ACARA v9 playful close-reading & mock-court workshop (age 11) — sentence-parsing T-model of Saint Augustine (The City of God) with Ally McBeal cadence

Workshop instructions (for an 11-year-old class — playful courtroom/theatre)

We will treat Saint Augustine’s long sentence like evidence in a mock court. We will do a close reading, label each word’s part of speech, mark sentence parts and phrases with a T-model, and then perform a short memorized reading in an Ally McBeal–style cadence (fun, sing-song pauses, theatrical hand gestures, clear argument voice).

Sentence to study (read aloud once):

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.

Step-by-step plan (what we will do)

1. Read the sentence together, then split it into chunks at commas and conjunctions.
2. Fill the blank worksheet (below): for each word write the part of speech and the sentence role (subject, verb, object, modifier, etc.).
3. Label phrases (prepositional phrases, relative clauses, infinitive phrases, purpose clause).
4. Decide the overall sentence structure and type.
5. Practice and perform a short memorized reading in an Ally McBeal cadence — dramatize contrasts and key words.

Blank T-Model worksheet (student copy)

Task: For each row: write the part of speech in the first blank and the sentence role in the second blank. Circle phrase chunks (use the circle marker ○) and write phrase type in the right column.

Write the sentence structure here: __________ (hint: complex sentence with many subordinate clauses). Sentence type (declarative/exclamatory/etc.): __________

Worked exemplar (A+ — fill completed for teacher-led modeling)

Below is the exemplar parse. Use it as a reference after you try the blank sheet.

Overall sentence structure: Complex sentence with multiple embedded subordinate clauses and relative clauses. Sentence type: Declarative (it makes a statement), periodic in style (main idea arrives after several subordinate clauses).

Teacher notes: Michael Clay Thompson style directions

• Parts of speech: label every word (pronoun, noun, verb, adjective, adverb, preposition, conjunction, relative pronoun, determiner, modal, infinitive marker).
• Sentence parts: find subject(s), verb(s), objects, complements, modifiers.
• Phrases to flag: prepositional phrases (begin with prepositions), infinitive phrases (to + verb), relative clauses (which/that/as can introduce them), adverbial/purpose clauses (in order that, as, so far as).
• Use the T-model: left column = words and parts of speech; right column = sentence role and phrase type.

Performance & memorization — Ally McBeal cadence (playful courtroom style)

Break the sentence into performance chunks at natural commas and clause boundaries. Practice each chunk until you can say it smoothly from memory. Emphasize contrast words (not only/but also; earthly/heavenly; empty dreams/hope/fulfillment). Use gestures: one hand open for the philosophers, the other raised for God/hope. Pause at commas (short breath), and at longer clauses take a deeper breath.

Suggested chunking and rhythm (practice each line 3 times, then link):

1. As I see that I have still to discuss the fit destinies of the two cities, the earthly and the heavenly,
2. I must first explain, so far as the limits of this work allow me,
3. the reasonings by which men have attempted to make for themselves a happiness in this unhappy life,
4. in order that it may be evident, not only from divine authority, but also from such reasons as can be adduced to unbelievers,
5. 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.

Cadence tips: use a curious, slightly sing-song tone for the opening (‘As I see…’), grow firmer on 'I must first explain', slow and careful through 'in order that it may be evident', light and pointed for 'not only... but also', and full, warm emphasis for 'the hope which God gives to us' and 'our blessedness'.

Rubric & comments for oral and parsing performance

Four levels with detailed feedback—use this to coach students after they perform or hand in parsing.

Exemplar (A+)

• Parsing: Every word correctly labeled for part of speech and sentence role. Phrases and clauses correctly boxed and named (infinitive phrase, appositive, relative clauses, purpose clause). Shows understanding of how clauses nest.
• Comments: Excellent grasp of the complex sentence. Notes show that student can explain why each clause belongs where it does.
• Oral: Memorized, smooth delivery. Uses clear punctuation pauses, dynamic contrast on 'not only... but also', characterful Ally McBeal cadence, and appropriate gestures. Uses eye contact and projects to the (mock) court.

Proficient (B)

• Parsing: Most words labeled correctly. A few phrase labels may be missing or slightly misnamed (for example, calling 'so far as...' only an adverb instead of a subordinating phrase), but the student shows understanding of major clause boundaries.
• Comments: Good structure awareness. Could improve on nested clause labeling (e.g., relative clauses inside prepositional phrases).
• Oral: Mostly memorized with small hesitations. Good timing and contrast; might rush a clause or miss one small pause. Suggest rehearsing breath control and marking pauses in the script.

Meeting expectations (C)

• Parsing: Basic nouns and verbs identified, many modifiers or function words left unlabeled or misidentified. Recognizes main clause but misses some subordinate clauses or appositive meaning.
• Comments: Student can find the main idea and some phrases but needs practice with relative clauses and infinitive phrases.
• Oral: Reads mainly from the page with uneven rhythm. Some correct emphasis on important words but inconsistent pauses. Practice chunking and repeating short parts aloud.

Beginning (D–E)

• Parsing: Many parts of speech missing or incorrect. The student struggles to find the subject or main verb. Little or no phrase identification.
• Comments: Recommended targeted mini-lessons: (1) what is a clause? (2) how to spot a relative pronoun (which/that/as) and its clause, (3) basic prepositional phrase practice.
• Oral: Difficulty with memorization and rhythm. Student may read word-by-word, losing sense of the sentence. Suggest guided chunking with teacher/model, echo reading, and slower pace.

Mini exercises to practice (5–10 minutes each)

1. Circle all relative pronouns in the sentence (which, that, as).
2. Underline every infinitive (to discuss, to make).
3. Draw brackets around each prepositional phrase (in this unhappy life; of the two cities; from divine authority).
4. Label the subject and main verb of the whole sentence (I / must explain).
5. Perform the sentence in three styles: curious, stern, and theatrical (choose one chunk each time).

Final teacher tip: Model the parse orally and on the board, then let students try the blank worksheet in pairs (one parses, one times and watches for breath). After that, pick 3 students to do short performances and give friendly, specific feedback using the rubric above.