Lesson pack (Age 14) — Close reading + Mock Court Workshop
Text (for close reading): "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." — Saint Augustine, The City of God (Marcus Dods translation)
Lesson goals (ACARA v9 aligned)
- Develop close reading skills: identify clauses, phrases and syntactic roles.
- Practice Michael Clay Thompson T-model parsing: part of speech for each word + function in the sentence.
- Create a theatrical, memorised mock-court speech (Ally McBeal cadence + legalese), focusing on pauses, emphasis and rhetorical structure.
- Assess speaking and analytical skills using a clear rubric (Exemplar / Proficient / Meeting / Beginning).
Teacher instructions — how to use this worksheet
- Read the sentence aloud. Ask students to listen for commas and shifts in meaning.
- Work through the scaffolded parsing boxes (below) in pairs. One student cues the other to name part of speech; the other fills the box.
- Compare with the exemplar parsing. Discuss choices that were difficult (e.g., "fit" as adjective modifying "destinies").
- Practice the short, memorised mock-court speech in groups (3–4). Use the Ally McBeal cadence notes to shape delivery.
Worksheet (student copy — fill the blanks)
Instruction: For each boxed word, write (1) its part of speech (POS) and (2) its sentence role (SR) — e.g., subject, main verb, object, subordinating conjunction, relative pronoun, adverbial phrase, purpose clause, etc.
Sentence (copy into your answer sheet):
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.
Student activity: Use the blank T-model boxes below (or your paper) to record the POS and SR for each word. Leave boxes blank for now if doing group warm-up.
T-model grid (blank) — each cell: Word / POS / Sentence Role
(Teacher: you can print this block. Students write POS and SR under each word. Small classes: project the exemplar after 15–20 minutes.)
Example of grid cell (blank):
Repeat one cell for each word in the sentence.
Exemplar parsing (fully labelled) — read carefully
Key to abbreviations: POS = part of speech; SR = sentence role; Subord = subordinating conjunction; Rel = relative pronoun; Adv = adverb; Adj = adjective; N = noun; V = verb; Aux = auxiliary verb; PP = prepositional phrase; Obj = object; Subj = subject; Mod = modifier; RC = relative clause; PC = purpose clause.
| Word | POS | Sentence Role / Comment |
|---|---|---|
| As | Subord. conjunction | Begins adverbial subordinate clause (introduces condition/explanatory clause) |
| I | Pronoun (1st person) | Subject of subordinate clause |
| see | Verb (present) | Main verb of subordinate clause |
| that | Subordinating conjunction / complementiser | Introduces content clause (object of 'see') |
| I | Pronoun | Subject of embedded clause 'that I have still to discuss...' |
| have | Auxiliary verb (perfect/modal-like use) | Helper for 'to discuss' (modal idea of necessity/obligation) |
| still | Adverb | Modifies 'have to discuss' (continues / yet) |
| to | Infinitive marker | Marks infinitive verb 'discuss' |
| discuss | Verb (infinitive) | Main verb of embedded clause |
| the | Definite article | Determiner for 'fit destinies' |
| fit | Adjective | Modifies 'destinies' (meaning: appropriate or proper) |
| destinies | Noun (plural) | Direct object of 'discuss' |
| of | Preposition | Starts PP modifying 'destinies' |
| the | Article | Determiner for 'two cities' |
| two | Adjective / numeral | Modifies 'cities' |
| cities, | Noun (plural) | Object of PP 'of the two cities' |
| the | Article | Determiner for 'earthly' |
| earthly | Adjective (used as substantive) | First appositive describing 'two cities' (the earthly [city]) |
| and | Coordinating conjunction | Connects appositives 'earthly' and 'the heavenly' |
| the | Article | Determiner for 'heavenly' |
| heavenly, | Adjective (used as substantive) | Second appositive (the heavenly [city]) modifying 'cities' |
| I | Pronoun | Subject of main clause |
| must | Modal auxiliary | Modal showing obligation/necessity for main verb 'explain' |
| first | Adverb | Adverbial modifier of 'explain' (order of actions) |
| explain, | Verb (base) | Main verb of the sentence (predicate of main clause) |
| so | Adverb (part of phrase 'so far as') | Begins a concessive/adverbial phrase modifying 'explain' ('so far as...') |
| far | Adverb | Paired with 'so' — forms 'so far as...' |
| as | Subordinating conjunction | Introduces clause 'as the limits ... allow me' (limits of the work permitting) |
| the | Article | Determiner for 'limits' |
| limits | Noun (plural) | Subject of 'allow' in the concessive clause |
| of | Preposition | Starts PP modifying 'limits' |
| this | Demonstrative adjective | Modifies 'work' |
| work | Noun | Object of PP 'of this work' (modifies 'limits') |
| allow | Verb (present) | Verb of concessive clause ('the limits ... allow me') |
| me, | Pronoun | Indirect object of 'allow' (to me) |
| the | Article | Determiner for 'reasonings' |
| reasonings | Noun (plural) | Direct object of 'explain' — what the speaker will explain |
| by | Preposition | Starts PP introducing the subordinate relative clause 'by which men have attempted...' |
| which | Relative pronoun | Head of the relative clause; refers back to 'reasonings' |
| men | Noun (plural) | Subject of relative clause |
| have | Auxiliary verb (perfect) | Part of present perfect 'have attempted' |
| attempted | Verb (past participle) | Main verb of relative clause (men have attempted) |
| to | Infinitive marker | Introduces infinitive 'make' |
| make | Verb (infinitive) | Verb of infinitive phrase 'to make for themselves a happiness...' |
| for | Preposition | Starts PP 'for themselves' (beneficiary) |
| themselves | Reflexive pronoun | Object of preposition 'for' — shows beneficiary of 'make' |
| a | Indefinite article | Determiner for 'happiness' |
| happiness | Noun | Direct object of 'make' |
| in | Preposition | Starts PP 'in this unhappy life' modifying 'happiness' (location/context) |
| this | Demonstrative adjective | Modifies 'life' |
| unhappy | Adjective | Modifies 'life' |
| life, | Noun | Object of PP 'in this unhappy life' |
| in | Preposition | Begins purpose phrase 'in order that...' |
| order | Noun (part of idiom 'in order that') | Fixed expression introducing purpose clause |
| that | Subordinating conjunction | Introduces purpose/content clause |
| it | Pronoun | Dummy subject of passive clause 'it may be evident' |
| may | Modal auxiliary | Shows possibility/permission — part of passive verb phrase |
| be | Auxiliary / copula | Part of passive predicate 'be evident' |
| evident, | Adjective (predicative) | Complement of passive 'be' — shows result: it may be evident |
| not | Adverb | Begins correlative structure 'not only... but also...' |
| only | Adverb | Paired with 'not' — modifies the following prepositional phrase |
| from | Preposition | Head of PP 'from divine authority' — first source of evidence |
| divine | Adjective | Modifies 'authority' |
| authority, | Noun | Object of 'from' (source of evidence) |
| but | Coordinating conjunction | Introduces second coordinated source in 'not only... but also...' |
| also | Adverb | Paired with 'but' — strengthens coordination |
| from | Preposition | Head of PP 'from such reasons as can be adduced to unbelievers' |
| such | Determiner / adjective | Modifies 'reasons' — points to particular kind of reasons |
| reasons | Noun (plural) | Object of 'from' — second source of evidence |
| as | Relative conjunction | Introduces relative clause modifying 'reasons' ('as can be adduced...') |
| can | Modal auxiliary | Shows possibility in relative clause 'can be adduced' |
| be | Auxiliary (passive) | Part of passive verb 'be adduced' |
| adduced | Verb (past participle) | Main verb in passive relative clause |
| to | Preposition | Starts PP 'to unbelievers' indicating the audience of the reasons |
| unbelievers, | Noun (plural) | Object of 'to' — audience for adduced reasons |
| how | Interrogative/relative adverb | Introduces content clause explaining manner/way: 'how the empty dreams... differ...' |
| the | Article | Determiner for 'empty dreams' |
| empty | Adjective | Modifies 'dreams' (pejorative) |
| dreams | Noun (plural) | Subject of content clause ('the empty dreams... differ...') |
| of | Preposition | Starts PP 'of the philosophers' modifying 'dreams' |
| the | Article | Determiner for 'philosophers' |
| philosophers | Noun (plural) | Object of PP — 'dreams of the philosophers' |
| differ | Verb (present) | Main verb of content clause — 'dreams differ from...' |
| from | Preposition | Introduces comparison 'from the hope...' |
| the | Article | Determiner for 'hope' |
| hope | Noun | First object of comparison — 'differ from the hope...' |
| which | Relative pronoun | Introduces relative clause modifying 'hope' ('which God gives to us') |
| God | Proper noun | Subject of relative clause ('God gives') |
| gives | Verb (present) | Predicate of relative clause |
| to | Preposition | Starts PP 'to us' (indirect object) |
| us, | Pronoun | Object of preposition 'to' — recipients of the hope |
| and | Coordinating conjunction | Connects second element in comparison: 'and from the substantial fulfillment...' |
| from | Preposition | Introduces second comparison object |
| the | Article | Determiner for 'substantial fulfillment' |
| substantial | Adjective | Modifies 'fulfillment' (real, concrete) |
| fulfillment | Noun | Object of 'from' — second point of contrast |
| of | Preposition | Starts PP 'of it' modifying 'fulfillment' |
| it | Pronoun | Refers back to 'hope' — object of 'of' |
| which | Relative pronoun | Introduces relative clause modifying 'fulfillment' ('which He will give us as our blessedness') |
| He | Pronoun (refers to God) | Subject of relative clause |
| will | Modal auxiliary (future) | Part of future tense 'will give' |
| give | Verb (base) | Main verb of relative clause |
| us | Pronoun | Indirect object of 'give' — receivers of fulfillment |
| as | Preposition | Introduces complement 'our blessedness' — indicates role/identity |
| our | Possessive adjective | Modifies 'blessedness' |
| blessedness. | Noun | Complement of 'give' — completes sense: 'give us as our blessedness' |
Clause map (high-level structure)
Label: Complex sentence with multiple subordinate clauses and coordinate phrases. Main clause and clauses within:
- Adverbial subordinate clause (concessive/explanatory): "As I see that I have still to discuss the fit destinies of the two cities, the earthly and the heavenly,"
- Main clause: "I must first explain,"
- Parenthetical adverbial clause of limitation: "so far as the limits of this work allow me," (modifies explain)
- Direct object (noun phrase + relative clause): "the reasonings by which men have attempted to make for themselves a happiness in this unhappy life,"
- Purpose clause: "in order that it may be evident" (gives reason for explaining), which contains a passive construction and coordinated prepositional sources: "not only from divine authority, but also from such reasons as can be adduced to unbelievers,"
- Content clause (explaining what should be 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." (This contains comparative structure and two relative clauses.)
Sentence structure & type
- Overall sentence type: Declarative (statement).
- Grammatical complexity: Complex (one main clause with multiple subordinate clauses, relative clauses, and coordinated phrases).
- Rhetorical function: Explanatory and justificatory — Augustine is telling the reader why he will explain certain arguments now and what he hopes to show.
Exemplar oral performance (memorised mock-court speech) — Ally McBeal cadence + legalese
Performance goal:
Deliver the sentence as a short opening to a mock-court presentation. Aim for a playful, slightly singsong personal cadence (Ally McBeal) when speaking as 'I' — then shift to solemn, legal, courtroom authority when naming the reasons and the divine contrast. Use clear pausing at commas to show structure.
Memorised script (shortened for stage clarity):
"As I see — that I still have to discuss the fit destinies of the two cities — the earthly and the heavenly — I must, first, explain (and I mean, within the limits of this work), the reasonings by which men have tried to make for themselves a happiness in this unhappy life. My purpose? So that it may be evident, not only from divine authority, but also from such reasons as can be given 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."
Delivery notes (Ally McBeal + legalese mix)
- Opening ("As I see..."): light, conversational, with a small upward lilt. Make it personal: smile internally — the audience should feel addressed.
- Pause after "cities" (longer comma): adopt a tiny courtroom hush. Move from conversational to formal for "I must first explain".
- "so far as the limits of this work allow me": as an aside — slightly softer, near-whisper (parenthetical).
- "the reasonings by which men have attempted ...": shift to measured, almost forensic tone — as if listing evidence in court.
- Commas = breathing points. Use them to take controlled breaths. Longer commas = longer breaths and slower pace.
- When you reach "not only... but also...": widen your eyes a little; use pausing to mark the correlative pair.
- End clause ("as our blessedness"): deliver with calm certainty — lower pitch slightly to show conviction.
Staging & gesture
- Start with one hand on your chest for "As I see..." to emphasise personal view.
- Open palms when listing reasons ("not only from divine authority").
- Index finger slightly raised for the legal claim: "in order that it may be evident..."
- Finish with palms together as if holding 'blessedness' as a concrete object.
Assessment rubric & teacher comments (Exemplar / Proficient / Meeting / Beginning)
Exemplar (A+ — outstanding)
Parsing: Every word is correctly assigned a POS and sentence role. The student identifies all clauses (adverbial, relative, purpose), and explains how the clauses interact. Notes show awareness of passive constructions and correlative conjunctions.
Oral performance: Memorisaton is fluent. Delivery uses Ally McBeal personal cadence in openings and legalese for arguments. Pauses and gestures align with punctuation and clause boundaries. Rhetorical emphasis highlights contrast between 'empty dreams' and 'substantial fulfillment'.
Teacher comment: Excellent syntactic awareness and interpretive reading; theatrical choices deepen meaning.
Proficient (B — good)
Parsing: Most words correctly labelled (POS and SR), with only minor errors in the handling of infinitives or relative pronouns. Student correctly names main clause and several subordinate clauses but may miss one minor appositive.
Oral performance: Clear delivery; good use of pausing and some stylistic contrast. May rely slightly on text prompts. Gesture and emphasis are appropriate though not fully integrated.
Teacher comment: Strong understanding. Encourage deeper annotation of embedded clauses and practice with memorisation to free gestures.
Meeting (C — satisfactory)
Parsing: Labels are mostly correct for nouns, verbs, adjectives and clear prepositional phrases, but student confuses some clause boundaries and the function of 'which' vs 'that'.
Oral performance: Reads clearly but with limited variation in tone. Pauses may be mechanical. Memorisation incomplete.
Teacher comment: Focus on clause identification (practice splitting the sentence into 3–4 chunks) and rehearse short memorised lines to free up performance.
Beginning (D–E — needs support)
Parsing: Many POS or sentence-role mistakes. Student struggles to find subject, main verb or distinguish subordinate clauses. Relative clauses and passive voice are not identified.
Oral performance: Reading is hesitant. No clear pausing or emphasis. Relies heavily on looking at text; little memorisation.
Teacher comment: Break the sentence into three separate simpler sentences first. Practice identifying just the main clause and the first subordinate clause. Use spoken rehearsal: students repeat short chunks after the teacher.
Teacher notes & differentiations
- For additional support: give students the sentence broken into three shorter sentences and ask them to label subject and predicate only.
- For extension: ask students to rewrite the sentence in modern, succinct prose while preserving Augustine's meaning; then compare how condensation affects clause use and rhetorical force.
- For assessment: collect students' written T-models and record a 30–40 second mock-court performance (individual or pair). Use the rubric above.
If you would like, I can: (a) produce a printable PDF layout of the blank worksheet and exemplar side-by-side, (b) give a condensed modern-English paraphrase for classroom discussion, or (c) create short warm-up exercises that isolate subordinate clause identification. Which would you like next?