Close-reading & Sentence-parsing Workshop (age 14) — Saint Augustine, The City of God: scaffolded T-model worksheet, exemplar parse + Ally McBeal mock-court performance

A playful ACARA v9–style close reading and teacher scaffold for 14-year-olds. Includes a T-model (word-by-word parts of speech), phrase/clause labeling, sentence-structure diagnosis, exemplars (exemplary, proficient, meeting, beginning) and a memorised mock-court / Ally McBeal cadence performance guide with rubrics.

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Workshop goal (short)

Carefully parse and perform this single complex sentence from Augustine (translated by Marcus Dods). You will: (1) label parts of speech for each word; (2) mark phrases and clauses (T-model); (3) identify sentence structure and type; (4) practice a short memorised "mock court" speech delivered in a playful Ally McBeal cadence.

The sentence (read aloud first)

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.

1) Quick diagnosis (teacher / student notes)

  • Sentence type: Declarative (makes a statement).
  • Sentence structure: Complex, with multiple subordinate clauses. (It contains adverbial/introductory clauses, a relative clause inside the object, a purpose clause introduced by "in order that," and an extraposed content clause introduced by "how".)
  • Main clause (head): "I must first explain" — everything else modifies or supplies what to explain and why.

2) T-model worksheet (student version — fill the boxes)

Use the boxes beside each word to write: (A) part of speech; (B) phrase/clause label; (C) function (subject / predicate / object / modifier / complement / subordinating connector, etc.).

Sentence segment / wordPart of speech (fill)Phrase/clause label (fill)Function (fill)
As
I
see
that

Teacher tip: print a version with one word per row and three blank boxes per row so students can write answers by hand.

3) Exemplar: parts of speech for every word (word — POS)

Below is a model (fully filled) you can use to check your work. Label names are simple and student-friendly.

Exemplar POS list (word — part of speech)
  1. As — subordinating conjunction
  2. I — pronoun (subject)
  3. see — verb
  4. that — conjunction (complementiser)
  5. I — pronoun
  6. have — verb (semi-aux / main)
  7. still — adverb
  8. to — infinitive marker
  9. discuss — verb (infinitive)
  10. the — determiner
  11. fit — adjective
  12. destinies — noun (plural)
  13. of — preposition
  14. the — determiner
  15. two — numeral / determiner
  16. cities — noun (plural)
  17. the — determiner
  18. earthly — adjective
  19. and — coordinating conjunction
  20. the — determiner
  21. heavenly — adjective
  22. I — pronoun (subject of main clause)
  23. must — modal verb
  24. first — adverb
  25. explain — verb (main)
  26. so — adverb
  27. far — adverb
  28. as — subordinating conjunction (introduces clause)
  29. the — determiner
  30. limits — noun (plural)
  31. of — preposition
  32. this — determiner
  33. work — noun
  34. allow — verb
  35. me — pronoun (object)
  36. the — determiner
  37. reasonings — noun (plural)
  38. by — preposition
  39. which — relative pronoun
  40. men — noun (plural)
  41. have — auxiliary (present perfect)
  42. attempted — past participle (main in perfect)
  43. to — infinitive marker
  44. make — verb (infinitive)
  45. for — preposition
  46. themselves — reflexive pronoun
  47. a — determiner
  48. happiness — noun
  49. in — preposition
  50. this — determiner
  51. unhappy — adjective
  52. life — noun
  53. in — preposition
  54. order — noun (part of phrase 'in order that')
  55. that — subordinating conjunction (introduces purpose clause)
  56. it — pronoun (anticipatory or dummy 'it')
  57. may — modal verb
  58. be — linking verb
  59. evident — adjective (predicate)
  60. not — adverb
  61. only — adverb
  62. from — preposition
  63. divine — adjective
  64. authority — noun
  65. but — coordinating conjunction
  66. also — adverb
  67. from — preposition
  68. such — determiner
  69. reasons — noun (plural)
  70. as — relative pronoun (here: 'as' = which)
  71. can — modal verb
  72. be — verb (passive)
  73. adduced — past participle (passive)
  74. to — preposition
  75. unbelievers — noun (plural)
  76. how — subordinating conjunction (introduces content clause / explanatory clause)
  77. the — determiner
  78. empty — adjective
  79. dreams — noun (plural)
  80. of — preposition
  81. the — determiner
  82. philosophers — noun (plural)
  83. differ — verb (present)
  84. from — preposition
  85. the — determiner
  86. hope — noun (singular)
  87. which — relative pronoun
  88. God — noun (proper)
  89. gives — verb (present)
  90. to — preposition
  91. us — pronoun (object)
  92. and — coordinating conjunction
  93. from — preposition
  94. the — determiner
  95. substantial — adjective
  96. fulfillment — noun
  97. of — preposition
  98. it — pronoun
  99. which — relative pronoun
  100. He — pronoun (God)
  101. will — auxiliary (future)
  102. give — verb (bare infinitive after will)
  103. us — pronoun (object)
  104. as — preposition
  105. our — possessive determiner
  106. blessedness — noun

4) Phrase & clause labeling (exemplar — group these words and name each unit)

Below are the main phrases/clauses and a short explanation of their function.

  • Adverbial/introductory clause: "As I see that I have still to discuss the fit destinies of the two cities, the earthly and the heavenly," — subordinate clause of reason/explanation. Inside this clause is a content clause "that I have still to discuss the fit destinies..."
  • Main clause (matrix): "I must first explain" — subject (I) + modal + main verb.
  • Adverbial limiting clause: "so far as the limits of this work allow me," — adverbial clause of extent (limits what "I must first explain" can do).
  • Direct object (noun phrase) of explain: "the reasonings by which men have attempted to make for themselves a happiness in this unhappy life" — head noun 'reasonings' + relative clause "by which men have attempted..." (relative clause modifies 'reasonings').
  • Purpose clause: "in order that it may be evident ... how the empty dreams ... differ ..." — expresses the purpose for explaining; contains an extraposed content clause: "how the empty dreams ... differ ..." (the real subject of 'may be evident' is the 'how' clause; 'it' is anticipatory).
  • Sources/modifiers inside purpose clause: "not only from divine authority, but also from such reasons as can be adduced to unbelievers" — two prepositional sources; the second contains a relative clause "as can be adduced to unbelievers."
  • Content clause inside purpose clause: "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 shows the exact point of evidence.

5) Clause map (short tree in plain language)

Top level: [Adverbial reason clause], [Main clause + its modifiers + direct object NP], [Purpose clause (contains content clause)].

6) Exemplar commentary & scaffolded marking (how to grade a student's parse)

Exemplary (A) — exemplar comments

  • Every single word labeled correctly (see POS list above). Student wrote phrase boundaries exactly (e.g., identified the relative clauses and the extraposed "how" clause) and labelled the function of each clause (adverbial reason, matrix/predicate, object, purpose).
  • Student supplied clear clause tree and named the sentence structure (complex-compound/complex) and sentence type (declarative) and explained the role of the dummy pronoun "it" in the purpose clause.
  • Oral mock-speech: flawless memorisation, lively Ally McBeal cadences (lightly humorous legal tone), effective pauses at clause boundaries, controlled breathing, varied pitch to mark "not only ... but also," audience-engaging eye contact.

Proficient (B)

  • Most parts of speech correct; a couple of minor slips (e.g., calling 'which' a relative conjunction instead of a relative pronoun). Phrase boundaries largely correct. Relative clauses identified but one subordinate clause may be mislabelled.
  • Sentence structure reasonably explained; may miss the subtlety that 'it' is an anticipatory subject.
  • Oral: Good memorisation; one or two hesitations; cadence mostly practiced with clear pauses and an appropriately playful legal tone.

Meeting (C)

  • Student correctly finds main clause, subject, and object; many parts of speech identified, but several prepositions or determiners may be mislabelled. May not separate relative clauses from main NP correctly.
  • Sentence structure labelled as "complex" but clause functions not fully explained.
  • Oral: Reads from text with fair rhythm, occasional monotone, can be understood but lacks theatrical emphasis.

Beginning (D/E)

  • Student finds only a few elements (maybe subject and a verb). Parts of speech often incorrect. Clauses not identified; phrase-level work missing.
  • Sentence structure not explained beyond a guess. May call the whole sentence "long and complicated" without analysis.
  • Oral: Reads haltingly, many hesitations, little intonation, not memorised.

7) Mock-court performance: Ally McBeal cadence & staging (practical)

Aim: perform a 40–60 second extract (choose a 2–3 clause chunk) as if you were a playful but serious lawyer in a mock court, mixing legalese and personal feeling in the Ally McBeal style (wry, conversational, pauses for comic timing).

Suggested extract to memorise (40–50 seconds):

"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..."

Delivery tips (Ally McBeal cadence):

  • Start conversational: gentle smile, slight head tilt on "As I see..." (think: opening a case with a friendly wink).
  • Pause briefly after commas and longer at clause boundaries. In performance mark places to breathe: after "the earthly and the heavenly," and after "allow me."
  • Use rising pitch on rhetorical phrases ("the earthly and the heavenly?") but keep the sentence declarative overall. Make "I must first explain" decisive (drop pitch, firmer consonants).
  • For the legal touch, emphasise "in order that" as if presenting evidence; for the "not only... but also" pair, slow slightly before "but also" and make the contrast clear.
  • End the extract with a sense of promise (soft but confident) — the cadenced close helps the audience anticipate the next clause.

8) Performance Rubric (short)

AreaExemplaryProficientMeeting
MemorisationNo hesitationMinor hesitationReads with eyes down
Cadence & toneExpressive, playful-legalMostly variedMonotone
Pausing/phrasingBreath exactly at clausesSome effective pausesFew logical breaks
Connection to meaningUnderstands grammar + senseBasic sense shownLittle meaning conveyed

9) Teacher notes & next steps

  • Start by modelling the exemplar POS list and clause map. Then give students 10–15 minutes to complete the fill-in T-model (per-word or per-phrase).
  • Use paired work: one student times pauses, the other performs. Swap roles. Encourage use of the rubric for peer feedback.
  • Extend: ask students to rewrite a short modern-English paraphrase of the sentence in two sentences while keeping the original logical order.

If you want, I can produce a printable one-word-per-line worksheet version of the T-model with all the input boxes already laid out for easy classroom printing, plus a short video script for the Ally McBeal cadence performance.

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