ACARA v9 Year 11 (17-year-old) Close-reading & T‑Model Sentence-Parsing Workshop — Augustine (The City of God) — Legalese / Mock Court / Ally McBeal Cadence

A scaffolded, playful ACARA v9 English worksheet and mock-court speaking workshop (17-year-old) using Michael Clay Thompson T-model sentence parsing on an Augustine sentence. Includes boxed blanks for student parsing, exemplar filled parse, sentence-structure labels, phrase ID, scaffolded performance directions in an 'Ally McBeal' cadence, and detailed marking comments for exemplar, proficient, meeting and beginning levels.

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Workshop: Close Reading, T-Model Parsing & Mock-Court Performance

Student age: 17 — ACARA v9 Year 11. Text: Saint Augustine, The City of God (translated by Marcus Dods).

Target sentence (copy this exactly):

As I see that I have still to discuss the fit destinies of the two cities, the earthly and the heavenly, I must first explain, so far as the limits of this work allow me, the reasonings by which men have attempted to make for themselves a happiness in this unhappy life, in order that it may be evident, not only from divine authority, but also from such reasons as can be adduced to unbelievers, how the empty dreams of the philosophers differ from the hope which God gives to us, and from the substantial fulfillment of it which He will give us as our blessedness.

Learning goals (step-by-step)

  1. Identify each word and label its part of speech (Michael Clay Thompson method).
  2. Label sentence parts (subject, predicate, direct object, complements, modifiers) and phrase types (NP, VP, PP, relative clauses, content clauses, infinitive phrases).
  3. Decide sentence structure and sentence type (declarative, complex, etc.).
  4. Perform the sentence as a short memorized mock-court speech in a playful Ally McBeal cadence — clear phrasing, rhetorical emphasis, legalese clarity.

Scaffolded T-Model worksheet (student copy to fill)

Instruction: For each word, write its Part of Speech (POS) in the left blank. On the right, label the phrase/grammatical function (e.g. Subject NP; Object of prep.; Relative clause modifying 'reasonings'; Adverbial clause, etc.).

Left column — Words / POS (fill the blank)

  1. As [_____]
  2. I [_____]
  3. see [_____]
  4. that [_____]
  5. I [_____]
  6. have [_____]
  7. still [_____]
  8. to discuss [_____]
  9. the [_____]
  10. fit [_____]
  11. destinies [_____]
  12. of [_____]
  13. the [_____]
  14. two [_____]
  15. cities [_____]
  16. the [_____]
  17. earthly [_____]
  18. and [_____]
  19. the [_____]
  20. heavenly [_____]
  21. I [_____]
  22. must [_____]
  23. first [_____]
  24. explain [_____]
  25. so [_____]
  26. far [_____]
  27. as [_____]
  28. the [_____]
  29. limits [_____]
  30. of [_____]
  31. this [_____]
  32. work [_____]
  33. allow [_____]
  34. me [_____]
  35. the [_____]
  36. reasonings [_____]
  37. by [_____]
  38. which [_____]
  39. men [_____]
  40. have [_____]
  41. attempted [_____]
  42. to make [_____]
  43. for [_____]
  44. themselves [_____]
  45. a [_____]
  46. happiness [_____]
  47. in [_____]
  48. this [_____]
  49. unhappy [_____]
  50. life [_____]
  51. in [_____]
  52. order [_____]
  53. that [_____]
  54. it [_____]
  55. may [_____]
  56. be [_____]
  57. evident [_____]
  58. not [_____]
  59. only [_____]
  60. from [_____]
  61. divine [_____]
  62. authority [_____]
  63. but [_____]
  64. also [_____]
  65. from [_____]
  66. such [_____]
  67. reasons [_____]
  68. as [_____]
  69. can [_____]
  70. be [_____]
  71. adduced [_____]
  72. to [_____]
  73. unbelievers [_____]
  74. how [_____]
  75. the [_____]
  76. empty [_____]
  77. dreams [_____]
  78. of [_____]
  79. the [_____]
  80. philosophers [_____]
  81. differ [_____]
  82. from [_____]
  83. the [_____]
  84. hope [_____]
  85. which [_____]
  86. God [_____]
  87. gives [_____]
  88. to [_____]
  89. us [_____]
  90. and [_____]
  91. from [_____]
  92. the [_____]
  93. substantial [_____]
  94. fulfillment [_____]
  95. of [_____]
  96. it [_____]
  97. which [_____]
  98. He [_____]
  99. will [_____]
  100. give [_____]
  101. us [_____]
  102. as [_____]
  103. our [_____]
  104. blessedness [_____]

Right column — Phrase / Sentence Function (fill the blank)

Label each chunk (e.g. 'Adverbial clause: concessive; Content clause: object of "see"'; 'Main clause: Independent clause; Subject NP: I'; 'Purpose clause: "in order that..."').

  1. [_____] (e.g. Intro. subordinator: adverbial clause)
  2. [_____] (Subject NP)
  3. [_____] (Main verb of subclause)
  4. [_____] (Start of content clause)
  5. [_____] (Subject NP of content clause)
  6. [_____] (Auxiliary)
  7. [_____] (Adverb modifying "have to")
  8. [_____] (Infinitive verb phrase complement)
  9. - 15. [_____] (NP: "the fit destinies of the two cities")
  10. - 16-19 [_____] (Appositive/adjectival phrase: "the earthly and the heavenly")
  11. [_____] (Main clause Subject NP)
  12. [_____] (Modal verb: predicate auxiliary)
  13. [_____] (Adverbial modifier of "explain")
  14. [_____] (Main verb - head of main VP)
  15. [_____] (Parenthetical adverbial clause - limitation clause)
  16. [_____] (Direct object NP: "the reasonings by which men...")
  17. - 36-43 [_____] (PP/relative clause modifying "reasonings")
  18. - 44-52 [_____] (Infinitive phrase object of "attempted" & goal phrase "to make...a happiness")
  19. [_____] (Adverbial PP: "in this unhappy life" modifies "make")
  20. [_____] (Purpose clause: "in order that...it may be evident")
  21. - 64-81 [_____] (Coordinated adverbial prepositional sources: "not only...but also..." specifying basis of evidentness)
  22. [_____] (Subordinate clause introducing "how...differ" — content clause functioning as complement of "evident")
  23. - 82-100 [_____] (Clause reporting the contrast: "how the empty dreams...differ from...and from...which He will give us as our blessedness")

Exemplar (fully filled T-model with POS and phrase labels)

Notes: This exemplar follows MCT: label every word's part of speech, then group words into phrases and clauses, and finally mark sentence type and function. Read slowly and match the numbering above.

Word-by-word POS (exemplar)

As (subordinating conjunction) I (pronoun, subject) see (verb, present) that (subordinating conjunction, introduces content clause) I (pronoun) have (auxiliary) still (adverb) to discuss (infinitive verb) the (def. article) fit (adjective) destinies (noun, plural) of (preposition) the (article) two (numeral/determiner) cities (noun) , the (article) earthly (adjective) and (coordinating conjunction) the (article) heavenly (adjective) , I (pronoun, subject of main clause) must (modal auxiliary) first (adverb) explain (main verb) , so (adverb) far (adverb) as (subordinating conjunction) the (article) limits (noun) of (preposition) this (demonstrative) work (noun) allow (verb) me (object pronoun) , the (article) reasonings (noun) by (preposition) which (relative pronoun) men (noun) have (auxiliary) attempted (past participle main verb) to make (infinitive) for (preposition) themselves (reflexive pronoun) a (indef. article) happiness (noun) in (preposition) this (demonstrative) unhappy (adjective) life (noun) , in (preposition) order (noun) that (subordinating conjunction) it (pronoun) may (modal) be (copular verb) evident (adjective, predicative) , not (adverb) only (adverb) from (preposition) divine (adjective) authority (noun) , but (coordinating conjunction) also (adverb) from (preposition) such (determiner) reasons (noun) as (relative conjunction) can (modal) be (auxiliary) adduced (past participle) to (preposition) unbelievers (noun) , how (wh- conjunction) the (article) empty (adjective) dreams (noun) of (preposition) the (article) philosophers (noun) differ (verb) from (preposition) the (article) hope (noun) which (relative pronoun) God (proper noun) gives (verb) to (preposition) us (pronoun) , and (coordinating conjunction) from (preposition) the (article) substantial (adjective) fulfillment (noun) of (preposition) it (pronoun) which (relative pronoun) He (pronoun) will (modal) give (verb) us (indirect object pronoun) as (preposition) our (possessive determiner) blessedness (noun).

Phrase & Clause analysis (exemplar)

  • Adverbial clause (introductory, concessive/context-setting): "As I see that I have still to discuss the fit destinies of the two cities, the earthly and the heavenly," — structure: As [I see [that I have still to discuss ...]] — the "that" clause is a content clause (object of see); within it, "I have still to discuss..." where "to discuss" is the infinitival complement.
  • Main clause (independent): "I must first explain" — Subject NP: I; Main VP: must first explain.
  • Parenthetical/adverbial limitation: "so far as the limits of this work allow me" — a subordinating concessive/limiting clause modifying the main verb 'explain'.
  • Direct object NP: "the reasonings by which men have attempted to make for themselves a happiness in this unhappy life" — head noun: reasonings; postmodifier: PP/relative clause "by which men have attempted..." The relative clause contains an object-infinitive "to make for themselves a happiness" (infinitive phrase functioning as complement of attempted).
  • Purpose clause: "in order that it may be evident..." — a subordinating clause stating why he must explain; 'it' here is anticipatory; the real content of 'evident' is the following content clause introduced by 'how'.
  • Within the 'it may be evident' construction, there's a coordinated adverbial/source phrase: "not only from divine authority, but also from such reasons as can be adduced to unbelievers" — parallel PPs; the second PP contains a relative clause "as can be adduced to unbelievers."
  • Content clause giving the truth to be demonstrated (object/complement of 'evident'): "how the empty dreams of the philosophers differ from the hope which God gives to us, and from the substantial fulfillment of it which He will give us as our blessedness." — a wh-clause (how) describing a comparison/contrast. Within it:
    • NP: "the empty dreams of the philosophers" (head: dreams; PP modifier: of the philosophers)
    • Verb: "differ" with two complements introduced by 'from': (a) "the hope which God gives to us" (contains relative clause modifying 'hope'); (b) "the substantial fulfillment of it which He will give us as our blessedness" (contains relative clause modifying 'fulfillment' and a prepositional phrase 'as our blessedness' marking role or identity).
  • Sentence type: complex (one main independent clause with many dependent clauses: adverbial 'As...' clause; content clauses; relative clauses; purpose clause). Function: declarative, argumentative/expository.

Sentence labels summary

Overall sentence structure: Complex, multi-subordinate, declarative. Main independent clause: "I must first explain." Major subordinate elements:

  • Introductory adverbial/concessive clause: "As I see that I have still to discuss..."
  • Limiting clause (parenthetical): "so far as the limits of this work allow me"
  • Direct object NP with relative clause: "the reasonings by which men have attempted to make for themselves a happiness in this unhappy life"
  • Purpose clause containing evidential structure: "in order that it may be evident...how...differ..."

Performance: Mock-court speech in Ally McBeal cadence

Overview: Treat Augustine as counsel presenting a case to a jury — the jury are the readers/unbelievers. Use legalese phrasing for clarity; adopt Ally McBeal cadence: playful, syncopated pauses, rhetorical asides, clipped legal rhythms and sudden intimate whispers for comic emphasis. Memorise in chunks; use gestures for rhetorical points (open hand for offering evidence; finger tap for contrast; step forward for the conclusion 'our blessedness').

Chunking & rehearsal script (3–5 line chunks)

  1. Chunk 1 (introductory aside, quiet, reflective): "As I see that I have still to discuss the fit destinies of the two cities — the earthly and the heavenly," (pause; small smile; hands open)
  2. Chunk 2 (clear, official tone): "I must first explain — so far as the limits of this work allow me — the reasonings by which men have attempted to make for themselves a happiness in this unhappy life," (slow cadence, slight legal hand-gesture)
  3. Chunk 3 (rising, theatrical): "in order that it may be evident — not only from divine authority, but also from such reasons as can be adduced to unbelievers —" (snap fingers on 'not only', lean toward audience on 'but also')
  4. Chunk 4 (crescendo, courtroom reveal): "how the empty dreams of the philosophers differ from the hope which God gives to us — and from the substantial fulfillment of it which He will give us as our blessedness." (broad gesture; final phrase held and released)

Ally McBeal cadence notes (practical)

  • Tempo: Keep measured, slightly staccato on legal phrases ("I must — first — explain").
  • Pauses: Use long, deliberate pauses after commas that separate clauses — treat them like mini dramatic beats.
  • Intonation: Rise slightly on rhetorical leads ("in order that it may be evident —") and fall on facts ("the earthly and the heavenly").
  • Facial/gesture: Interrupted eye-contact for the aside "As I see..."; then steady, direct gaze when giving the 'evidence' part; use a small, playful aside smile for the 'philosophers' reference if you want ally-style charm.
  • Emphasis: Emphasise contrast words: "not only...but also..." and the contrasting nouns: "empty dreams" vs "hope" vs "substantial fulfillment...blessedness."

Rubric & detailed feedback comments (Exemplar, Proficient, Meeting, Beginning)

Exemplar (A+) — Parsing & Performance

Parsing: All words correctly labeled with parts of speech. Clauses and phrases correctly identified (introductory concessive clause; content "that" clause; infinitive complements; relative clauses; purpose clause). Sentence type labelled as Complex. Comments: precise terminology (e.g. 'anticipatory it', 'infinitival complement', 'appositive adjective phrase'), and phrase boundaries neatly shown.

Performance: Speech memorised in chunks; cadence shows intentional pauses; legalese clarity combined with playful Ally McBeal rhythm; gestures and emphasis enhance meaning; rhetorical contrast clearly audible. Score: exemplary diction, deep understanding conveyed by performance inflection.

Proficient (B) — Parsing & Performance

Parsing: Most words labeled correctly (one or two minor POS slips such as mislabeling 'still' as adjective rather than adverb). Major clauses and phrase types identified; small uncertainty in labeling nested relative/infinitival clauses. Comments: show where "to discuss" functions as infinitive complement vs. future modal meaning.

Performance: Chunks memorised; pauses present but sometimes either too long or too short; good emphasis on contrast but needs slightly clearer projection on final clause. Score: solid delivery and mostly accurate parsing; improve precision on subordinate clause types.

Meeting (C) — Parsing & Performance

Parsing: Key structures identified (main clause, relative clause, purpose clause) but with several POS errors (e.g., mislabeling 'which' as conjunction rather than relative pronoun; missing 'anticipatory it' explanation). Clause boundaries partially marked. Comments: re-check pronoun categories and difference between subordinating conjunction and relative pronoun.

Performance: Reads the sentence with hesitations, uneven rhythm; contrast words sometimes run together. Memorisation incomplete; meaning is present but strained. Score: acceptable understanding; needs work on pacing and parsing accuracy.

Beginning (D–E) — Parsing & Performance

Parsing: Many basic POS errors; difficulty distinguishing clauses and phrases. Common mistakes: treating every subordinate word as 'conjunction', missing infinitive vs. gerund forms, not identifying relative clauses. Suggestion: break the sentence into shorter clauses and parse each one before combining them.

Performance: Reading is word-by-word with little sense of clause rhythm; no clear emphasis on contrasts. Suggestion: rehearse with chunk cards; mark breath points and underline keywords to emphasize.

Teacher tips & next steps

  1. Start by having students rewrite the sentence in their own words (paraphrase exercise) — this helps identify clause function.
  2. Work through the T-model in small groups: one student labels POS, another identifies phrases, a third marks functions (subject/object/purpose).
  3. For performance, rehearse in pairs: one plays 'Augustine' (speaker), the other plays 'unbeliever/juror' (listener) who must write down the single claim they took away. Use this to check clarity.
  4. Encourage students to use the rubric to self-assess parsing accuracy and performance quality.

Concise teacher answer key (exemplar quick-check)

Sentence type: Complex (one main independent clause: "I must first explain"; multiple dependent clauses: introductory adverbial "As I see that...", parenthetical limiting clause "so far as...allow me", object NP with relative clause, purpose clause "in order that...how...differ").

Core parse: Subject = I; Predicate = must first explain; Direct Object = the reasonings (head noun); Major subordinate clauses modify either the verb (adverbial/limiting) or the noun (relative clauses) or function as content clauses (introducing the comparison to be shown).

If you want, I can now (1) produce a printable PDF version of the worksheet, (2) export a simplified one-page cheat sheet for the POS tags used here, or (3) create a short audio model (Ally McBeal cadence) for students to imitate. Which would you like next?

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