13
Teachers’ Guide and Analysis Keys
for
The Third “Ideal” KISS Grammar Book
Unit 11 – Additional Passages for Analysis
Additional Passages for Analysis 2
Ex. 1 - The Young Crab and his Mother [AK] 2
Ex. 2 - The Shark and the Mackerel [AK] 2
Ex. 3 - The Kitten and the Wasp [Adapted] [AK] 3
Ex. 4 – The Fisherman and the Foolish Little Fish [AK] 4
Ex. 5 – A Passage for Analysis from Pinocchio [AK] 5
Ex. 6 - Terror [AK] 6
Reading, Writing, Vocabulary & Style 8
Ex 7 - Suffixes -ness Names the Quality of [AK] 8
Ex. 8 – Fill-in-the Blanks from “Briar Rose” [AK] 8
Ex. 9 - Sentence Combining and De-combining from “Briar Rose” [AK] 9
Ex. 10 – Writing Model: Abstract and Concrete, from Pinocchio [Notes] 11
Ex. 11 – Punctuation: The Opening of “Briar Rose” [AK] 11
Ex. 12 - Writing Topics (“Briar Rose”) 12
For more information about the KISS Grammar “Ideal” books, go to:
http://kissgrammar.org/Ideal_Sequence/index.html
© Ed Vavra 12/16/2016
Additional Passages for Analysis
Ex. 1 - The Young Crab and his Mother [AK]
[DO “Why {in the world} do you walk sideways {like that}?”] said a Mother Crab {to her son} (IO). | “You should always walk straight forward {with your toes} turned [V (Give), Adj. to “toes”] [#1] out.” |
[DO “*You* Show me (IO) how (DO) to walk [V (Inf), Adj. to “how”], mother [DirA] dear,”] answered the little Crab obediently. | “I want to learn [V (Inf.), DO]” |
So the old Crab tried and tried to walk [V (Inf.), DO] straight forward. | But she could walk sideways only, {like her son}. | And she wanted to turn [V (Inf.), DO] her toes (DO) out, | but she tripped and fell {on her nose}. |
*You* Be able (PA) to set [V (Inf.), Adv. to “able”] a good example (DO). | *You* Only then tell others (IO) how (DO) to act [V (Inf), Adj. to “how”]. |
Note
1. When they get to Noun Absolutes, students will have the option of explaining “toes turned” as the core of a noun absolute phrase that functions as the object of the preposition.
Ex. 2 - The Shark and the Mackerel [AK]
In adapting this passage, I changed a beautiful noun absolute that functions as an adverb. It is too advanced for third graders to deal with. I note it because such noun absolutes will occasionally appear in their reading. It is in bold in the following sentence.
Away darted the Mackerel, racing like lightning for safety toward the shallow water near the shore, their graceful bodies flashing blue and silver in the moonlight.
A hungry Shark, prowling [V (Give), Adj to “Shark”] one night [NuA] {in the tossing waters} {of a bay}, came {across a shoal} {of shining Mackerel}. | It chased them (DO), beating [V (Give), Adj to “It”] the waves (DO) {with his strong tail}. | Away darted the Mackerel, racing [V (Give), Adj to “Mackerel”] {like lightning} {for safety} {toward the shallow water} {near the shore}. | Their graceful bodies flashed [#1] blue (PA) and silver (PA) {in the moonlight}. | But thinking [V (Give), Adj to “they”] only {of the dangerous enemy} {behind them}, they gave no heed (DO) {to the long nets} set [V (Give), Adj to “nets”] {in the bay} {for their capture} {by the fishermen}. | Running [V (Give), Adj to “they”] violently {into them}, they were imprisoned (P) {past hope} {of escape}. | The Shark, following [V (Give), Adj to “Shark”] fast, {with no thought} {but of the glittering prey} [#2] {before him}, also became entangled (P) {in the meshes} {of the nets}, and was caught (P) {with the Mackerel} {by the fishermen}. |
*You* Look ahead. |
Notes
1. “Flashed” is written over “were” in a Palimpsest Pattern.
2. We could consider “of the glittering prey” as a prepositional phrase that functions as the object of the preposition “but,” but do we need that detail? I’ve explained the phrase as adverbial because I see it as modifying the “no” before “thought,” but some people may see it as adjectival to “thought.” Grammarians love to discuss cases like this, but I’d suggest that it is not an important question for students.
Ex. 3 - The Kitten and the Wasp [Adapted] [AK]
Remember that many gerundives (Give) can also be explained as Gerunds that function as Nouns Used as adverbs. KISS prefers the gerundive as the explanation in order to avoid misplaced, also called “dangling” modifiers.
A frolicsome Kitten, tired [V (Give), Adj to “Kitten”] {of chasing [V, Ger, OP] her own tail (DO)}, looked around one morning [NuA] {for a fresh occupation} to amuse [V (inf), Adj to “occupation”] [#1] herself (DO). | She spied a Wasp (DO) crawling [V (Give), Adj to “Wasp”] [#2] {on the window-pane}. | Rearing [V (Give), Adj to the following “she”] herself (DO) {against the glass}, she tried to catch [V (Inf) DO] him (DO) {with her forepaws}. | [DO “*You* Leave me [S] *to be* [V Inf, DO] alone (PA)!”] cried the Wasp, buzzing [V (Give), Adj. to “Wasp”] angrily {up and down the pane}. | “*You* Dare to touch [V Inf, DO] me (DO), | and I will prick you (DO) badly {with the sting} {in my tail}.” |
“Pooh!” (DO) replied the Kitten, enjoying [V (Give), Adj. to “Kitten”] her play (DO). | “Do you think [DO I am afraid (PA) {of your little sting}?]” | And continuing [V (Give), Adj. to “she”] her game (DO), she {at length} succeeded {in catching [V, Ger, OP] him (DO)} {beneath her paw}. | Then the Wasp put out his sharp sting (DO) and pricked her (DO) badly. | And {for several days} afterwards the Kitten played no more [NuA], but sat {upon the hearthrug}, nursing [V (Give), Adj. to “Kitten”] a swollen paw (DO). |
Ill-chosen pleasures end {with a sting}. |
Notes
1. “To amuse” can also be explained as a verbal (infinitive) that functions as an adverb (of purpose) to “looked around.”
2. When they get to Noun Absolutes that Function as Nouns, students will have the option of explaining “Wasp crawling” as a Noun Absolute.
Ex. 4 – The Fisherman and the Foolish Little Fish [AK]
A Fisherman one day [NuA] dropped his line (DO) {into a stream}. | The Fish saw the worm (DO) {at the end} {of the line}. | And looking [V (Give), Adj. to “he”] up {through the clear water}, he saw the Fisherman (DO) {at the other end}. |
[DO “*You* Take care (DO)!] [#1] [DO *You* Beware!”] cried one wise Fish. | “*You* Do not go {near that worm}. | It hides a hook (DO).” | So the rest swam {to a safe distance} {from the bait}. |
But one little fish had not learned to be [V (Inf) DO] wise (PA), | and he laughed {at their fears}. | [DO “You need not be afraid (PA),”] said he; | “*You* Don’t swallow the worm, (DO) | and the hook can do you (IO) no harm (DO).” | And to show [V (inf), Adv (purpose) to “swam’] his bravery (DO) he swam close [#2] {to the bait}. | The Fisherman, seeing [V (Give), Adj. to “Fisherman”] him (DO) {through the clear water}, snatched {at his line}. | The hook stuck {in the side} {of the little Fish}, | and he was jerked (P) {on to the bank}. |
*You* Do NOT Play {with Danger}. |
1. Alternatively, “Take care!” can be explained as a separate main clause.
2.”Close” can be explained either as an adverb to “swam” or as a predicate adjective in a Palimpsest Pattern.
Ex. 5 – A Passage for Analysis from Pinocchio [AK]
[DO “I remember it (DO) all [#1],”] shouted Pinocchio. | “*You* Tell me (IO) quickly, my beautiful little Snail [DirA], [DO where have you left my good Fairy (DO)?] | What (DO) is she doing? | has [#2] she forgiven me (DO)? | does she still remember me (DO)? | does she still wish me well [#3]? | is she far {from here}? | can I go and see her (DO)?” |
{To all these rapid, breathless questions} the Snail replied {in her usual phlegmatic manner}:
[DO “My dear Pinocchio [DirA], the poor Fairy is lying {in bed} {at the hospital}! . . .”] |
“{At the hospital}? . . .” | [#4]
“It is only too true (PA). | Overtaken [#5] {by a thousand misfortunes} she has fallen seriously ill (PA) [#6], | and she has not even enough (DO) to buy [#7] herself (IO) a mouthful (DO) {of bread}.” |
Notes
1. This “all” can be explained as an adjective to “it” or as an adverb (meaning “completely”) to “remembered.”
2. My guess is that this sequence of sentences begin with small letters because they are variants, in essence almost appositives, to “What is she doing?”
3. This “me well” may confuse students. It’s an idiomatic expression that can be explained in at least two ways. “Me” can be explained as a direct object and “well” as an adverb to “wish,” or “me well” can be explained as an ellipsed infinitive construction—“me *to be* well.” In this view, “me” is the subject and “well” is a predicate adjective to the ellipsed infinitive and the infinitive phrase functions as the direct object of “wish.” (See “6. Ellipsed Infinitives.”
4. This is, of course, a sentence fragment.
5. “Overtaken” is a verbal (gerundive) that modifies “she.”
6. “Ill” is a predicate adjective in a Palimpsest Pattern in which “has fallen” [which means “has become” is written over by “has fallen.”
7. The infinitive phrase based on “to buy” functions as an adjective to “enough.”
Ex. 6 - Terror [AK]
Going [V (Give “to man”] home [NuA] alone late one night [NuA] a man hears a . . . BUMP (DO) . . . BUMP (DO) . . . BUMP (DO) . . . {behind him}. |
Walking [V (Give “to he”)] faster he looks back, and makes out the image (DO) {of an upright coffin} banging [V (Give “to coffin”)] its way [NuA] {down the middle} {of the street} {towards him}. |
BUMP [NuA] . . . BUMP [NuA]. . . BUMP [NuA]. . . | [This is a fragment.]
Terrified [V (Give “to man”], the man begins to run [V (Inf) DO] {towards his home}, | but the coffin bounces quickly {behind him} . . .
faster . . . faster . . . .
BUMP [NuA] . . . BUMP [NuA] . . . BUMP [NuA] . . . .|
He runs up {to his door}, fumbles {with his keys}, opens the door (DO), rushes in, slams and locks the door (DO) {behind him}. |
However, the coffin crashes {through his door}. | The lid {of the coffin} is clapping . . .
clappity-BUMP [NuA] . . . clappity-BUMP [NuA] . . . clappity-BUMP [NuA] . . .
{on the heels} {of the terrified man}. |
Rushing [V (Give “to man”] upstairs {to the bathroom}, the man locks himself (DO) in. | His heart is pounding; | his head is reeling; | his breath is coming {in sobbing gasps}. |
{With a loud CRASH} the coffin starts breaking [V (Ger) DO] down the door (DO), bumping [V (Give “to coffin”)] and clapping [V (Give “to coffin”)] {towards him}. | The man screams and reaches {for something} heavy [N# 1], | . . . his hand comes {to rest} {on a large bottle} {of Robitussin}. |
Desperately, he throws the Robitussin (DO) as hard [Adv. to the previous “as” as he can] {at the apparition} . . . |
and
. . . the coffin stops! |
Note
1. “Heavy” is a Post-Positioned Adjective to “something.” It is a reduction of “something *that is* heavy.”
Reading, Writing, Vocabulary & Style
Ex 7 - Suffixes -ness Names the Quality of [AK]
Root / New Word / Root / New Word1 / blind / blindness / happy / happiness
2 / sad / sadness / lonely / loneliness
3 / fair / fairness / cleanly / cleanliness
4 / weak / weakness / lazy / laziness
5 / bold / boldness / pretty / prettiness
6 / quick / quickness / rest / restlessness
7 / sick / sickness / care / carelessness
8 / clever / cleverness / cheer / cheerfulness
9 / rude / rudeness / forget / forgetfulness
10 / shy / shyness / thank / thankfulness
Ex. 8 – Fill-in-the Blanks from “Briar Rose” [AK]
The original text is:
1. A very unhappy King and Queen had fine clothes and beautiful pictures and heaps of gold.
2. The Wise Women were said to love little children; and they sometimes gave them beautiful presents.
3. Not another word did she say. She turned, and went out of the room. She was very rude.
4. The little Princess became a beautiful maiden, wise, loving, and kind.
5 “I will save the beautiful Princess,” the Prince said. “I will break through the briars.”
6. “Many a brave young man has lost an eye, or an arm, or a leg in that wall of thorns.”
FYI:
1. A very unhappy King and Queen had fine clothes (DO) and beautiful pictures (DO) and heaps (DO) {of gold}. |
2. The Wise Women were said (P) to love [V Inf, Adv. to “were said” #1] little children (DO); | and they sometimes gave them (IO) beautiful presents (DO). |
3. Not another word (DO) did she say. | She turned, and went {out of the room}. | She was very rude (PA). |
4. The little Princess became a beautiful maiden (PN), wise [PPA #2], loving [PPA], and kind [PPA]. |
5. [DO “I will save the beautiful Princess (DO),”] the Prince said. | “I will break {through the briars}.” |
6. “Many a brave young man has lost an eye (DO), or an arm (DO), or a leg (DO) {in that wall} {of thorns}.” |
Notes
1. This is an unusual infinitive construction after the passive “were said.” The active voice version would be something like “People said the Wise Women love little children” so the subordinate clause turns into an infinitive after the passive.
2. “Wise,” “loving,” and “kind” are Post-Positioned Adjectives to “maiden.” In essence they are reductions of an adjectival clause—“maiden *who was* wise, loving, and kind.”
Ex. 9 - Sentence Combining and De-combining from “Briar Rose” [AK]
De-combine each of the following sentences into as many small sentences as you can.
1. She shall stick her hand (DO) {with a spindle} and shall die. | [11 w/mc]