A Level Two Workbook

3

KISS Grammar

A Level Two Workbook:

Expanding the Basics

Analysis Keys and Notes for Teachers

Free, from the KISS Grammar Web Site

KISSGrammar.org

This book contains some suggestions for teaching KISS Level Two and the analysis keys for the exercises. The keys in this book have been numbered to match the students’ workbook. Note that in the printable books, instructional materials (and special notes for teachers) appear in green text in the table of contents.

© Ed Vavra

Nov. 1, 2012

Contents

Exercises in brackets have no analysis keys.

Introduction for Teachers and Parents 3

Applying KISS to Students’ Own Reading and Writing 5

KISS Level 2. 1. The Complexities of S/V/C Patterns 5

KISS Level 2.1.1. - Understood “You” – Notes for Teachers 5

Ex. 1 - From Heidi by Johanna Spyri 6

Ex. 2 - If My Dog Could Teach Me 7

KISS Level 2. 1. 2 - Varied Positions in the S/V/C Pattern – Notes for Teachers 9

Ex. 1 – From Lassie, Come Home by Eric Knight 10

Ex. 2 - From “Clytie, the Heliotrope” 11

KISS Level 2. 1. 3 - Expletives (Optional) – Notes for Teachers 11

Ex. 1 - From Lassie, Come Home by Eric Knight 12

Ex. 2 - From Heidi by Johanna Spyri 12

KISS Level 2. 1. 4 - Palimpsest Patterns – Notes for Teachers 14

Ex. 1 – From Lassie, Come Home by Eric Knight 15

Ex. 2 - From Heidi by Johanna Spyri 16

KISS Level 2. 1. 5 - Phrasal Verbs – Notes forTeachers 17

Ex. 1 - From the Writing of Sixth Graders 19

Ex. 2 – From Lassie, Come Home by Eric Knight 21

Ex. 3 - From Heidi by Johanna Spyri 22

KISS Level 2. 1. 6 - Distinguishing Finite Verbs from Verbals 23

Important Notes for Teachers! 23

Ex. 1 - From Heidi by Johanna Spyri 27

Ex. 2 – From “Jack and His Golden Box” 29

Ex. 3 - From Stories of Robin Hood Told to the Children 30

Ex. 4.a. - From the Writing of a Sixth Grader 32

Ex. 4.b. - Based on “Perseus” by Charles Kingsley 34

Ex. 5 - The Night Watch by Rembrandt Van Rijn 36

Ex. 6 - Just for Fun – Shooting Oneself 38

KISS Level 2.1.7 - The Subjunctive Mood 39

The KISS Perspective on the Subjunctive Mood 39

Ex. 1 - From Lassie, Come Home by Eric Knight 40

Ex. 2 - From At the Back of the North Wind by George Macdonald 41

KISS Level 2. 2. The Complexities of Prepositional Phrases 44

KISS Level 2. 2. 1. The “To” Problem & Verbs as Objects of Prepositions 44

Notes for Teachers 44

Ex. 1.a. - Based on Black Beauty, by Anna Sewell 47

Ex. 1.b. - Based on Black Beauty, by Anna Sewell 48

Ex. 2 - Based on Black Beauty, by Anna Sewell 50

KISS Level 2.2.2 - Preposition (or Subordinate Conjunction)? 52

Notes for Teachers 52

Ex. 1 - Based on Black Beauty, by Anna Sewell 52

Ex. 2 - From At the Back of the North Wind by George Macdonald 53

KISS Level 2. 2. 3 - Embedded Prepositional Phrases 55

Notes for Teachers 55

Ex. 1.a - Based on Introductory Lessons in English Grammar 56

Ex. 1.b. - From Lassie, Come Home by Eric Knight 57

Ex. 1.c. - From Heidi by Johanna Spyri 58

Ex. 2.a. - A Passage for Analysis—The Pledge of Allegiance to the Flag 59

Ex. 2.b. - From Andrew Lang’s “Toads and Diamonds” 59

KISS Level 2. 2.4 - Prepositional Phrases - Advanced Questions 61

Notes for Teachers 61

Ex. 1 - Based on Black Beauty, by Anna Sewell 62

Ex. 2 - Based on Black Beauty, by Anna Sewell 64

Ex. 3 - Based on Black Beauty, by Anna Sewell 65

KISS Level 2. 3. Adding Three Level Five Constructions 65

Notes for Teachers 65

Ex. 1 - Nouns Used as Adverbs From Heidi by Johanna Spyri 67

Interjections—Notes for Parents and Teachers 68

Ex. 2 - Interjections from Heidi by Johanna Spyri 70

Ex. 3 - The Punctuation of Interjections: From Growth in English 71

Ex. 4 - Direct Address from At the Back of the North Wind 72

Ex. 5 - Adapted from Voyages in English - Fifth Year 73

Ex. 6 - Mixed from The Secret Garden by Frances Hodgson Burnett 74

Appendix 75

The KISS Grammar Toolbox 75

Using the KISS Analysis Keys 77

Creating Directions for Your Students 78

Introduction for Teachers and Parents

The study of grammar is a science.

The teaching of grammar is an art.

As you will see, this workbook expands students’ understanding of the basic concepts covered in Level One. Some of the concepts presented here are covered in most grammar textbooks. Others, such as “Palimpsest Patterns” may be exclusive to the KISS Approach.

Many of the concepts are relatively easy for students to understand, but some are more important than others. For example, KISS Level 2.1.6—“Distinguishing Finite Verbs from Verbals” is very important preparation for KISS Level Three—clauses. A clause is a subject / (finite) verb / complement pattern. Students who cannot distinguish finite verbs from verbals will therefore have serious difficulties in KISS Level Three. KISS Level 2.2.1—“The ‘To’ Problem and Verbals as Objects of Prepositions” deals with basically the same problem, but from the perspective of prepositional phrases.

You may want to skip (and come back to) two of the sub-levels in this book. At this point in their work, KISS Level 2.1.7—“The Subjunctive Mood” is more important for teachers than it is for students. Its basic objective is to emphasize that in sentences such as “If he were here, I would leave,” “were” is a subjunctive, not a subject/verb agreement error. The objective of KISS Level 2. 2.4—“Prep Phrases—Advanced Questions” is to suggest the types of things that, at this KISS Level, students should be expected to have problems with.

I strongly suggest you review the KISS Psycholinguistic Model with your students. (See the “Printable Books Page.”) The model changes the study of grammar into the study of how the human mind processes language, and it also validates (and sometimes challenges) the rules of punctuation.

General Reminders:

1. Although the ability to identify constructions is essential, once students have the ability, such exercises may become boring. You may therefore want to modify some of the directions. For example, punctuation exercises often ask students to identify constructions as well as fix the punctuation. You may want to change these to simply fixing and discussing the punctuation. The same is true for some of the exercises on logic.

2. You should at least browse through the “Master Books” for KISS Level Two. They include explanations for the nature and sequencing of exercises, comments on unusual cases, and sample exercises. (Repeating and updating this material in each of the nine grade-level KISS Level Two books does not make sense.) The on-line versions of the Master Books include links to all the KISS exercises for what we might call a “KISS slot.” You are welcome to switch exercises to match texts that your students are reading.

3. Emphasize the systematic method. College instructors in math, electronics, and a number of other fields complain that students want the “answers” and ignore the methods by which they can find the answers. If you emphasize the method of systematic analysis (described in the students’ version), you will probably find that your students will do much better, much faster. And you will be helping them learn how to work systematically.

Applying KISS to Students’ Own Reading and Writing

The primary objective of KISS is to enable students to intelligently discuss the grammar of anything that they read and especially anything that they write. Those who understand KISS concepts could, theoretically, use the Master Books and then use only the students’ own writing for exercise materials. But particularly in classrooms, this would be impractical.
Imagine the dilemma of a teacher with twenty students in classroom. The students have been given the instructional material on subjects and verbs, and then the students immediately all try to find the subjects and verbs in a short passage that they wrote. The teacher would go nuts trying to check all of this. In other words, it makes much more sense for the students to all do a few of the same exercise, an exercise that can then be reviewed in class. KISS primarily provides the latter type of exercises.
Teachers should regularly supplement these exercises by having students analyze short passages from their own writing. The students can simply apply the directions they have been using to the analysis of their own writing. (In other words, if they are working at KISS Level Three, they would analyze their own writing through clauses.) The students can then work in small groups to check and discuss each others’ work. How often teachers should do this is an aspect of the art of teaching. But the more you do this, the more that you will probably see interested, motivated students.

KISS Level 2. 1. The Complexities of S/V/C Patterns

KISS Level 2.1.1. - Understood “You”– Notes for Teachers

When they see a sentence such as “Close the door,” some students can figure out on their own that “You” is the understood subject of “close.” However, brief instruction and an exercise or two should make this clear for all students. Traditional grammars refer to these sentences as “Imperatives” or the “Imperative Mood.” Some grammars simply use the term “Commands.” Obviously, you can, if you wish, teach students these names, but remember that the primary problem in the teaching of grammar is an overabundance of terminology.

Suggested Directions for Analytical Exercises

1. 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.”

2. Write in the understood “you” in each sentence.

3. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” “DO”).

Probable Time Required

An exercise done in class is probably all that most students will need to master this idea.

Ex. 1 - From Heidi by Johanna Spyri

1. *You* Talk {to me} (IO) {about your grandfather}. |

2. Deta [DirA], *you* please wait one moment [NuA]! |

3. *You* Go in, Heidi [DirA], | and *you* [#1] fetch your bowl (DO) and the bread (DO). |

4. *You* Look up, Peter [DirA], | and *you* see the eagle (DO) there! |

5. *You* Sit down {beside me} | and *you* tell me (IO) all (DO) {about yourself}. |

6. *You* Sit down | and *you* eat a big breakfast (DO) now. |

7. *You* Please give my love (DO) {to Peter and the goats} (IO), Heidi [DirA]! |

8. *You* Keep your word (DO)! |

9. *You* Get away | and *you* bring my goats (DO). |

10. Oh [Inj], it is lovely (PA) here. | *You* Please come up, grandfather [DirA], | and *you* see it (DO) {for yourself}. |

Note

1. Compound verbs that share an understood “you” can be explained as separate clauses (as they are here), or the second “you” may be left out—as the understood subjects are in most situations with compound verbs.

Ex. 2 - If My Dog Could Teach Me

Imperative mood implies the existence of the subject “you” and, sometimes we can say that there is also an implied “should,” but not always. Sometimes it is simply a straight command. In this case, however, I have included “should” in most cases because these are suggestions for conduct, not commands. Obviously, you can eliminate the “should,” should you choose to do so.

[Adv. to "is" If my dog could teach me (IO),] this is [PN of "this is" what [#1] she would say]: |

[Adv. to "Run" When loved ones come home [NuA],] *you should* always run to greet them [#2]. |

*You should* Never pass up the opportunity (DO) to go [#3] {for a joyride}. |

*You should* Allow the experience (DO) {of fresh air} and the wind (DO) {in your face} to be pure ecstasy [#4]. |

[Adv. to "practice" When it's {in your best interest},] *you should* practice obedience (DO). |

*You should * Let others know [#5] [Adv. to "Let" [#6] when they've invaded your territory (DO).] |

*You should * Take naps (DO). |

*You should * Stretch {before rising [#7]}. |

*You should * Run, romp, and play daily. |

*You should * Avoid biting (DO) [#8] [Adv. to "Avoid" when a simple growl will do.] |

{On warm days}, *you should* stop to lie [#9] {on your back} {on the grass}. |

{On hot days}, *you should * drink lots (DO) {of water} and lie {under a shady tree}. |

[Adv. to "dance" and "wag" When you're happy (PA),] *you should * dance around and wag your entire body (DO). |

No matter [ [#10] how often you're scolded (P),] *you* don't buy into the guilt thing (DO) and pout ... | *you should* run right back and make friends (DO). |

*You should* Delight {in the simple joy} {of a long walk}. |

*You should* Eat {with gusto and enthusiasm}. | *You should* Stop [Adv. to "Stop" when you have had enough (DO).] |

*You should* Be loyal (PA). | *You should * Never pretend to be something [#11] [Adj. to "something" you're not.] |

[Adv. to "dig" If [Subj. of "lies" what [#12] you want] lies buried (PA) [#13],] *you should* dig [Adv. to "dig" until you find it (DO).] |

[Adv. to "be," "sit," and "nuzzle" When someone is having a bad day (DO),] *you should* be silent (PA), sit close by and nuzzle them (DO) gently. |