Age 11: Playful Mock-Court Close Reading & Sentence-Parsing Workshop — Augustine's City of God Book 19 (First Lines) for Memorized Court Speech

Workshop Overview (Age 11)

This is a playful, scaffolded close-reading and mock-court workshop. We'll use the opening idea of Book 19 of Augustine's City of God (Latin public-domain line shown), a clear kid-friendly paraphrase you can memorize for a short mock-court speech, and a T-model sentence-parsing activity based on Michael Clay Thompson's parts-of-speech and sentence-structure principles. The oral performance is in a light-hearted Ally McBeal cadence (quirky legal aside, musical rises/falls, theatrical pause).

Primary text (public-domain Latin) and classroom paraphrase

Latin (public domain) — opening idea, Book 19: Restat de illis quae ad ordinem ac regimen civitatis Dei pertinent.

Child-friendly paraphrase (use this for memorization & parsing):

Now I will speak about the order and government of the City of God.

Note: the paraphrase keeps the meaning and is sized for memorizing, speaking, and sentence analysis by students.

How to use this worksheet (step-by-step)

1. Read the paraphrase aloud slowly once. Feel the rhythm: "Now / I will speak / about the order / and government / of the City of God."
2. Fill the T-model word-by-word with parts of speech (left side) and label sentence parts/phrases (right side).
3. Practice the mock-court speech: borrow an Ally McBeal cadence — playful, slightly sing-song, with quick legal aside.
4. Use the rubrics below to self-assess or to get teacher feedback (parsing and oral performance).

T-model: sentence parsing worksheet (student copy — blanks to fill)

Instructions: Underline each word, then in the box beside it write its part of speech (POS). On the right, label sentence parts and phrases.

Completed exemplar parsing (teacher model) — detailed

Sentence: Now I will speak about the order and government of the City of God.

Word-by-word parts of speech (Exemplar answer):

• Now — adverb (marks time, modifies the verb phrase)
• I — pronoun (personal pronoun, subject)
• will — auxiliary/modal verb (marks future tense/will+main verb)
• speak — main verb (intransitive here, part of verb phrase 'will speak')
• about — preposition (introduces the prepositional phrase that functions as complement)
• the — definite article / determiner (modifies 'order')
• order — noun (head of noun phrase)
• and — coordinating conjunction (joins 'order' and 'government')
• government — noun (coordinated noun with 'order')
• of — preposition (introduces prepositional phrase modifying 'order and government')
• the — definite article (modifies 'City')
• City — noun (part of the proper name phrase 'City of God')
• of — preposition (links City to God)
• God — proper noun (object of the last preposition; completes the proper name)

Sentence parts & phrase labels (Exemplar answer):

• Subject: I
• Predicate: will speak about the order and government of the City of God
• Object/Complement: prepositional phrase 'about the order and government of the City of God' (this whole PP acts as complement to the verb phrase)
• Phrases identified:
  • PP (verb complement): about the order and government of the City of God
  • NP (inside PP): the order and government of the City of God — a coordinated noun phrase with head nouns 'order' and 'government'
  • PP (inside NP): of the City of God — modifies 'order and government'
  • NP (inside that PP): the City of God (proper-name NP)
• Sentence structure: simple (one independent clause: subject + predicate)
• Sentence type: declarative

Comments (exemplar): This model shows careful labeling of every word, clear identification of nested prepositional phrases, and precise names for each phrase (NP = noun phrase, PP = prepositional phrase). The teacher should point out coordination ('order and government') and how 'of the City of God' attaches to those nouns.

Proficient / Meeting / Beginning models

Use these to show students the expectations at different levels.

Proficient (good student model)

Parts of speech: Now (adv), I (pronoun), will (aux), speak (verb), about (prep), the (det), order (noun), and (conj), government (noun), of (prep), the (det), City (noun), of (prep), God (proper noun).

Phrase labels: Subject = I. Predicate = will speak about ... . Phrase: PP 'about the order and government of the City of God' — NP inside with coordinated nouns. Structure = simple; Type = declarative.

Comments (proficient): Student correctly names most parts of speech and the main phrase structure; may use abbreviations and fewer explanatory words than the exemplar but shows correct structure.

Meeting (basic passing model)

Parts of speech (basic): Now (adverb), I (subject pronoun), will speak (verb phrase), about (preposition), the order and government (noun phrase), of the City of God (prepositional phrase).

Comments (meeting): Student recognizes main chunks (subject, verb, object chunk) but might not label every little word (like auxiliary vs. main verb) or describe coordination precisely. Structure and type correctly identified.

Beginning (needs support)

Parts of speech (minimal): Now (word that tells when), I (who), will speak (what I will do), about the order and government of the City of God (what I will speak about).

Comments (beginning): Student understands flow but cannot yet name parts of speech clearly; teacher scaffolding can show the terms and use color-coding or matching cards to support learning.

Mock-court oral performance — Ally McBeal cadence (script + stage directions)

Goal: 20–30 second memorized mock opening line with playful legal rhythm. Keep it short, expressive, and clearly memorized.

Performance script (Ally McBeal-style, exemplar):

"Now—(small dramatic pause, a quick head tilt) I will speak (light, lilting rise on 'speak') about the order—and GOVERNment—(small emphasis, playful drop on GOVERN-, quick aside finger snap) of the City of God."

Stage directions & cadence tips:

• Begin with a tiny dramatic pause after "Now" — it draws attention.
• Make "I will speak" smooth and confident; let the voice lift slightly on "speak".
• Emphasize "order" then punch "GOV-ernment" for comedic-legal flair (Ally McBeal loves quirky emphasis).
• Finish with a respectful, slightly softer phrase for "of the City of God" — this is the idea you want the judge (audience) to remember.
• Optional tiny legal aside, quiet and speedy: "(and that is my case)" — adds fun character.

Rubric for oral performance (Exemplar → Beginning)

Exemplar (A): Memorized exactly, lively expression, clear rhythm and pauses, excellent projection and eye contact, playful Ally McBeal asides used naturally, timing enhances meaning.

Proficient (B): Memorized or nearly memorized, clear expression, pauses used, good projection, a couple of practiced touches of cadence, minimal reading notes used.

Meeting (C): Partially memorized, reads some words but lifts voice for phrases, attempts cadence but inconsistent, basic projection, some attention to audience.

Beginning (D–E): Mostly reads, monotone or rushed, no clear pauses, little or no eye contact, needs more practice on memory and rhythm.

Comments and teaching notes (extensive)

1. Michael Clay Thompson emphasis: insist that students label each word, not just the chunks. This builds deep grammar knowledge.

2. Use color-coding cards: blue = nouns, yellow = verbs, green = prepositions, pink = pronouns, purple = conjunctions, gray = determiners. Physical movement helps memory.

3. For younger learners, teach 'subject' and 'verb' first, then expand to objects, prepositional phrases, and coordination.

4. For the performance, record a sample video so students can mimic rhythm and pauses. Encourage playful gestures and a single, short legal aside (e.g., whisper 'case closed' or snap a finger) for Ally McBeal charm.

5. Memorization strategies: chunk the sentence into 3 parts (Now / I will speak / about the order and government of the City of God), create an image for each chunk, rehearse aloud 4–6 times, then try without looking. Add gestures for each chunk.

Quick checklist for teachers when assessing student work

• Parsing: Are parts of speech labeled correctly for key words (pronoun, verb, preposition, nouns)?
• Phrases: Is the major PP and NP identified? Does the student show the coordination of nouns 'order and government'?
• Sentence type/structure: Is it labeled 'simple' and 'declarative'?
• Oral: Is the line memorized or close to memorized? Does the student use expressive pauses and at least one Ally-style aside or emphasis?

If you want, I can generate printable PDF worksheet layout with boxes and circles for handouts, or record an audio exemplar of the Ally McBeal cadence for students to practice with. Tell me which you prefer!