Age 11 — Close Reading & Mock Court Speech Workshop: Sentence Parsing T‑Model for Augustine's 'The City of God' (Parts of Speech, Phrases, Sentence Structure) — Ally McBeal Cadence

Workshop: Close Reading + Mock Court Speech

Student age: 11 years — playful court style, clear steps.

Step 0 — Read the sentence aloud once (softly):

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.

What we will do (step-by-step):

1. Find the main clause (the main idea).
2. Mark subordinating phrases/clauses and relative clauses.
3. Make a T-model: left side = words, middle column = parts of speech, right column = role in sentence (subject, verb, object, modifier, phrase type).
4. Label sentence structure and sentence type.
5. Practice the line for a soft mock-court delivery (Ally McBeal cadence). Use pauses, rhythm, and emotion.

Worksheet (student version — fill in the blanks)

Below is a shortened T-model table. For each word of the first part of the sentence, write the Part of Speech in the middle box and the Role in Sentence on the right (subject, verb, object, modifier, phrase name, etc.). Use circles for clause markers. Only the first 28 tokens are given here so you can practice; a full parse is provided in the exemplar below.

Circles to mark clause starts: ( ) Put a circle around the word that begins a clause. Example: (As) — show the start of the first subordinate clause.

Exemplar (filled T-model and close reading)

Overall reading: The main clause is: I must first explain. Everything else gives reasons, limits, and the goal of that explanation. This sentence is a complex sentence (one main independent clause with many subordinate and relative clauses). Sentence type: declarative.

Short filled parse for the first part (example answers for the first 28 tokens):

Phrase and clause labeling (summary):

• Adverbial subordinate clause (fronted): "As I see that I have still to discuss the fit destinies of the two cities, the earthly and the heavenly," — begins with As.
• Content clause inside that adverbial clause: "that I have still to discuss..." — "that" introduces what I see.
• Main clause: "I must first explain" — this is the independent, central idea.
• Adverbial clause of extent/condition: "so far as the limits of this work allow me" — gives the limit of explanation.
• Relative clause modifying "reasonings": "by which men have attempted to make for themselves a happiness in this unhappy life" — starts with "by which".
• Purpose clause: "in order that it may be evident" — shows the goal of explaining.
• Content clause explaining what should be evident: "how the empty dreams of the philosophers differ from the hope ... and from the substantial fulfillment ..."

Final labels:

Sentence structure: complex (one main clause with many subordinate and relative clauses).
Sentence type: declarative — it states an idea.

Mock Court Speech — Ally McBeal Cadence (how to perform)

Imagine you are in a friendly, playful court. Ally McBeal cadence means: quick emotional beats, tiny pauses, a bright voice that can go earnest and slightly comedic, then serious again. Use gentle gestures — one hand to emphasize a point, the other palm-open to invite the jury (your classmates) to listen.

Performance script (memorize the core line):

"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 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 cues:

• Start small: "I must first explain" — short, calm, clear (place one finger up: 'first').
• Pause after "explain"; raise eyebrows slightly, step forward for "so far as the limits..." (showing constraint).
• Speak "the reasonings by which men have attempted" with a slightly faster rhythm (as if listing reasons).
• Pause before "in order that" — this is the purpose; lower your voice a little for seriousness.
• Deliver "how the empty dreams of the philosophers differ" with mild disdain for the word "dreams" (a tiny eyebrow), then open your hands at "differ from the hope which God gives to us" to show contrast and warmth.
• For "and from the substantial fulfillment of it which He will give us as our blessedness" — slow down, finish clearly with a hopeful, full tone. Smile slightly at the end.

Rubric & Comments — Sentence Parsing (what we look for)

Levels describe accuracy of labeling and depth of explanation.

• Exemplar (A) — Thorough & Insightful
  • Parts of speech labeled correctly for almost every word (including auxiliaries, subordinating conjunctions, relative pronouns).
  • Roles are named accurately (subject, verb, object, phrase names: prepositional, relative clause, content clause, purpose clause).
  • Explains sentence structure clearly: names main clause, subordinate clauses, and their purpose or function.
  • Comments: "Excellent — you saw 'that' as a complementizer and labeled the relative clauses correctly. You noted apposition 'the earthly and the heavenly.'"
• Proficient (B) — Good grasp
  • Most parts of speech labeled correctly (small errors possible).
  • Identifies the main clause and two or three subordinate clauses; some phrase types named correctly.
  • Comments: "Good work. You found the main clause 'I must first explain' and most subordinate clauses. Review the difference between subordinating conjunctions and relative pronouns (e.g., 'which' vs 'that')."
• Meeting (C) — Basic understanding
  • Key nouns, verbs, and pronouns labeled correctly; many adjectives/adverbs might be missed or mis-labeled.
  • Recognizes at least one subordinate clause and the main clause, but does not name all phrase types.
  • Comments: "You can pick out subjects and main verbs well. Try practicing prepositional phrases and spotting relative clauses that begin with 'which' or 'by which.'"
• Beginning (D/E) — Needs support
  • Some nouns and verbs identified, but many parts of speech confused (e.g., calling 'to' a preposition instead of an infinitive marker).
  • May not clearly identify the main clause; confuses clause boundaries.
  • Comments: "Good effort. Let's practice labeling simple sentences first: subject, verb, object. Then return to this long sentence and mark off one clause at a time."

Rubric & Comments — Memorised Oral Mock Speech Performance

We grade voice clarity, rhythm (Ally McBeal style), expression, and textual understanding (did gestures and tone match meaning?).

• Exemplar (A)
  • Memorized line delivered smoothly with varied cadence, confident pauses, warm gestures, and clear understanding of clause boundaries (used pauses where clauses end).
  • Audience engagement: good eye contact, expressive face, and controlled volume.
  • Comments: "You used a theatrical cadence and also respected the sentence's meaning — excellent dramatic reading."
• Proficient (B)
  • Mostly memorized, confident voice, some pauses in the right places, and basic gestures. Slight monotone or a missed pause or two.
  • Comments: "Nice energy. Add one or two clear pauses at clause boundaries and vary pitch more when contrasting 'empty dreams' with 'hope.'"
• Meeting (C)
  • Understands the sentence and reads memorized parts but relies on the page. Voice steady but not expressive. Few gestures.
  • Comments: "Good clarity. Work on memorizing just the main clause and practice adding two expressive beats to mark contrasts."
• Beginning (D/E)
  • Reading uncertain, many pauses to search for words, little expressive difference and unclear clause separation.
  • Comments: "Let's practice smaller chunks: memorize 'I must first explain' and then add the next short phrase. Practice breathing between chunks."

Teacher Tip / Short practice plan (10 minutes)

1. Minute 1–2: Silent read, circle clause starts (As, that, so far as, by which, in order that, how, which).
2. Minute 3–5: Work through the student T-model table for the first 10–15 words.
3. Minute 6–8: Listen to a peer perform the memorized core line; give one compliment and one suggestion.
4. Minute 9–10: Quick revision — mark two prepositional phrases and one relative clause on the sentence.

If you want, I can give the full word-by-word part-of-speech list and the complete T-model for the entire sentence as a printable sheet. Tell me if you'd like just the full parse, or a printable two-page worksheet with blanks and answers.