OP what life is like [#5] ]}
[Adv. (cause) to "doesn't like" because she's afraid (PA) [Adv. to "afraid" he might
tell me (IO) something (DO) [Adj. to "something" I shouldn't know]]]. |
Note
1. "Right" modifies the prepositional phrase and thus functions as an adverb. [An adverb
modifying a prepositional phrase is something that is rarely, if ever, discussed in traditional
grammar textbooks, but it is fairly common. Similarly, I have never seen a textbook explain
237
that a prepositional phrase can modify another entire prepositional phrase, but "from me"
does not modify "street" or "lives." One could argue that it modifies the preposition
"across," but that is as unusual as claiming that it modifies the entire prepositional phrase
"across the street," and it makes less sense.]
2. Three of these sentences include prepositional phrases which, if they follow the directions,
students are expected to miss. These are phrases that have noun clauses as the object of the
preposition.
3. The direct object of "give" is the "what," which also functions as the subordinating
conjunction.
4. "Dad" is the subject, and "me" is the indirect object of the verbal (infinitive) "to tell." The
infinitive functions as the direct object of "doesn't like."
5. Grammarians would have differing explanations for this "like." Some would consider "is like"
a phrasal verb because it means "resembles." Others would consider it a preposition, the
object of which is "what," (which also functions as the subordinate conjunction). Having
considered it a preposition, some would consider the prepositional phrase to be functioning
as an adverb to "is," whereas others would describe the phrase as a predicate adjective. Thus,
within KISS, any and all of these explanations are acceptable.
E
Exxeerrcciissee 1144.. 44 B
Baasseedd oonn ““T
Thhee FFaaiirryy R
Riinngg”” bbyy JJoohhnnnnyy G
Grruueellllee
Note that this exercise focuses on "until," "for," and "before," each of which function as a
preposition in one sentence, and not a preposition in another. {Some of the sentences have been
slightly modified from the original.)
1. A little old man {with a violin} tucked [#1] {under his arm} shuffled {down the attic steps
and the many flights} {of stairs} [ [#2] until finally he reached the streets (DO)]. |
2. The little old man was quiet (PA) {for a long time} | and then he arose and again
drew his bow (DO) {across the violin strings}. |
3. He stumbled {towards her chair}, fell {to his knees} {before her}, and buried his face
(DO) {in her lap}. |
4. [ [#3] Before he had finished] the old woman leaned over and dropped
something (DO) {into his little tin cup}. |
5. The old lady sat very still and dreamed, [ [#4] for her brother was playing one
(DO) {of their childhood songs}]. |
238
6. He had never looked {upon her} {until now}. |
Notes
1. "Tucked" is a verbal (a gerundive) that functions as an adjective to "violin." Note, by the way,
that although I have marked "with a violin" in green (as an adjective to "man"), it can also
be explained as an adverb to "shuffled."
2. The purpose of this exercise is to help students learn not to mark "until" as a preposition.
Students should not yet be expected to recognize this adverbial subordinate clause that
functions as an adverb to "shuffled."
3. This subordinate clause functions as an adverb to "leaned" and "dropped."
4. Again the purpose here is to teach the students to look at the complete answer to the question
"for what?" and thus not mark "for her brother" as a prepositional phrase. Within KISS
grammar, this "for" clause functions as an adverb to "sat" and "dreamed." (See also "So" and
"For" as Conjunctions.)
SSeeccttiioonn 1155 –– E
Em
mbbeeddddeedd PPrreeppoossiittiioonnaall PPhhrraasseess
“Embedding” is a concept, not a construction, but it is an extremely important concept. It
simply means that a grammatical construction has been put into the “bed” of another S/V/C
pattern. Any modifier can be viewed as embedded. Consider the sentences
They live in a big house. It is brown.
They live in a big brown house.
In the second version, “brown” has been taken from its separate pattern, the “It is” has been
deleted, and “brown” has been embedded in the first sentence. Similarly, a subordinate clause
that functions as the direct object in another clause is embedded in that clause. We do not usually
talk about embedding in these simple sentences, but English sentence structure is actually based
on a very limited number of constructions. The complexity of our sentences results from the
embedding of one construction within another. Although it is not essential to teach the concept of
embedding to third graders, it will help them understand how all the words in a “sentence” chunk
to the main S/V/C pattern. For example, in the sentence
MR. JEREMY bounced up {to the surface} {of the water}, {like a cork and the
bubbles} {out of a soda water bottle}.
the concept of embedding lets students see that “out of a soda water bottle” modifies “cork” and
“bubbles” and is thus embedded in the “like” phrase. The “like” phrase then connects to
“bounced” as an adverb. Similarly, “of the water” modifies “surface,” so it is embedded in the
“to the surface” phrase which modifies “bounced.” [Note that in the analysis keys, embedded
phrases, and the phrases they are embedded in, are denoted by underlining.]
E
Exxeerrcciissee 1155.. 11 B
Baasseedd oonn T
Thhee T
Taallee ooff JJeem
miim
maa PPuuddddllee--D
Duucckk
1. I have a sackful (DO) {of feathers} {in my wood-shed}. |
2. The collie listened, {with his wise head} {on one side}. |
239
3. Jemima Puddle-duck went {up the cart-road} {for the last time}, {on a sunny
afternoon}.
|
4. She flew {over the wood}, and alighted {opposite the house} {of the bushy long-tailed
gentleman}. |
5. She was rather burdened (P) {with bunches} {of herbs} and {*with* two onions} {in a
bag} [#1] . |
6. He asked several questions (DO) {about the wood}, and {about the exact position} {of
the house and shed}.
|
7. She rather fancied a tree-stump (DO) {amongst some tall fox-gloves}. |
Note
1. Note the ambiguity – Are the "bunches of herbs" in the bag?
E
Exxeerrcciissee 1155.. 22 B
Baasseedd oonn T
Thhee T
Taallee ooff JJoohhnnnnyy T
Toow
wnn M
Moouussee
1. Timmy Willie went {to town} {by mistake} {in a hamper}. |
2. The gardener sent vegetables (DO) {to town} once a week [NuA] {by carrier}. |
3. Timmy Willie crept in {through a hole} {in the wicker-work}. |
4. {With the utmost politeness} he introduced Timmy Willie (DO) {to nine other mice}.
|
5. But {after the first exclamation} {of surprise} he instantly recovered his manners
(DO). |
6. So Timmy Willie said good-bye (DO) {to his new friends}, and hid {in the hamper}
{with a crumb} {of cake} and {*with* a withered cabbage leaf}. |
240
E
Exxeerrcciissee 1155.. 33 B
Baasseedd oonn TThhee TTaallee ooff M
Mrr.. JJeerreem
myy F
Fiisshheerr
1. Mr. Jeremy Fisher lived {in a little damp house} {amongst the buttercups} {at the
edge} {of a pond}. |
Note that whether or not a phrase is embedded is often a matter of perception, and
thus there are often alternative explanations. Some people will see "amongst the
buttercups" as modifying "house," and thus embedded in that phrase. Others, however,
will see it at modifying "lived," and thus not embedded within the previous phrase. The
same is true of "at the edge" in relation to "buttercups." "Of a pond," however, clearly
completes the meaning of "edge," and is thus embedded in "at the edge." Not all
alternatives are explained in the rest of this key.
2. His boat was tied (P) {to a water-plant} {in the middle} {of the pond}. |
Or: {to a water-plant} {in the middle} {of the pond}. |
3. MR. JEREMY bounced up {to the surface} {of the water}, {like a cork and the
bubbles} {out of a soda water bottle}. |
4. He hopped home [NuA] {across the meadow} {with his macintosh} all {in tatters}. |
5. {Instead of a nice dish} {of minnows} – they had a roasted grasshopper (DO) {with
lady-bird sauce}. |
E
Exxeerrcciissee 1155..44 T
Thhee PPlleeddggee ooff A
Alllleeggiiaannccee ttoo tthhee FFllaagg
I pledge allegiance (DO) {to the flag} [Adverb to "pledge" or adjective to
"allegiance"] {of the United States} [Adjective to "flag"] {of America} [Adjective to
"United States"] and {to the republic} [Adverb to "pledge" or adjective to "allegiance"]
[Adj. to "republic" {for which} [Adverb to "stands"] it stands]: one nation [#1] {under
God} [Adjective to "nation"], indivisible [#2], {with liberty and justice} [Adjective to
"nation"] {for all} [Adjective to "liberty" and "justice"]. |
Notes
241
1. Appositive to "republic"
2. Post-positioned adjective to "nation," and thus also to "republic."
SSeeccttiioonn 1166 –– PPrroonnoouunnss –– PPeerrssoonn,, N
Nuum
mbbeerr,, aanndd C
Caassee
Perhaps the first thing we should consider here is the relative importance, for students, of
studying pronouns. In working with college students in composition courses, the only thing I
have time to discuss is "person" – first, second, and third. I had not even been doing that – but
students reported that they were having problems in other courses. Instructors told them not to
use first person in their papers; they did not know what "first person" means; and they were
getting lower grades (or having to rewrite papers) as a result.
Some aspects of "case" are very simple, but the question can become very complex. As Paul
Roberts noted,
Grammarians disagree about the number of cases in Modern English. Some writers
name two (common case and genitive case); some three (nominative, genitive, and
objective ...); some four (nominative, genitive, dative, and accusative). Some name more
than four. This disagreement is more than a superficial dispute about terminology. It
reflects a deep cleavage between two main schools of grammatical thought -- between
those who put most emphasis on form and those who put most emphasis on function.
This cleavage shows itself throughout the grammar, but it is especially manifest in the
treatment of case. (Understanding Grammar. N.Y. Harper & Row, 1954, 39.)
The grammarians' disagreements leave us with the practical questions of what students really
need to know about pronouns and how we should help them learn it. First, second, and third
person is not that difficult to understand, and (in addition to instructions not to use first person) it
can help students learn to avoid shifts from one person to another without reason. "Number" is
important, among other reasons, to help students avoid subject/verb agreement problems.
Likewise, "case" can help students understand why some things are considered errors, as in "Bill
and me had a good time."
But with so much else to be covered in third grade, it was tempting to leave pronouns until
fourth. I decided to include them, however, primarily for those of you who intend to go beyond
the basics in discussing verbals. From that perspective, your primary focus should be on case. As
you will see, the subjects of gerunds are in possessive case – Tom's playing surprised us. Thus,
in His playing surprised us," "his" can be considered a possessive pronoun. The subjects of
infinitives are in the objective case – They let him win. Even if, in working with verbals, your
objective is simply to have students distinguish them from finite verbs, recognition of case can
make the objective easier to teach. Clearly "him win" is not a sentence. And, in a few cases,
knowledge of pronouns can be very helpful, since they can be substituted for nouns. In a
sentence such as "They let the Murphys play," "The Murphys play" would, for many students,
pass the sentence test for verbals. But if we substitute a pronoun, we get They let them play.
242
E
Exxeerrcciissee 1166.. 11 W
Wiissee M
Meenn ooff G
Gootthhaam
m
1. you
2. they
3. We
4. I
5. us
6. Who
7. himself
8. me
9. him
10. they
11. you
12. we
13. us
14. yourselves
15. they
16. himself
17. me
18. you
19. he
20. you
Person
second
third
first
first
first
- [#2]
third
first
third
third
second
first
first
second
third
third
first
second
third
second
Number
plural [#1]
plural
plural
singular
plural
singular [#2]
singular
singular
singular
plural
plural
plural
plural
plural
plural
singular
singular
singular
singular
singular
Case
nominative
nominative
nominative
nominative
objective
nominative
objective
objective
objective
nominative
nominative
nominative
objective
objective
nominative
objective
objective
nominative
nominative
objective
1. This could be singular if we assume that the story is being told to just one person.
2. Out of context, "who" can be first, second, or third person, either singular or plural. For
example, "We who have read this...." (first person plural). You who have heard ...." (second
person plural). "She who has seen...." (third person singular) We know that it is singular in
this case because the verb is singular -- "Who knows?" Compare this to "The people who
know don't tell."
E
Exxeerrcciissee 1166.. 22 T
Thhee M
Moonnkkeeyy aanndd tthhee C
Crrooccooddiillee
1. she
2. him
3. me
4. I
5. he
6. you
7. I
8. you
9. he
Person
third
third
first
first
third
second
first
second
third
Number
singular
singular
singular
singular
singular
singular
singular
singular
singular
Case
nominative
objective
objective
nominative
nominative
nominative
nominative
objective
nominative
243
10. you
11. me
12. you
13. her
14. it
15. you
16. we
17. us
18. they
19. you
20. it
second
first
second
third
third
second
first
first
third
second
third
singular
singular
singular
singular
singular
singular
plural
plural
plural
singular
singular
nominative
objective
nominative
objective
objective
objective
nominative
objective
nominative
nominative
objective
E
Exxeerrcciissee 1166.. 33 G
Grraannddffaatthheerr SSkkeeeetteerr H
Haaw
wkk’’ss SSttoorryy
1. them
2. we
3. us
4. they
5. it
6. he
7. them
8. You
9. themselves
10. I
11. who
12. me
13. him
14. they
15. you
16. us
17. we
18. they
19. them
20. who
Person
third
first
first
third
third
third
third
second
third
first
- [#1]
first
third
third
second
first
first
third
third
- [#1]
1. "Who" is not a personal pronoun.
Number
plural
plural
plural
plural
singular
singular
plural
plural
plural
singular
singular
singular
singular
plural
plural
plural
plural
plural
plural
singular
Note
Case
objective
nominative
objective
nominative
nominative
nominative
objective
nominative
objective
nominative
nominative
objective
objective
nominative
nominative
objective
nominative
nominative
objective
nominative
244
SSeeccttiioonn 1177 –– D
Diissttiinngguuiisshhiinngg FFiinniittee V
Veerrbbss ffrroom
mV
Veerrbbaallss ((O
Oppttiioonnaall))
The primary KISS objective is to enable students to analyze and discuss the structure of any
sentence that they read or write. To reach that objective with third graders, we need to enable the
students to distinguish finite verbs from verbals. To understand why a basic ability to recognize
verbals is necessary, we need to look at what the students have learned thus far. Most
importantly, they have studied the concept of clauses, including compound main clauses and
subordinate clauses that function as direct objects. They have been taught that a clause is a
subject / verb / complement pattern and all the words that chunk to the words in the pattern. The
exercises they were given, however, were carefully chosen to avoid verbals.
A verbal is simply a verb that functions as a noun, adjective or adverb. In sentences, any
verb is either "finite" (the verbs that we underline twice) or a "verbal." There are no other
options. There are three types of verbals gerunds, gerundives, and infinitives. A gerund is a
participial form of a verb that functions as a noun:
Swimming is good exercise.
Barb likes playing baseball.
They were thinking about going to New York.
A gerundive is a participial form of a verb that functions as an adjective:
Running down the street, Sal was almost hit by a car.
We watched the children swimming in the pool.
She found a book written by Shakespeare.
An infinitive is the form of a verb that is normally found in the dictionary. In sentences,
however, infinitives are often, but not always, preceded by "to." Infinitives can function in any
way that a noun, adjective, or adverb can:
To write a poem is not easy. [Noun, Subject]
They love to go to the movies. [Noun, Direct Object]
The time to speak up is now. [Adjective to "time]
Jenny went to the store to buy some candy. [Adverb to "went"]
In analyzing randomly selected texts, and in analyzing their own or their peers' writing (See
Sections 19 and 20.), students will run into sentences that include verbals, sentences such as "We
245
watched the children swimming in the pool." Unless they have been given at least a basic
introduction to verbals, most students will underline "swimming" as a finite verb. The result will
be serious frustration on their part, and such frustration we really want to avoid. To do so, give
the students the basic introduction in this section, and then tell the students that you expect them
to make mistakes. Note that although many third graders use verbals in their writing, they use
relatively few of them. If, on the other hand, you have them analyze passages from stories, they
may run into a fairly large number of verbals, and the sheer number may confuse them.
You may or may not want to teach third graders the three types of verbals; you may want to
just call them all "verbals." In third, fourth, and perhaps even fifth grade, the focus should be on
helping students distinguish when they should underline a verb twice, and when they should not.
In essence, students need to learn that in a sentence such as "We watched the children swimming
in the pool," "swimming" is a verb, but it should not be underlined. This is very important
because, as noted above, if they do not learn it, they will have major problems in identifying
clauses in real texts.
The differences among, and details about, verbals are the focus of KISS Level Four.
Originally, KISS Level Four was intended for eighth graders! Before students get to that level,
teachers have two options. The minimal objective is simply to teach students not to underline
these verbs twice. Beyond that, third graders can simply ignore the verbals. The more ambitious
objective is to teach students to recognize the functions of verbals and their complements.
Verbals have the same types of complements as do finite verbs, and like verbs, they are modified
by adverbs. Thus if students are taught to identify verbals (as verbals) and their complements and
functions, they will significantly increase the number of words that they can explain in sentences.
Consider, for example, the following sentence, which is common in the reading and writing of
third graders:
Jenny went to the store to buy some candy.
Adding verbals enables the third grader to explain every word in this sentence – "candy" is the
direct object of "to buy," and "to buy" is a verbal that functions as an adverb to "went."
Although this has already been said, the types and functions of verbals are an extremely
ambitious objective for third grade. The exercises in this section are organized according to the
types and functions of verbals (gerunds, gerundives, infinitives) primarily to be sure that students
246
can be exposed to each type and function so that they can more easily learn not to underline them
twice. If you are working with the students' own writing, or with randomly selected texts, you are
almost certain to find examples that will raise questions. As noted elsewhere in these materials,
most grammar books do not deal with real texts, and thus there are no "guidelines" for explaining
some examples. Consider, for example, the sentence
The teacher was at the door laughing.
Some grammarians will probably consider "laughing" as part of the finite verb phrase ("was
laughing") whereas other grammarians will consider it a "participle." (Most grammarians do not
accept the KISS term "gerundive," but that raises a question that is addressed in the instructional
materials for KISS Level Four.) Again, the point here is that if you intend to have students
analyze their own writing (or other randomly selected texts), you should introduce the students to
verbals. Give them the basic instructional materials for distinguishing finite verbs from verbals,
expect the students to make mistakes, and tell the students that they are expected to have some
problems in distinguishing finite verbs from verbals.
E
Exxeerrcciissee 1177.. 11 V
Veerrbbss T
Thhaatt FFuunnccttiioonn aass N
Noouunnss ((G
Geerruunnddss ## 11))
1. The boys and girls like racing (DO) {against each other}. |
2. Playing baseball (DO of "playing") {in the park} is fun (PA). |
3. They thought {about playing baseball (DO of "playing")} {with the girls}. |
4. George has the tools (DO) and wood (DO) {for making a birdhouse (DO of
"making")}. |
5. Giving a talk (DO of "giving") {to the class} is not difficult (PA). |
6. My little brother enjoys watching (DO) T.V. (DO of "watching") {in the evening}. |
247
E
Exxeerrcciissee 1177.. 22 V
Veerrbbss T
Thhaatt FFuunnccttiioonn aass N
Noouunnss ((G
Geerruunnddss ## 22))
1. Jumping rope (DO of "Jumping") is good exercise (PN). |
2. There is no fun (PN) {in washing dishes (DO of "washing")}. |
3. Uncle Bob bought the seeds (DO) {for planting a garden (DO of "planting")}. |
4. {In the morning}, they started washing (DO) the car (DO of "washing"). |
5. Having a good breakfast (DO of "Having") is good (PA) {for your health}. |
6. The teacher explained {to the children} the benefits (DO) {of saving money (DO
of "saving")} {in a bank}. |
E
Exxeerrcciissee 1177.. 33 V
Veerrbbss T
Thhaatt FFuunnccttiioonn aass N
Noouunnss ((G
Geerruunnddss ## 33))
Note: These sentences are adapted from the writing of third graders.
1. My friends couldn't stop laughing (DO) {at the joke}. |
2. The kids woke everyone (DO) up {by making (OP) lots (DO of "making") } {of
noise}. |
3. You'd feel {like saving (OP) the kittens (DO of "saving"). } |
4. Going {to the movies} is just wasting (PN) money (DO of "wasting"). |
5. My favorite activity is riding (PN) my bike (DO of "riding"). |
6. Sand is used (P) {for making (OP) glass (DO of "making") }. |
E
Exxeerrcciissee 1177.. 44 V
Veerrbbss T
Thhaatt FFuunnccttiioonn aass N
Noouunnss ((G
Geerruunnddss ## 44))
Note: These sentences are adapted from the writing of third graders.
1. Playing baseball (DO of "Playing") is fun (PA). |
248
2. Back {in the old days} they thought [DO it could stop you (DO) {from getting
(OP) sick (PA of "getting") }]. |
3. My sister and I like going (DO) fishing [#1] {with our father}. |
4. The dogs started running (DO) {after the rabbits}. |
5. We do a lot (DO) {of stuff} together, {like running (OP) and fighting (OP), and
making (OP) each other laugh [#2] }. |
6. It's just {like being (OP) a teacher (PN after "being") }. [#3] |
Notes
1. First of all, note that "fishing" fails the sentence test since "My sister and I ...fishing" is not a
sentence. Technically, "fishing" is a gerund that functions as a Noun Used as an Adverb
because it tells where they are "going." The important point for students at this level is that
they should not underline either "going" or "fishing" twice.
2. "Laugh" fails the sentence test -- "each other laugh" is not a sentence. Thus students should
not underline it twice. Technically, "laugh" is an infinitive, and "each other" is a combined
subject in an ellipsed construction --each *makes* the other laugh.
3. Note that the "like" prepositional phrase functions as a predicate adjective that describes the
subject "it." Some people may prefer to explain "is like" as the verb -- "It just resembles
being a teacher." That would make "being" a gerund that functions as a predicate noun.
E
Exxeerrcciissee 1177.. 55 V
Veerrbbaallss ((IInnffiinniittiivveess)) aass D
DO
O ((““JJeem
miim
maa PPuuddddllee--D
Duucckk””))
1. I wish to hatch (DO) my own eggs [#1]. |
2. She tried to hide (DO) her eggs [#2]. |
3. He promised to take (DO) great care [#3] {of her nest}. |
4. Mrs. Puddle-duck was trying to find (DO) a convenient dry nesting-place [#4]. |
5. She began to waddle (DO) [#5] about {in search} {of a convenient dry nesting-place}. |
6. Jemima intended to begin (DO) to sit (DO) [#6] next day [NuA]. |
Notes
249
1. "Eggs" is the direct object of the infinitive "to hatch." The infinitive phrase functions as the
direct object of "wish."
2. "Eggs" is the direct object of the infinitive "to hide." The infinitive phrase functions as the
direct object of "tried."
3. "Care" is the direct object of the infinitive "to take." The infinitive phrase functions as the
direct object of "promised."
4. "Nesting-place" is the direct object of the infinitive "to find." The infinitive phrase functions
as the direct object of "was trying."
5. The infinitive phrase based on "to waddle" is the direct object of "began."
6. The infinitive "to sit" is the direct object of the infinitive "to begin." The infinitive phrase
based on "to begin" is the direct object of "intended,"
E
Exxeerrcciissee 1177.. 66 V
Veerrbbaallss ((IInnffiinniittiivveess)) aass D
DO
O ((““T
Thhee T
Taallee ooff JJoohhnnnnyy T
Toow
wnn M
Moouussee””))
1. Presently the cook opened the hamper (DO) and began to unpack (DO) the
vegetables [#1]. |
2. Timmy Willie preferred to spend (DO) a miserable night [#2] {under the fender}. |
3. Timmy Willie longed to be (DO) {at home} {in his peaceful nest} {in a sunny bank}. |
4. We have endeavoured to entertain (DO) you [#3], Timothy William [DirA]. |
5. You will never want to live (DO) {in town} again. |
6. {For my part} I prefer to live (DO) {in the country}, {like Timmy Willie}. |
Notes
1. "Vegetables" is the direct object of the infinitive "to unpack."
2. "Night" is the direct object of the infinitive "to spend."
3. "You" is the direct object of the infinitive "to entertain."
E
Exxeerrcciissee 1177.. 77 SSuubbjjeeccttss ooff V
Veerrbbaallss ((IInnffiinniittiivveess))
If you are working with third or fourth graders, your primary objective should be to teach
the students not to underline verbals twice. You may want to change the directions for this
exercise and simply have students underline subjects once, finite verbs twice, label complements,
and circle any verb that is not finite.
250
1. It makes the dress look whiter. |
"The dress look whiter" does not pass the sentence test so "look" is not a finite verb.
["Whiter" is a predicate adjective that describes "dress." Thus it is a predicate adjective,
and "dress" is the subject of the verbal (infinitive) "look." The infinitive phrase functions
as the direct object of "makes."]
2. [DO of "said" “*You* Just let her come,”] said the boy. |
"Her come" does not pass the sentence test, so "come" is not a finite verb. ["Her" is the
subject of the verbal (infinitive) "come." The infinitive phrase functions as the direct
object of "let."]
3. There was something (PN) {in the hymn} [#1] {about roses}, | and that made her
think {of her own} [#2]. |
"Her think of her own" does not pass the sentence test, so "think" is not a finite verb.
["Her" is the subject of the verbal (infinitive) "think." The infinitive phrase functions as
the direct object of "made."]
4. That bit {of glass} {in his heart} made him tease little Gerda. |
"Him tease little Gerda" does not pass the sentence test, so "tease" is not a finite verb.
["Him" is the subject of the verbal (infinitive) "tease," and "Gerda" is its direct object.
The infinitive phrase functions as the direct object of "made."]
5. They had seen him tie his little sledge {to a splendid big one}. |
"Him tie his little sledge" does not pass the sentence test, so "tie" is not a finite verb.
["Him" is the subject of the verbal (infinitive) "tie," and "sledge" is its direct object. The
infinitive phrase functions as the direct object of "had seen."]
6. The guards {in silver} and the lackeys {in gold} would never allow you to pass. |
"To pass" does not pass the "To" test, and "You to pass" does not pass the sentence test,
so "pass" is not a finite verb. ["You" is the subject of the verbal (infinitive) "pass." The
infinitive phrase functions as the direct object of "would allow."]
7. I don’t like you to whimper! |
251
"To whimper" does not pass the "To" test, and "You to whimper" does not pass the
sentence test, so "whimper" is not a finite verb. ["You" is the subject of the verbal
(infinitive) "whimper." The infinitive phrase functions as the direct object of "don't like."]
8. But the reindeer again implored her to give Gerda something. |
"To give" does not pass the "To" test, and "Her to give Gerda something" does not pass
the sentence test, so "give" is not a finite verb. ["Her" is the subject of the verbal
(infinitive) "to give." "Gerda" is the indirect, and "something" is the direct object of the
infinitive. The infinitive phrase functions as the direct object of "implored."]
9. Some {of these bits} {of glass} made them see everything [Adj. to "everything" that
was amiss (PA)] [#3]. |
"Them see everything" does not pass the sentence test, so "see" is not a finite verb.
["Them" is the subject of the verbal (infinitive) "see," and "everything" is the direct
object. The infinitive phrase functions as the direct object of "made."]
10. The Prince got up and allowed Gerda to sleep {in his bed}. |
"To sleep" does not pass the "To" test, and "Gerda to sleep in his bed" does not pass the
sentence test, so "sleep" is not a finite verb. ["Gerda" is the subject of the verbal
(infinitive) "to sleep." The infinitive phrase functions as the direct object of "allowed."]
Notes
1. Some people will see "in the hymn" as describing (modifying) "something," and others will
see it as indicating where that something was, and thus take "in the hymn" to "was" as an
adverb.
2. Alternatively, "think of" can be considered the verb ("remember"), and "own" as its direct
object.
3. Since they have not yet studied adjectival clauses, I would expect most third graders to be
confused by the clause, but they should be able to identify the subject and verb. "Amiss" will
probably confuse them.
E
Exxeerrcciissee 1177.. 88 IInnddiirreecctt O
Obbjjeeccttss aass SSuubbjjeeccttss ooff V
Veerrbbaallss ((IInnffiinniittiivveess))
1. {Among other things} they advised her (IO) [#1] to build a house [#1] {beside the
roadside}. |
2. The king told the big man (IO) to go and kill that buffalo [#2]. |
3. The stork begged Thumbietot (IO) to forgive him [#3]. |
252
4. The White Cat told him (IO) not to be afraid [#4]. |
5. He did not ask the White Cat (IO) to explain this [#5]. |
6. She told the twins (IO) to climb [#6] {to the first branches} {of a tall fir tree}. |
7. The White Cat soon came and asked the Prince (IO) to join their sport [#7]. |
8. I begged the fairies (IO) to bring me some cord and needles [#8]. |
9. Jack and Jane like to help Uncle Jim do many things [#9] {on the farm}. |
10. Omar taught the elephant (IO) to stand [#10] {on his hind feet}, to kneel [#10], to
march [#10], to raise [#10] his trunk and salute [#10] {like a soldier}, and to sit [#10] down
{at the table}. |
Notes
1. "Advised" raises an interesting question that is not discussed in grammar textbooks. No
regular noun would function as the direct object after "advised her." Thus some
grammarians will consider "her" to be the subject of the verbal (infinitive) "to build," and
the entire verbal phrase to be the direct object of "advised." "House" is the direct object of
the verbal "to build." (Most grammar textbooks pay little, if any, attention to the
complements of verbals.)
2. "Buffalo" is the direct object of the verbal (infinitives) "to kill." The verbals "to go" and "kill"
are the direct objects of "told."
3. In analyzing real texts, indirect objects slide into direct objects. Is "him" the indirect or the
direct object of "forgive"? Considering something such as "to forgive him his sins," I would
say that "him" in this case could be considered the indirect object of "forgive," but when no
direct object is given, I would accept "him" as the direct object. The verbal (infinitive)
phrase functions as the direct object of "begged."
4. "Afraid" is a predicate adjective after the verbal (infinitive) "to be." The infinitive phrase
functions as the direct object of "told."
5. "This" is the direct object of the verbal (infinitive) "to explain." The infinitive phrase functions
as the direct object of "did ask."
6. The verbal (infinitive) "to climb" functions as the direct object of "told."
7. "Sport" is the direct object of the infinitive "to join." The infinitive phrase functions as the
direct object of "asked."
8. "Cord" and "needles" are direct objects of the infinitive "to bring"; "me" is an indirect object
of "to bring," and the verbal phrase based on the infinitive functions as the direct object of
"begged."
253
9. "Things" is the direct object of the verbal (infinitive) "do." "Uncle Jim" is the indirect object
of the infinitive "to help" (and the subject of "do"). The "to help" phrase is the direct object
of "like."
10. These infinitives (verbals) all function as direct objects of "taught." Their subject is
"elephant." "Trunk" is the direct object of "to raise.
E
Exxeerrcciissee 1177.. 99 V
Veerrbbss T
Thhaatt FFuunnccttiioonn aass A
Addjjeeccttiivveess ((G
Geerruunnddiivveess ## 11))
These sentences are adapted from the writing of third graders.
1. My cat was sitting there watching me. |
"My cat watching me" fails the sentence test. Note that if there were an "and" before
"watching," "watching" would be a compound finite verb, but there is no "and." Thus
"watching" is a verbal (gerundive) that modifies "cat." "Me" is the direct object of
"watching."
2. Once there was a boy (PN) named Tommy. |
"A boy named Tommy" fails the sentence test, so "named" should not be underlined
twice. (It is a gerundive that modifies "boy." "Tommy" is a retained predicate noun after
the passive "named.")
3. I got up and looked {out of my window}, wondering [DO when the noise would
stop]. |
"I wondering" fails the sentence test, so "wondering" should not be underlined twice. It
functions as an adjective to "I."
4. We heard a voice (DO) saying, [DO "*You* Go away!"] |
"A voice saying ...." fails the sentence test. Thus "saying" is a verbal (a gerundive) that
modifies "voice."
5. This story is {about a girl} named Sue. |
"A girl named Sue" fails the sentence test. Thus "named" is a verbal (gerundive) that
modifies "girl." "Sue" is a retained predicate noun after the passive "named."
6. They saw the snake (DO) moving {on the ground}. |
"The snake moving on the ground" fails the sentence test. Thus "moving" is a verbal
(gerundive) that modifies "snake."
7. {At school}, they know a girl (DO) called Sally. |
"A girl called Sally" fails the sentence test. Thus "called" is a verbal (gerundive) that
modifies "girl." "Sally" is a retained predicate noun after the passive "called."
8. I heard my mom (DO) calling me {for breakfast}. |
254
"My mom calling me" fails the sentence test, so "calling" is a verbal (a gerundive) that
modifies "mom." "Me" is the direct object of "calling."
E
Exxeerrcciissee 1177.. 1100 V
Veerrbbss T
Thhaatt FFuunnccttiioonn aass A
Addjjeeccttiivveess ((G
Geerruunnddiivveess ## 22))
These sentences were adapted from the writing of third graders.
1. He and a girl named Rose were friends (PN) forever. |
"A girl named Rose" fails the sentence test, so "named" is a verbal (gerundive) that
modifies "girl." "Rose" is a retained predicate adjective after the passive "named." (Note
that the sentence means "a girl *who was* named Rose.")
2. {In the afternoon}, my sister was working outside planting flowers. |
"My sister planting flowers" fails the sentence test. Note that an "and" before "planting"
would make planting a compound finite verb, but there is no "and." Thus "planting" is a
verbal (gerundive) that modifies "sister" and should not be underlined twice. "Flowers" is
the direct object of "planting."
3. The next day [NuA] we sat there looking very silly. |
"We looking very silly" fails the sentence test. Thus "looking" is a verbal (gerundive) that
modifies "we." "Silly" is a predicate adjective after "looking," as in "we looked silly."
4. We had problems (DO) looking {for a place} to stay. |
"We looking for a place ..." fails the sentence test. Thus "looking" is a verbal (gerundive)
that modifies [Alternatively, "looking" can be explained as a gerund that functions as a
Noun Used as an Adverb.] "We." "To stay" fails the "to" test, and is thus also a verbal. (It
is an infinitive that functions as an adjective to "place.")
5. There were cameras (PN) hidden {around the place}. |
"Cameras hidden around the place" fails the sentence test. Thus "hidden" is a verbal
(gerundive) that modifies "cameras."
6. The squirrel found a nut (DO) lying {on the ground}. |
"A nut lying on the ground" fails the sentence test, so "lying" is a verbal (gerundive) that
functions as an adjective to "nut."
7. Jerry said [DO that his puppy comes running to see him]. |
Within KISS, "comes running" can be considered the finite verb phrase here, a variant of
the palimpsest pattern with "puppy comes" written over "puppy runs." But "puppy
running" would fail the sentence test, so "running" can also be explained as a verbal, a
gerundive that modifies "puppy." "To see him" fails the "to" test," so "to see" is not a
255
finite verb. [It is an infinitive (of purpose) that functions as an adverb to "comes."] "Him"
is the direct object of "to see."
8. We had fun (DO) playing {with the puppies}. |
"We playing with the puppies" fails the sentence test, so "playing" is a verbal (gerundive)
that modifies "We."
E
Exxeerrcciissee 1177.. 1111 V
Veerrbbaallss aass A
Addjjeeccttiivveess oorr A
Addvveerrbbss ((IInnffiinniittiivveess ## 11))
These sentences are adapted from the writing of third graders.
Note that all the verbals in this exercise are infinitives that fail the "to" test.
1. Animals need room (DO) to run and play {with their friends}. |
We start right off with an example of alternative explanations. Some people will see "to
run" and "play" as adjectives that describe "room," whereas others will see them as
adverbs (answering "Why?") to "need."
2. Kevin went out to find a newspaper. |
"Newspaper" is the direct object of "to find," and the infinitive phrase functions as an
adverb (of purpose) to "went."
3. The zoo is a place (PN) to take care {of animals}. |
"Care" is the direct object of "to take," and the infinitive phrase functions as an adjective
to "place."
4. *You* Read this book (DO) to find out more. |
"More" is the direct object of the infinitive "to find out" (= "to learn") or "to find" (with
"out" as an adverb). The infinitive phrase functions as an adverb (of purpose) to "Read."
5. To be a teacher, you need to get (DO) your college degree. |
Some grammarians consider "need" a helping verb, so the finite verb here can be either
"need to get" or "need," with "to get" as a verbal (infinitive) that functions as a direct
object. "Degree" is the direct object of "to get." "Teacher" is a predicate noun after the
infinitive "To be." That infinitive phrase functions as an adverb (of purpose) to "need."
6. I'm going to see [DO if we can go {to the park}]. |
This is a trick question. Most grammarians consider "going to" among the helping verbs,
and "to the park" is a prepositional phrase.
7. That's the best way (PN) to learn. |
The infinitive "to learn" functions as an adjective that explains what "way" is meant.
8. I found out [DO that children go {to zoos} to learn {about animals}]. |
256
The infinitive phrase based on "to learn" functions as an adverb (of purpose) to "go."
9. You can use granite (DO) to make curbstones and layers to cover buildings. |
"Buildings" is the direct object of the infinitive "to cover." That infinitive phrase
functions as an adjective to "layers" which is one of the two direct objects of the
infinitive "to make." (The other is "curbstones.") The "to make" phrase functions as an
adverb (of purpose) to "can use."
E
Exxeerrcciissee 1177.. 1122 V
Veerrbbaallss aass A
Addjjeeccttiivveess oorr A
Addvveerrbbss ((IInnffiinniittiivveess ## 22))
These sentences are adapted from the writing of third graders.
Unless otherwise explained, all of the verbals in this exercise are infinitives that fail the "to" test.
1. My brother is able (PA) to play {with a computer}. |
The infinitive "to play" functions as an adverb that describes "able."
2. One day [NuA] I went to go get a souvenir to remember New York by. |
"New York" is the direct object of the infinitive "to remember" which functions as an
adjective to "souvenir," the direct object of the infinitive "get," the "to" of which is
ellipsed. The "get" phrase functions as an adverb (of purpose) to the infinitive "to go,"
which functions as an adverb to "went." The "by" raises interesting questions for the
grammarian. Within KISS, I would suggest that it is an idiomatic remnant of a
prepositional phrase that emphasizes means ("by") as opposed to purpose -- a souvenir by
*which* to remember New York. I'm sure that grammarians will have other explanations
of "by," but my experience suggests that students will not be bothered by it.
3. They are very happy (PA) to be here. |
The infinitive "to be" functions as an adverb to the adjective "happy."
4. They teach you (IO) how (DO) to feed and wash the animals. |
"Animals" is the direct object of the infinitives "to feed" and "wash" which function as
adjectives to "how."
5. My mother usually gave us (IO) something (DO) to eat. |
The infinitive "to eat" describes (defines) "something."
6. That is a good book (PN) to read. |
Some people will see the infinitive "to read" as an adjective to "book," and others will see
it as an adverb to "good."
7. Umbert is trying to find something to free Louis {from a spell}. |
257
"Louis" is the direct object of the infinitive "to free." That infinitive phrase functions as
an adjective to "something" which is the direct objective of the infinitive "to find." The
"to find" phrase functions as the direct object of "is trying."
8. *You* Keep reading to find out [DO what happens]. |
The infinitive "to find out" functions as an adverb (of purpose) to "keep" or "keep
reading." Some grammarians would consider "keep" as a helping verb here, thereby
making "reading" part of the finite verb phrase. Alternatively, "reading" can be explained
as a verbal (a gerund) that functions as the direct object of "Keep."
9. The animal appears to be sick. |
"Sick" is a predicate adjective after the infinitive "to be." The infinitive phrase is an
adverb to "appears." (I would not argue with anyone who explains "appears to be" as the
finite verb phrase and "sick" as its predicate adjective.)
E
Exxeerrcciissee 1177.. 1133 IIss IItt aa FFiinniittee V
Veerrbb??
This is probably an extremely difficult exercise for primary school children. Remember that
the objective of this exercise is not to teach students about verbals, but rather to help them realize
what is, and what is not, a finite verb. Verbals themselves are the subject of KISS Level Four.
1. Sometimes {on Saturdays} he went to look {at the hamper} lying {by the gate}. |
Since "to look" immediately follows "went," at this KISS Level, I would accept "went to
look" as a finite verb, but technically "to look" is an infinitive that functions as an adverb
of purpose to "went." If we ask "What was lying by the gate?", the answer is "hamper,
but "hamper lying by the gate" is not an acceptable sentence, and thus "lying" is not a
finite verb. [It is a gerundive that modifies "hamper."]
2. Several times [NuA] they had come tumbling in, squeaking and laughing. |
Some grammarians will probably consider "tumbling" as part of the finite verb; others
won't. [Try finding this in most grammar books.] If one considers "tumbling" to be part
of the finite verb, then an argument can be made that "squeaking" and "laughing" are
also, but they (as well as "tumbling") can also be explained as gerundives that modify
"they."
3. He knew better (DO) than to get in again. |
This is another one that is rarely, if ever, discussed in most grammar textbooks. "Better"
sounds strange as a noun, but it certainly functions as one here. "To get" cannot be a
finite verb since it begins with "to." [It is an infinitive that functions as the object of the
preposition "than," and the prepositional phrase modifies "better."]
4. An excellent breakfast was provided (P) – {for mice} accustomed to eat bacon. |
258
The subject of "accustomed" is "mice" and "mice accustomed to eat bacon" is not an
acceptable sentence. Thus "accustomed to eat" should not be underlined twice.
["Accustomed" is a gerundive that modifies "mice," and "to eat" is an infinitive that
modifies "accustomed." "Bacon" is the direct object of "to eat.]
5. Timmy Willie sat {by his burrow} warming his little fur coat and sniffing the smell
{of violets and spring grass}. |
"Timmy Willie warming .. and sniffing ...." is not an acceptable sentence so, from this
perspective, "warming" and "sniffing" are not finite verbs. [They are gerundives that
modify "Timmy Willie." An argument can be made that "sat warming... and sniffing ...."
is a palimpsest pattern, but this is an advanced explanation.] "Coat" is the direct object of
"warming," and "smell" is the direct object of "sniffing."
SSeeccttiioonn 1188 –– PPrraaccttiiccee//A
Apppplliiccaattiioonn
E
Exxeerrcciissee 1188.. 11 ““T
Too”” aanndd ““FFoorr”” aass PPrreeppoossiittiioonnss?? B
Baasseedd oonn ““C
Crroow
wT
Taallkk””
Note that students should not be expected to put brackets around "for" clauses at this point in
their work, but they should be expected not to mark them as prepositional phrases.
1. {Of course} [#1] Dickie knew [DO that Granny was not a witch (PN)], [ [#2] for
Granny was very good (PA) and kind (PA)]. |
2. Dickie went {to the box} to get some ice cream and candy [#3]. |
3. So Dickie drove around {to everybody’s house} {in his pony cart} and invited
everybody (DO) to come [#4] {to the party}. |
4. It was a tiny little house (PN), | but it was large (PA) enough {for Granny}, [Adv. to
"was" for Granny was only two feet [NuA] high (PA)]. |
5. Granny watched him (DO) {for a few moments} {with her eyes} full [#5] {of
twinkles}, [#6] | then she told him (IO) to run [#7] along {to the tree}. |
6. Dickie swallowed the purple fluid (DO), [Adv. to "swallowed" for he was very
anxious (PA) to return [#8] {to the big oak tree} and listen [#8] {to the crows}]. |
259
Notes
1. Although "Of Course" can be seen as functioning as an adverb to "knew," KISS allows the
alternative of explaining it as an interjection since it expressed the speaker's attitude toward
Dickie's knowing, rather than modifying the knowing itself.
2. Some students will incorrectly mark "for Granny" as a prepositional phrase. Note that this
clause does not tell why Granny was not a witch. Thus it modifies "knew," but like many
"for" clauses, it can be seen as presenting the writer's (speaker's) reason for stating that he
knew.
3. The directions for this exercise do not tell students to do anything with "to get" other than to
ignore it (and thus not to mark it as a prepositional phrase). It is a verbal (an infinitive of
purpose) that functions as an adverb to "went." "Ice cream" and "candy" are direct objects of
"to get."
4. Perhaps the best (and easiest) explanation of the verbal (infinitive) "to come" is to consider it
an adverb to "invited."
5. In later work, students will learn that "full" can be explained in either of two ways. For one, it
can be considered a post-positioned adjective, a reduction of "eyes *which were* full...."
Alternatively, it can be explained as a predicate adjective in a noun absolute, a reduction of
"with her eyes *being* full...." The noun absolute functions as the object of "with."
6. Many teachers would consider this to be a comma-splice--two main clauses joined (spliced)
just by a comma.
7. In this exercise, students are simply expected not to mark "to run" as a prepositional phrase. (It
is a verbal (an infinitive) that functions as the direct object of "told.")
8. "To return" and "listen" are verbals (infinitives) that function as adverbs to "anxious."
E
Exxeerrcciissee 1188.. 22 FFiinniittee V
Veerrbb oorr V
Veerrbbaall?? B
Baasseedd oonn ““C
Crroow
wT
Taallkk””
Note: The primary objective of this exercise is to teach students (using the three tests in the
instructional materials) not to underline verbals twice. The notes include information for teachers
on the types of the verbals.
1. The second old crow plumed his feathers (DO) and screwed his head (DO) around
to get a better view [#1] {of the little boy} lying [#2] {under the tree}. |
"To get" does not pass the "to" test. "Lying" does not pass the sentence text because "boy
lying under the tree" is not an acceptable sentence.
2. Then Daddy Dorn took two large handfuls (DO) {of golden pennies} {from the
golden penny box} | and they watched the box (DO) fill [#3] up {with pennies} again.
|
"The box fill up with pennies" does not pass the sentence test.
260
3. There [#4] is always someone (PN) {out in front} {of Dickie Dorn’s house} eating [#5]
{from the candy and the ice cream box} and filling their pockets [#6] {with golden
pennies}. |
Neither "someone eating" nor "someone filling their pockets" passes the sentence test.
Thus "eating" and "filling" are not finite verbs.
4. Dickie cried | and he took a pencil stub (DO) {from his pocket} | and, {with much
twisting [#7]} {of mouth} and {*with much* thinking [#7]}, he printed his name
(DO) {upon the box}. |
"Twisting" and "thinking" both function as objects of "with" and are thus not finite verbs.
Notes
1. "View" is the direct object of the verbal (infinitive) "to get." The verbal functions as an adverb
(of purpose) to "screwed."
2. "Lying" is a verbal (a gerundive) that functions as an adjective to "boy."
3. "Fill" is a verbal (an infinitive). When they get to infinitives, students will see that "box" is the
subject of the infinitive and that the entire infinitive phrase functions as the direct object of
"watched."
4. Alternatively, "There" can be explained as an expletive.
5. "Eating" is a verbal (a gerundive) that modifies "someone."
6. "Pockets" is the direct object of the verbal (gerundive) "filling," that also modifies "someone."
7. "Twisting" and "thinking" are verbals (gerunds) that function as the objects of the preposition
"with." The sentence is somewhat awkward in that it can easily be read as meaning
"...twisting (of mouth and thinking. I would expect third graders to be confused here because
they have not yet had much instruction in ellipsis.
E
Exxeerrcciissee 1188.. 33 A
A SSeenntteennccee--C
Coom
mbbiinniinngg E
Exxeerrcciissee B
Baasseedd oonn ““C
Crroow
wT
Taallkk””
The original passage is:
So Dickie took two handfuls of the golden pennies downtown and bought a fine
little pony with a little round stomach, and he bought a pretty pony cart and
harness. Then Dickie drove the pony back home.
Although you might want to show students the original after they discuss their own versions,
don't expect third graders to come anywhere near the complexity of the original.
Do try to get the students to discuss what they did in grammatical terms. For example, the
opening sentences are:
261
So Dickie took two handfuls of the golden pennies. He took them downtown. The
pennies were golden.
If a student changed this to "So Dickie took two handfuls of the golden pennies downtown," the
student could explain it by saying that she took the adverb "downtown" from its own sentence
and put it into the first to avoid repeating "took."
E
Exxeerrcciissee 1188.. 44 A
A PPuunnccttuuaattiioonn aanndd SSeenntteennccee--C
Coom
mbbiinniinngg E
Exxeerrcciissee
The original text is:
A number of flies were attracted to a jar of honey which had been overturned in a
housekeeper's room, and placing their feet in it, ate greedily. Their feet, however, became
so smeared with the honey that they could not use their wings, nor release themselves, and
were suffocated. Just as they were expiring, they exclaimed, "O foolish creatures that we
are, for the sake of a little pleasure we have destroyed ourselves."
Pleasure bought with pains, hurts.Aesop's Fables, Translated by George F. Townsend
The following is an analysis of the original, in case you want to use it as an analysis exercise:
A number {of flies} were attracted (P) {to a jar}{of honey} [Adj. to "jar" which had
been overturned (P) {in a housekeeper's room}], and placing their feet [#3] {in it}, ate
greedily. | Their feet, however, became so smeared [#2] {with the honey} [Adv. to "so"
that they could not use their wings (DO), nor release themselves (DO), and were
suffocated (P).] | Just [Adv. to "exclaimed" as they were expiring,] they exclaimed,
[DO of "exclaimed" "O [Inj] foolish creatures [#1] [Adj. to "creatures" that we are,] {for the
sake} {of a little pleasure} we have destroyed ourselves (DO)."] |
Pleasure bought [#4] {with pains}, hurts. |
Notes
1. I don't remember seeing this in any grammar textbook, but it looks to me like Direct Address
in which they address themselves.
262
2. Note how "smeared" can be explained as a predicate adjective, more technically a gerundive
that functions as a predicate adjective, or as part of a passive finite verb phrase. Again this is
a case that is rarely, if ever, discussed in a grammar textbook.
3. "Feet" is the direct object of "placing" which is a gerundive that modifies "flies."
4. "Bought" is a gerundive that modifies "pleasure."
E
Exxeerrcciissee 1188.. 55 H
Hoow
wM
Muucchh II C
Caann E
Exxppllaaiinn ((FFrroom
m ““L
Liittttllee JJooee O
Otttteerr''ss SSlliippppeerryy SSlliiddee””))
Little Joe Otter and Billy Mink had been playing together {around the Smiling
Pool} [#1] all one sunshiny morning [NuA]. | They had been fishing and had taken
home [NuA] a fine dinner (DO) {of Trout} [#2] {for old Grandfather Mink and blind old Granny
Otter} [#3]. | They had played tag (DO) {with the Merry Little Breezes} [#4]. | They had
been {in all kinds} {of mischief} [#5] | and now they just didn't know what to do (DO)
[#6]
.|
Notes
1. Adverbial to "had been playing."
2. Adjectival to "dinner."
3. Adjectival to "dinner" or "Trout," and/or adverbial to "had taken."
4. Adverbial to "had played."
5. The second phrase modifies "kinds" and thus is embedded in the first. The first is adverbial to
"had been."
6. Some students might mark just "what" as the direct object here, but I would expect most
students to consider the entire "what to do" as the direct object, and I would accept that.
When they get to Level Four and infinitives, they can explore "to do" as an infinitive that
functions as an adjective to "what."
Analysis Key for "How Much I Can Explain"
For the color codes, see the table below.
Little Joe Otter and Billy Mink had been playing together around the Smiling
Pool all one sunshiny morning. They had been fishing and had taken home a fine
dinner of Trout for old Grandfather Mink and blind old Granny Otter. They had
263
played tag with the Merry Little Breezes. They had been in all kinds of mischief
and now they just didn't know what to do.
1. Count the number of words that are in prepositional phrases,
and write the number here:
2. Count the number of adjectives and adverbs that you did not
count in # 1, and write the number here:
3. Count the number of words that you identified as subjects,
verbs, or complements, and write the number here:
4. Count the number of coordinating conjunctions ("and," "or,"
and "but") and write the number here:
5. Count the number of words that function as nouns used as
adverbs, interjections, or direct address, and write the number
here:
6. List any other words you can explain, write the number of
them.
7. List the words you can not explain, write the number of them.
to do
25
25/66 = 38 %
8
33/66 = 50 %
26
59/66 = 89 %
3
62/66 = 94 %
2
64/66 = 97 %
0
2
66/66 = 100 %
E
Exxeerrcciissee 1188.. 66 A
Ann E
Exxeerrcciissee iinn C
Caappiittaalliizzaattiioonn aanndd PPuunnccttuuaattiioonn
Based on The Tale of Johnny Town Mouse, by Beatrix Potter
In the Gutenberg edition, the passage appears as:
With the utmost politeness he introduced Timmy Willie to nine other mice, all with
long tails and white neckties. Timmy Willie's own tail was insignificant. Johnny Townmouse and his friends noticed it; but they were too well bred to make personal remarks.
The only exception is that a semicolon follows “remarks,” and that is followed by a main clause
that includes a subordinate clause. I have been trying to keep subordinate clauses out of the third
grade exercises, so I dropped the final main clause. Some students will probably capitalize
“mouse” in “Town-mouse,” and I would expect most of the students to leave out the hyphen. For
third graders, these are not things to worry about. I would expect the students to get all the other
capital letters correct.
As for punctuation, some students may put a comma after “politeness.” That is totally
acceptable. The comma after “mice” is optional, but probably preferred since it is a
nonrestrictive modifier. The students should get the apostrophe in “Willie’s,” and if they don’t,
this exercise serves as a reminder. Potter used a semicolon after “it.” Current usage would
probably opt for a comma before the “but.” However a period and capital “B” are also
acceptable.
Analysis:
264
{With the utmost politeness} he introduced Timmy Willie (DO) {to nine other
mice}, all [#1] {with long tails and white neckties}. | Timmy Willie's own tail was
insignificant (PA). | Johnny Town-mouse and his friends noticed it (DO); | but
they were too well bred [#2] to make personal remarks [#3]. |
Notes
1. Depending on whether one wants to consider it to be a pronoun or an adjective, "all" can be
explained as an appositive to "mice" or as a post-positioned adjective to "mice."
2. An argument could be made that "bred" is part of a passive verb, but most grammarians will
probably consider it to be a predicate adjective.
3. "Remarks" is the direct object of the infinitive "to make." The infinitive functions as an adverb
to "too" (which modifies "well" which modifies "bred"). [Note that if the "too" is dropped,
the meaning of the sentence changes significantly -- "they were well bred to make personal
remarks."
265
E
Exxeerrcciissee 1188.. 77 T
Thhee Q
Quueessttiioonnss T
Thhaatt M
Mooddiiffiieerrss A
Annssw
weerr
S/V/C
With
each
storm,
the
old
tree
shook
more
and
more,
Part of Speech
Adv (Prep P)
Adjective
Noun OP
Adjective
Adjective
Question
When? (and Why?)
Which?
What?
Which?
What kind of?
tree (subject)
shook (verb)
shook
Adverb
How much?
not a modifier - chunks "more" to "more"
shook
Adverb
How much?
not a modifier - chunks main clause to main clause
tumbled
Adverb
When?
tumbled
Adv (Prep P)
Where?
in
Noun OP
What?
What kind of?
one
Adj (Prep P)
Which? What?
storms
Adjective
Which?
storms
Adjective
What kind of?
of
Noun OP
What?
and
finally
in
one
of
the
fiercest
storms
it
tumbled
to
the
earth
with
a
great
crash.
Chunks to
shook
storm
With
tree
tree
it (subject)
tumbled (verb)
tumbled
earth
to
tumbled
crash
crash
with
Adv (Prep P)
Adjective
Noun OP
Adv (Prep P)
Adjective
Adjective
Noun OP
Where?
Which?
What?
How?
Which?
What kind of?
What?
E
Exxeerrcciissee 1188.. 88 R
Reeccooggnniizziinngg B
Baassiicc V
Veerrbb T
Teennsseess
Note: The analysis key is FYI, should you want to use the text as an analysis key, or simply
answer some students’ questions about it.
1. Long, long ago {in the little town} {of Atri}, there [#1] ruled a good king. | past
2. A judge will go {to the tower} to hear the complaint [#2]. | future
266
3. Messengers are going {through all the land} {with news} {for the people}. | present
4. His call {for justice} shall be heard (P). | future
5. The soldier hung his head (DO) {in shame} and led the horse (DO) away. | past
6. This horse will serve you (DO) {for many years} and often save your life (DO). |
future
7. The judge is putting on [#3] his rich robes (DO) and hurrying {to the market place}.
| present
8. Many times [NuA] the bell had been rung (P) | and justice had been done (P). | past
9. A great bell will be hung (P) {in a tower} {in the market place} [#4]. | future
10. It is the horse (PN) {of the rich soldier} [Adj. to "soldier" [#5] who lives {in the
castle}]. | present
Notes
1. I've marked this "there" as an adverb, but alternatively it could be described as an expletive.
Still another alternative would be to consider this a palimpsest pattern, with "ruled" written
over "was" in the S/V/PN pattern, "There was a good king."
2. "Complaint" is the direct object of the verbal (infinitive) "to hear." The infinitive functions as
an adverb (of purpose) to "will go." [Remember that for third graders here, the important
thing is that they do not mark "to hear" as a prepositional phrase.
3. Alternatively, "on" can be explained as an adverb.
4. Alternatively, the "in" phrase can be seen as an adverb to "will be hung."
5. Adjectival clauses are not introduced until fourth grade, but third graders should be able to
identify the tense of the verbs. They may be confused by "who" as a subject, but remind
them that they are expected to be. If you simply explain that this is a clause that functions as
an adjective, and that they will be studying them later, you may be surprised by how many
students will remember that idea and find adjectival clauses easier to master.
E
Exxeerrcciissee 1188.. 99 JJuusstt ffoorr FFuunn –– T
Toonngguuee T
Tw
wiisstteerrss
1. Six slippery snails slid slowly seaward. |
2. Brad's big black bath brush broke. |
267
3. She sifted thistles (DO) {through her thistle-sifter}. |
4. Cedar shingles should be shaved (P) and saved (P). |
5. Kris Kringle carefully crunched {on candy canes}. |
6. Betty and Bob brought back blue balloons (DO) {from the big bazaar}. |
7. *You* Give papa (IO) a cup (DO) {of proper coffee} {in a copper coffee cup}. |
8. The soldiers shouldered shooters (DO) {on their shoulders}. |
9. Strict strong stringy Stephen Stretch slickly snared six sickly silky snakes (DO). |
10. Sure the ship's shipshape (PA), sir [DirA]. |
11. Fred fed Ted (IO) bread (DO), | and Ted fed Fred (IO) bread (DO). |
12. Betty better butter Brad's bread (DO). |
"Better" here is idiomatic for "needs to" or "should."
G
Grraapphh SShheeeett ffoorr SSttaattiissttiiccaall A
Annaallyyssiiss A
Assssiiggnnm
meennttss
268