The KISS Grammar Book



Book 5

of the

KISS Grammar Books

© Dr. Ed Vavra

Revised Nov. 11, 2014

KISS Instructional Materials are available for free at .

Welcome and Introduction 3

Unit 1 – Review 4

Ex. 1 – Infrequent Helping Verbs 4

Ex. 2 – Palimpsest Patterns 4

Ex. 3 – Phrasal Verbs 4

Ex. 4 - The Meanings of “Too” --Based on The Velveteen Rabbit 5

Ex. 5 – Finite Verb or Verbal? 6

Ex. 6 -The Logic of Prep Phrases from My Book of Favorite Fairy Tales (#2) 7

Ex. 7 - Quotations as Direct Objects from My Book of Favorite Fairy Tales 8

Ex. 8 - Embedded Subordinate Clauses 9

Punctuation 9

Ex. 9 - Apostrophes for Possession 9

Unit 2 - Studies in Ellipsis 10

Ex. 1 - “As” and Ellipsis from “How Flax Was Given to Men” 10

Ex. 2 – “Than” and Ellipsis from “How Flax Was Given to Men” 11

Unit 4 - Intro to Post-Positioned Adjectives 12

Need IM 12

Ex. 1 – 12

Ex. 2 – 12

From Main Clause to Subordinate to PPA 13

Ex. 3 – From “The White Cat” 13

Unit 5 - “So” and “For” as Conjunctions 14

Need Instructional Material 14

Ex. 1 - “So” and “For” as Conjunctions from My Book of Favorite Fairy Tales 15

Ex. 2 - From “Little Thumbkins’ Good Deed” (#1) 16

Unit 6 - Vocabulary (1) 17

Abstract and Concrete Words (and Phrases) 17

Ex. 1 - Adapted from Child-Story Reader (5) 17

Synonyms and Antonyms 19

Ex. 2 – Synonyms - Adapted from Child-Story Readers (#3) 19

Ex. 3 - Antonyms from Voyages in English (4) 20

Missing Punctuation 21

Ex. 7 – From “How Johnny Cricket Saw Santa Claus” 21

Unit 7 - Statistical Stylistics (1) 22

Unit 8 - Studies in Punctuation and Logic 22

Ex. 1 - Colons and Dashes 22

Ex. 2 – Semicolons 22

Ex. 3. - 22

Restrictive and Non-Restrictive Modifiers 23

Ex. 4 - From “Little Snow-White” (1) 24

Bending and Breaking the Rules 25

Ex. 5 - Bending and Breaking the Rules From My Book of Favorite Fairy Tales 26

Ex. 6 - Bending and Breaking the Rules from My Book of Favorite Fairy Tales 27

Unit 10 - Sentence Combining and Style 28

Ex. 1 – 28

Ex. 2 - A Decombining Exercise from “Tufty Riquet” 29

Unit 11 - Vocabulary (2) 30

Abstract and Concrete Words (and Phrases) 30

Ex. 1 - Adapted from Child-Story Readers (6) 30

Synonyms and Antonyms 32

Ex. 2 - Synonyms - Adapted from Child-Story Readers (#5) 32

Ex. 3 – Antonyms 33

Ex. 4 - Synonyms and Antonyms from Child-Story Readers (1) 33

Unit 14 - Passages for Analysis 35

Ex. 1 - The Opening of “Snow-White and Rose-Red” 35

Ex. 2 - Embedded Subordinate Clauses from “Snow-White and Rose-Red” 36

Ex. 5 - A Passage from “Sally Migrundy” (1) 37

Welcome and Introduction

Unit 1 – Review

Ex. 1 – Infrequent Helping Verbs

Ex. 2 – Palimpsest Patterns

Ex. 3 – Phrasal Verbs

Ex. 4 - The Meanings of “Too” --Based on The Velveteen Rabbit

Many students have trouble with the difference between “to” and “too,” so consider the meanings of “too.” Merriam-Webster on-line gives the following definitions of “too”:

|1 : besides, also |

|2 a : to an excessive degree : excessively |

|b : to such a degree as to be regrettable |

|c : very |

“Too” always functions as an adverb. “To,” by itself, never does. It functions as a preposition or as the sign of a following verb.

The major problem is that “to” always raises the question “what?” in a reader’s mind. “Too” does not. The wrong spelling confuses readers—who easily note the error.

Directions:

1. Place parentheses ( ) around each prepositional phrase.

2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).

3. Place brackets [ ] around each subordinate clause. If the clause functions as a noun, label its function. If it functions as an adjective or adverb, draw an arrow from the opening bracket to the word that the clause modifies.

4. Place a vertical line after each main clause.

5. In the blank after each of the following sentences, write “also” if that is what the “too” means, or write “how much” if that is what it means.

1. Wherever the Boy went the Rabbit went too. _______________

2. Nana was in a hurry, and it was too much trouble to hunt for china dogs at bedtime. _______________

3. And he missed, too, those long moonlight hours in the nursery. _______________

4. That night he was almost too happy to sleep. _______________

5. The Boy was too ill to play. _______________

6. The gardener was too busy just then to attend to it. _______________

7. The Boy was too excited to care very much about it. _______________

Ex. 5 – Finite Verb or Verbal?

|Ex. 6 -The Logic of |[pic] |

|Prep Phrases from My Book of Favorite Fairy Tales (#2) | |

|by Edric Vredenburg; Illustrated by Jennie Harbour | |

Directions:

1. Place parentheses around each prepositional phrase. Draw an arrow from the beginning of each phrase to the word it modifies.

2. Above each phrase write the question that the phrase answers in relation to the word it modifies. (What kind of? Which? What? Whose? Where? When? How Long? Why? How? Under What Condition?)

3. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” “DO”).

1. The Fairies endowed the little Princess with beauty, and virtue, and health.

2. Then he fetched a sack of pearls that lay among the rushes, and hobbled off and disappeared behind a large stone.

3. So in a carriage like a large dark box, shut up with her Lady in Waiting and her two Maids of Honour, Giroflée and Longue Epine, Princess Desirée departed for Prince Guerrier's Court.

4. The Queen's attendants were in a serious state of anxiety at the prolonged absence of Her Majesty.

5. The beard was fixed in a gash in the tree trunk, and the tiny fellow was hopping to and fro, like a dog at the end of a string.

|Ex. 7 - Quotations as Direct Objects from My Book of Favorite Fairy Tales |[pic] |

|by Edric Vredenburg; Illustrated by Jennie Harbour | |

Directions:

1. Place parentheses around each prepositional phrase.

2. Underline every subject once, every verb twice, and label complements (“PA,” “PN,” “IO,” “DO”).

3. Put brackets [ ] around every subordinate clause and use arrows or labels to indicate their function.

4. Put a vertical line at the end of every main clause.

1. Then the young prince said, “All this shall not frighten me; I will go and see Briar Rose.”

2. A little fish lifted its head out of the water, and said, “Your wish shall be fulfilled, and you shall soon have a daughter.”

3. Sister Anne replied, “I see a cloud of dust, but it is only a flock of sheep on the road.”

4. The King heaved a deep sigh, and turning to his children said, “Nothing pleases me, in my old age, so much as your deference to my desires, and I wish to prove you once more. Travel for a year, and he who at the end of the year brings home the most beautiful girl shall marry her, and be crowned king on his marriage. I promise you that I will not defer this reward any longer.”

Ex. 8 - Embedded Subordinate Clauses

Punctuation

Ex. 9 - Apostrophes for Possession

Unit 2 - Studies in Ellipsis

|[pic] |Ex. 1 - “As” and Ellipsis |

| |from “How Flax Was Given to Men” |

| |from |

| |The Book of Nature Myths by Florence Holbrook |

Directions:

1. Place parentheses ( ) around each prepositional phrase.

2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).

3. Place brackets [ ] around each subordinate clause. Above the opening bracket, label the function of noun clauses. From clauses that function as adjectives or adverbs, draw an arrow from the opening bracket to the word that the clause modifies.

4. Place a vertical line after each main clause.

5. Under each sentence, write the full form of the ellipsed “as” clause.

1. The hall was as bright with their beauty as it was with the stones.

2. One was playing on a harp, one was singing, and others were dancing as lightly and merrily as a sunbeam on a blossom.

3. Choose what you will to carry to your wife as a gift from Holda.

4. O goddess Holda, there is no gift in all your magic hall that I would so gladly bear away to my home as the little blue flower in your lily-white hand.

5. Soon the green leaves came up; then many little blue flowers, as blue as the sky, lifted up their heads in the warm sunshine of summer.

|[pic] |Ex. 2 – “Than” and Ellipsis |

| |from “How Flax Was Given to Men” |

| |from |

| |The Book of Nature Myths by Florence Holbrook |

Directions:

1. Place parentheses ( ) around each prepositional phrase.

2. Underline verbs twice, their subjects once, and label complements (“PA,” “PN,” “IO,” or “DO”).

3. Place brackets [ ] around each subordinate clause. Above the opening bracket, label the function of noun clauses. From clauses that function as adjectives or adverbs, draw an arrow from the opening bracket to the word that the clause modifies.

4. Place a vertical line after each main clause.

5. Under each sentence, write the full form of the ellipsed “than” clause.

1. When I looked at her, I could not think of precious stones, for her eyes were more sparkling than diamonds.

2. There were diamonds and pearls and emeralds, more than we could put into our little house, and among all the beautiful colors sat a woman who was fairer than they.

3. The woman was even more beautiful than the maidens.

4. Indeed, my hunter, the linen is fairer than the pearls, and I should rather have the beautiful white thing that is on the grass in the sunshine than all the diamonds in the hall of the goddess.

Unit 4 - Intro to Post-Positioned Adjectives

Need IM

Ex. 1 –

Ex. 2 –

From Main Clause to Subordinate to PPA

|[pic] |From Main Clause to Post-Positioned Adjective |

| |An Exercise in Style |

| |Ex. 3 – From “The White Cat” |

| |in My Book of Favorite Fairy Tales |

| |by Edric Vredenburg; Illustrated by Jennie Harbour |

Directions: Rewrite each of the following pairs of sentences twice. First, make one of the sentences a subordinate clause in the other. Then reduce the subordinate clause to a post-positioned adjective.

1. There was once a King who had three sons. They were all handsome and brave.

SC:

PPA:

2. The two elder sons had brought little dogs. The dogs were so delicate and small that one hardly dared to touch them.

SC:

PPA:

3. Then entered a little figure. It was not two feet high.

SC:

PPA:

4. Where shall I find the dog, and a horse? They must be swift enough for such a journey.

SC:

PPA:

5. Now he should like them to search, by land and sea, for a piece of linen. It must be so fine that it would pass through the eye of a very small needle.

SC:

PPA:

Unit 5 - “So” and “For” as Conjunctions

Need Instructional Material

|[pic] |Ex. 1 - “So” and “For” as Conjunctions from My Book of Favorite Fairy Tales |

| |by Edric Vredenburg; Illustrated by Jennie Harbour |

Directions:

1. Put parentheses ( ) around each prepositional phrase.

2. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” or “DO”).

3. Place brackets around each subordinate clause. If the clause functions as a noun, label its function (“Subj,” “PN,” “IO,” “DO,” “OP”) above the opening bracket. If it functions as an adjective or adverb, draw an arrow from the opening bracket to the word that the clause modifies.

4. Put a vertical line at the end of every main clause.

1. The king could not cease looking on her for joy, and determined to hold a great feast. So he invited not only his relations, friends, and neighbours, but also all the fairies.

2. This they could never do; for the thorns and bushes laid hold of them as it were with hands, and there they stuck fast and died miserably.

3. “You know he would be unhappy, for it is only goodness which brings content.”

4. But the moment he kissed her she opened her eyes and awoke, and smiled upon him. For the spell was broken.

5. When he was quite a baby, he had a funny little tuft of hair on his head, so he was called Tufty Riquet.

6. She ran along the passages and stairs, nearly falling down them, so great was her haste, until she came to that door at the end of the corridor.

|Ex. 2 - From |[pic] |

|“Little Thumbkins’ Good Deed” (#1) | |

|From FRIENDLY FAIRIES | |

|Written & Illustrated by Johnny Gruelle, 1919 | |

Directions:

1. Place parentheses ( ) around each prepositional phrase.

2. Underline verbs twice, their subjects once, and label complements.

3. Label verbals “V” plus their function: “PA,” “PN,” “DO,” “Adj.” or “Adv.”

4. Place brackets [ ] around each subordinate clause. Above the opening bracket, label the function of noun clauses. From clauses that function as adjectives or adverbs, draw an arrow from the opening bracket to the word that the clause modifies.

5. Place a vertical line after each main clause.

6. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of direct address (“DirA”).

1. Any time it rains you can come back to my nest and crawl beneath my wing and keep warm and dry. For you are tiny and do not take up much room!

2. “I can’t go to sleep!” Thumbkins said, so he hopped out of his warm little bed and lit his tiny lantern.

3. Thumbkins kept very quiet, for the baby meadow-larks were sleepy little fellows, and before he knew it Thumbkins was sound asleep himself, with an arm around one of the baby birds.

4. So Thumbkins ran to the woods where he knew the mushrooms grew, and breaking off the largest one he could find he carried it to where Mamma Meadow-Lark sat sleeping upon her nest, and planted it so the raindrops rolled off the round roof and did not touch her at all.

5. Thumbkins knew it had stopped raining for he could no longer hear the rain drops pattering upon Mamma Meadow-Lark’s back. So now he climbed out of the nest and looked about.

Unit 6 - Vocabulary (1)

Abstract and Concrete Words (and Phrases)

|The New Novel |[pic] |Ex. 1 - Adapted from |

|detail | |Child-Story Reader (5) |

|1877, watercolor | |Wonder Stories |

|by | |New York: Lyons and Carnahan, 1927. p. 241-2 |

|Winslow Homer | | |

|(1836-1910) | | |

|Museum of Fine Arts, | | |

|Springfield, Mass. | | |

Directions:

1. In the following, add a word to the list of concrete words, and then give an abstract word (or phrase) that would include all the concrete words.

| |Concrete |Concrete |Concrete |Concrete |Abstract |

|1. |brook |stream |pool |  |  |

|2. |castle |church |barn |  |  |

|3. |fairies |dwarfs |elf |  |  |

|4. |queen |king |prince |  |  |

|5. |jacket |veil |wrapper |  |  |

|6. |canoe |ship |ark |  |  |

|7. |almond |walnut |filbert |  |  |

|8. |hundred |thousand |ten |  |  |

|9. |falcon |eagle |owl |  |  |

|10. |hens |chickens |geese |  |  |

|11. |meadow |valley |mountain |  |  |

|12. |midnight |morning |evening |  |  |

|13. |horn |drum |harp |  |  |

|14. |dog |cat |hamster |  |  |

|15. |pie |pastry |pudding |  |  |

|16. |zebra |giraffe |elephant |  |  |

|17. |nickel |quarter |dime |  |  |

|18. |Africa |Australia |South America |  |  |

[Continued on next page.]

Ex. 1 - Abstract and Concrete Words (and Phrases)

[Continued]

2. Number your paper from one to eighteen and add as many concrete words as you can to the abstract categories.

3. Remember that the abstract/concrete distinction is not two boxes into which words can be put. Words can be more or less abstract or concrete. Select one of the concrete words on your list (or in the exercise above) and list five words that are more concrete examples of that word. For example, how many different types of dogs can you think of?

4. To explain some abstract words, it is better to give and explain examples of it. Pick one word from the following list and write a paragraph that explains what it means to you. Use as many concrete examples as you can. Your teacher may have everyone read their paragraphs in class to see the different ways in which the word is defined.

merchant, glory, crime, helpfulness

Synonyms and Antonyms

|Ex. 2 – Synonyms |[pic] |A Kiss for Baby Anne |

|- Adapted from Child-Story Readers (#3) | |1897 |

|Wonder Stories | |by |

|New York: Lyons and Carnahan, 1927. | |Angelica |

| | |Kauffmann |

| | |(1741-1807) |

A synonym is a word that means the same,

or almost the same, as another word.

Directions:

1. Number the lines of a piece of paper from 1 to 20.

2. In each line find the synonym of the first word in that line. Write a short sentence using that word.

|1. |end |table |story |conclusion |

|2. |surround |encircle |make |gather |

|3. |beg |reply |implore |watch |

|4. |hardworking |functional |obedient |industrious |

|5. |force |compel |straighten |race |

|6. |hate |greet |comply |detest |

|7. |cunning |sly |humble |friendly |

|8. |value |dollar |worth |cost |

|9. |begin |delay |happen |commence |

|10. |friend |neighbor |ally |worker |

|11. |surrender |yield |punish |donate |

|12. |reckless |unlucky |rash |careful |

|13. |stick |adhere |rub |wash |

|14. |hide |ruin |conceal |paint |

|15. |yearly |daily |usually |annually |

|16. |predict |warn |foretell |remind |

|17. |habit |game |custom |ritual |

|18. |slender |small |light |slim |

|19. |comprehend |ponder |perplex |understand |

|20. |profit |gain |make |gamble |

|Ex. 3 - Antonyms |[pic] |Grand Duchess Elisaveta |

|from Voyages in English (4) | |Alexeevna, later Empress of |

|Fifth Year by Rev. Paul E. Campbell | |Russia |

|and Sister Mary Donatus MacNickle | |by |

| | |Vigee Le Brun |

| | |1755-1842 |

Antonyms are words that mean the opposite

or almost the opposite of another word.

Directions: Fill in the blanks with an antonym.

1. The water of the ocean is deep, but this pond is _________________.

2. Will you accept or _________________ the proposal?

3. Rita will ask the question and the class will _________________.

4. Some children are noisy, but others are very _________________.

5. Some people are wise; others are _________________.

6. The boat travels slowly, but the train goes _________________.

7. Use this sharp knife. That one is _________________.

8. A modern city has been built on the _________________ ruins.

9. The little girl is timid; her brother is _________________.

10. He did not admit the fact, nor did he _________________ it.

11. John finds arithmetic very _________________, but Edward finds it difficult.

12. The careful driver sometimes suffers because of the _________________ one.

13. This is the entrance and that is the _________________.

|Missing Punctuation |[pic] |

|Ex. 7 – From “How Johnny Cricket | |

|Saw Santa Claus” | |

|From FRIENDLY FAIRIES | |

|Written & Illustrated by Johnny Gruelle, 1919 | |

Directions: The punctuation and capitalization in the following text was lost. Please fix it (right on this page).

mamma cricket called papa and they both had a laugh when johnny told how startled he had been at the old man with the white whiskers who filled the stockings in front of the fireplace why johnny said mamma and papa cricket dont you know that was santa claus we have watched him every christmas in the last four years fill the stockings and he saw your little red topped boots and filled them with candy too if you will crawl through the crack into the fireplace you will see the children of the people who own this big house playing with all the presents that santa claus left them

Unit 7 - Statistical Stylistics (1)

Unit 8 - Studies in Punctuation and Logic

Ex. 1 - Colons and Dashes

Ex. 2 – Semicolons

Ex. 3. -

|[pic] |Restrictive and Non-Restrictive Modifiers |

| |Punctuating Adjectival Clauses and Other Modifiers |

Adjectival clauses and other modifiers are usually set off by commas when the information in them is felt by the writer as not necessary for the reader to identify the word being modified. Consider:

1. Toni saw a group a squirrels around the bird feeder in her back yard. The squirrel who wrecked the bird feeder was hanging on it, head downward.

2. Toni saw a squirrel in her back yard. The squirrel, who wrecked the bird feeder, was hanging on it, head downward.

In (1.), the adjectival clause “who wrecked the bird feeder” is not set off by commas because the preceding sentence mentions several “squirrels.” Thus the subordinate clause limits (restricts) the meaning of “squirrel” to the one who wrecked the bird feeder. In the second sentence (2.), it is already clear that the subject is the same squirrel that is mentioned in the preceding sentence. Thus the “who” clause simply adds information about the squirrel, and is set off by commas.

This rule applies to other modifiers. For example,

1. The girl in a blue hat was at the picnic yesterday.

2. The girl, in a blue hat, was at the picnic yesterday.

In (1.), “in the blue hat” identifies which girl is being talked about. In (2.), “in the blue hat” simply adds information—that she was in a blue hat when she was at the picnic.

In general, a modifier that restricts (limits) the meaning of what it is modifying is not set off by commas. If it does not restrict the meaning, it may or may not be so set off.

|[pic] |Ex. 4 - From “Little Snow-White” (1) |

| |in My Book of Favorite Fairy Tales |

| |by Edric Vredenburg; Illustrated by Jennie Harbour |

Directions:

1. Place parentheses around each prepositional phrase.

2. Underline every subject once, every verb twice, and label complements (“PA,” “PN,” “IO,” “DO”).

3. Put brackets [ ] around every subordinate clause and use arrows or labels to indicate their function.

4. Put a vertical line at the end of every main clause.

5. Write “R” above the beginning of restrictive clauses. (Be prepared to explain why.)

1. It was in the middle of winter, when the broad flakes of snow were falling around.

2. She had a magical looking-glass, to which she used to go and gaze upon herself in it.

3. Then she gazed thoughtfully upon the red drops which sprinkled the white snow.

4. They were seven little dwarfs that lived among the mountains, and dug and searched about for gold.

5. The king soon married another wife, who was very beautiful.

Bending and Breaking the Rules

|[pic] |Ex. 5 - Bending and Breaking the Rules |

| |From My Book of Favorite Fairy Tales |

| |by Edric Vredenburg; Illustrated by Jennie Harbour |

Directions:

1. Put parentheses ( ) around each prepositional phrase.

2. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” or “DO”).

3. Place brackets around each subordinate clause. If the clause functions as a noun, label its function (“Subj,” “PN,” “IO,” “DO,” “OP”) above the opening bracket. If it functions as an adjective or adverb, draw an arrow from the opening bracket to the word that the clause modifies.

4. Put a vertical line at the end of every main clause.

5. Be prepared to discuss where and how each sentence bends or breaks the rules of punctuation.

1. But the young wife heeded nothing they said or did, all she thought of was that little key which she must not use.

2. It was by no means likely that he would forget it, in fact he could think of nothing else.

3. In fact, should you open that door, or even put this key into the lock, I should be dreadfully angry, indeed I should make you suffer for it in a terrible way.

4. The King smiled, and himself went to open the rock.

5. In spite of the dwarf's bad temper, the girls took all possible pains to release the little man, but without avail; the beard could not be moved, it was wedged too tightly.

6. When the merchant arrived at the city, to his dismay he found that the man who owed him the money was still unable to pay him, the man had been disappointed himself at the last moment.

|Ex. 6 - Bending and Breaking the Rules |[pic] |

|from My Book of Favorite Fairy Tales | |

|by Edric Vredenburg; Illustrated by Jennie Harbour | |

Directions:

1. Put parentheses ( ) around each prepositional phrase.

2. Underline subjects once, finite verbs twice, and label complements (“PN,” “PA,” “IO,” or “DO”).

3. Place brackets around each subordinate clause. If the clause functions as a noun, label its function (“Subj,” “PN,” “IO,” “DO,” “OP”) above the opening bracket. If it functions as an adjective or adverb, draw an arrow from the opening bracket to the word that the clause modifies.

4. Put a vertical line at the end of every main clause.

5. Be prepared to discuss where and how each sentence bends or breaks the rules of punctuation.

1. See, though, those two children, they would be delicate morsels, and are as plump as partridges.

2. This youngest Prince was very courteous, merry, clever and accomplished, he was tall, handsome, and all that a prince should be.

3. Now, not far from Bluebeard’s house there dwelt a widow with two very lovely daughters, and one of these Bluebeard wished to marry, but which he did not mind, they might settle that between themselves.

4. The beautiful child arose when they opened their eyes, and looked kindly at them; but said no word, and passed from their sight into the wood.

5. Then he put on her clothes, and tied her night-cap over his head; got into the bed, and drew the blankets over him.

Unit 10 - Sentence Combining and Style

Ex. 1 –

|Ex. 2 - A Decombining Exercise |[pic] |

|from “Tufty Riquet” | |

|in My Book of Favorite Fairy Tales | |

|by Edric Vredenburg; Illustrated by Jennie Harbour | |

Directions: The following sentence is very long. Rewrite it in as many smaller sentences as you can.

When Riquet was about seven years old, the Queen of a kingdom near by was given two baby daughters, twins, of which one was so exquisitely beautiful that the Queen nearly died of joy when she saw her, and so the fairy, the same one who had given Riquet his gift of cleverness, to keep the Queen from making herself ill with excitement, told her that this little Princess would not be at all clever, indeed she would be as stupid as she was beautiful.

Unit 11 - Vocabulary (2)

Abstract and Concrete Words (and Phrases)

|The Sistine Madonna |[pic] |Ex. 1 - Adapted from |

|1513-14 | |Child-Story Readers (6) |

|by | |Wonder Stories |

|Raphael | |New York: Lyons and Carnahan, 1927. p. 241-2 |

|(1483-1520) | | |

Directions:

1. In the following, add two words to the list of concrete words, and then give an abstract word (or phrase) that would include all the concrete words.

| |Concrete |Concrete |Concrete |Concrete |Abstract |

|1. |deer |foxes |  |  |  |

|2. |gun |sword |  |  |  |

|3. |spoons |plates |  |  |  |

|4. |silk |flannel |  |  |  |

|5. |gold |tin |  |  |  |

|6. |candle |torch |  |  |  |

|7. |autumn |winter |  |  |  |

|8. |cakes |buns |  |  |  |

|9. |goat |cow |  |  |  |

|10. |table |bed |  |  |  |

|11. |stream |brook |  |  |  |

|12. |dozen |hundred |  |  |  |

|13. |hunter |trapper |  |  |  |

|14. |hall |kitchen |  |  |  |

|15. |frock |sash |  |  |  |

[Continued on next page.]

Ex. 1 - Abstract and Concrete Words (and Phrases)

[Continued]

2. Number your paper from one to fifteen and add as many concrete words as you can to the abstract categories.

3. Remember that the abstract/concrete distinction is not two boxes into which words can be put. Words can be more or less abstract or concrete. Select one of the concrete words on your list (or in the exercise above) and list five words that are more concrete examples of that word. For example, how many specific rivers can you name?

4. To explain some abstract words, it is better to give and explain examples of it. Pick one word from the following list and write a paragraph that explains what it means to you. Use as many concrete examples as you can. Your teacher may have everyone read their paragraphs in class to see the different ways in which the word is defined.

citizen, tax, education, competition

Synonyms and Antonyms

|Ex. 2 - Synonyms - Adapted from |[pic] |The Painter’s Daughters Chasing a |

|Child-Story Readers (#5) | |Butterfly |

|Wonder Stories | |Late 1750’s, |

|New York: Lyons and Carnahan, 1927.. | |by |

| | |Thomas Gainsborough |

| | |(1727 - 1788) |

A synonym is a word that means the same,

or almost the same, as another word.

Directions: Rewrite each of the sentences below by replacing the words in bold type with a synonym. If you cannot think of a different synonym, you can use the words in the lists below.

1. George did not feel like frolicking.

2. He was very plump.

3. He ate tiny morsels of food.

4. Christopher went out to forage for fresh meat.

5. The cat’s mistress heard a commotion.

6. The bluejay was peering down at Chris.

7. Mrs. Woods was delighted to see Molly leading the goat.

8. The stove was thoroughly cleansed.

9. The wind is in the right quarter.

10. That is the signal for a grand hurrah.

11. The sweetness of the maple sap is a great mystery.

12. A little stream trickles from the tree.

13. A grocery box was the baby rabbit’s lodging.

14. A noise made Jackie scurry to his box.

|fat |house |playing |

|noise |runs |washed |

|sign |hurry |direction |

|looking |bits |shouting |

|hunt |happy |secret |

Ex. 3 – Antonyms

|Self Portrait |[pic] |Ex. 4 - Synonyms and Antonyms from |

|1787 | |Child-Story Readers (1) |

|by | |Wonder Stories |

|Angelica | |New York: Lyons and Carnahan, 1927. p. 113-4 |

|Kauffmann | | |

|(1741-1807) | | |

Directions:

1. Number the lines of a piece of paper from 1 to 20.

2. In each line find the synonym (word that means the same) of the first word in that line. Write this word on your paper by the right number.

3. Pick any word in the line for which you can think of an antonym. Write that word and the antonym after the synonym.

For example:

|1. |fast |short |heavy |quick |

1. (fast) quick; short—long

|1. |circle |ring |tower |land |

|2. |quarreled |laughed |argued |sighed |

|3. |mad |angry |puffed |sorry |

|4. |castle |ceiling |palace |church |

|5. |dog |cat |grin |puppy |

|6. |sentry |capture |astonished |guard |

|7. |enemies |foes |fright |giants |

|8. |terrible |gentle |frightful |splendid |

|9. |noise |racket |fussing |cellar |

|10. |whole |entire |plan |part |

|11. |ravage |roar |destroy |silent |

|12. |monster |beast |ogre |giant |

|13. |image |bowman |likeness |page |

|14. |message |gifts |bullet |letter |

|15. |splendid |wonderful |gentle |thoughtful |

|16. |fairy |elf |giant |human |

|17. |lad |flock |girl |boy |

|18. |queer |wise |old |strange |

|19. |weak |young |feeble |old |

|20. |haste |troop |wand |hurry |

Unit 14 - Passages for Analysis

|[pic] |Ex. 1 - The Opening of “Snow-White and Rose-Red” |

| |from My Book of Favorite Fairy Tales |

| |by Edric Vredenburg; Illustrated by Jennie Harbour |

Directions: Note: As you work, write in any ellipsed words.

1. Place parentheses around each prepositional phrase.

2. Underline every subject once, every verb twice, and label complements (“PA,” “PN,” “IO,” “DO”).

3. Put brackets [ ] around every subordinate clause and use arrows or labels to indicate their function.

4. Put a vertical line at the end of every main clause.

A poor widow once lived in a little cottage. In front of the cottage was a garden, in which were growing two rose trees; one of these bore white roses, and the other red.

She had two children, who resembled the rose trees. One was called Snow-White, and the other Rose-Red; and they were as religious and loving, busy and untiring, as any two children ever were.

|[pic] |Ex. 2 - Embedded Subordinate Clauses |

| |from “Snow-White and Rose-Red” |

| |from My Book of Favorite Fairy Tales |

| |by Edric Vredenburg; Illustrated by Jennie Harbour |

Directions:

1. Place parentheses around each prepositional phrase.

2. Underline every subject once, every verb twice, and label complements (“PA,” “PN,” “IO,” “DO”).

3. Put brackets [ ] around every subordinate clause and use arrows or labels to indicate their function.

4. Put a vertical line at the end of every main clause.

“Stupid, inquisitive goose!” replied the dwarf; “I meant to split the trunk, so that I could chop it up for kitchen sticks; big logs would burn up the small quantity of food we cook, for people like us do not consume great heaps of food, as you heavy, greedy folk do. The bill-hook I had driven in, and soon I should have done what I required; but the tool suddenly sprang from the cleft, which so quickly shut up again that it caught my handsome white beard; and here I must stop, for I cannot set myself free. You stupid, pale-faced creatures! You laugh, do you?”

|[pic] |Ex. 5 - A Passage from “Sally Migrundy” (1) |

| |From FRIENDLY FAIRIES |

| |Written & Illustrated by Johnny Gruelle, 1919 |

Directions:

1. Place parentheses ( ) around each prepositional phrase.

2. Underline verbs twice, their subjects once, and label complements.

3. Label verbals “V” plus their function: “PA,” “PN,” “DO,” “Adj.” or “Adv.”

4. Place brackets [ ] around each subordinate clause. Above the opening bracket, label the function of noun clauses. From clauses that function as adjectives or adverbs, draw an arrow from the opening bracket to the word that the clause modifies.

5. Place a vertical line after each main clause.

6. Write “App” above every appositive and draw an arrow from it to the word it is an appositive to.

6. Label each interjection (“Inj”), each noun used as an adverb (“NuA”), and each example of direct address (“DirA”).

Sally Migrundy was very, very glad the children had come to live with her, so she wrote more notes and sent them down the singing stream, and more and more children came until Sally Migrundy’s house was very, very large inside, but still the same tiny little cottage on the outside. The singing and happy laughter of the children echoed through the whispering forest all day, and the ground about the cottage was filled with toys and playthings–merry-go-rounds, sliding boards, sand piles, hundreds of sand toys, and play houses filled with beautiful dolls and doll furniture.

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