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Book 5Book 5of theof the

KISS Grammar BooksKISS Grammar Books

© Dr. Ed VavraRevised Nov. 11, 2014

KISS Instructional Materials are available for free at KISSGrammar.org.

http://www.KISSGrammar.org/

2

Welcome and Introduction..............................................................................3Unit 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..............................................................................10Ex. 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................................................12Need 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....................................................14Need 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)..................................................................................17Abstract 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

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

Unit 7 - Statistical Stylistics (1).....................................................................22Unit 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......................................................28Ex. 1 –.......................................................................................................................28

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

Unit 11 - Vocabulary (2)................................................................................30Abstract 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.....................................................................35Ex. 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 IntroductionWelcome and Introduction

4

Unit 1 – ReviewUnit 1 – Review

Ex. 1 – Infrequent Helping Verbs

Ex. 2 – Palimpsest Patterns

Ex. 3 – Phrasal Verbs

5

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 <sell the house and furniture too>2 a : to an excessive degree : excessively <too large a house for us> b : to such a degree as to be regrettable <this time he has gone too far> c : very <didn't seem too interested>3 : so 2d <“I didn't do it.” “You did too.”>

“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. _______________

http://www.merriam-webster.com/dictionary/too

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Ex. 5 – Finite Verb or Verbal?

7

Ex. 6 -The Logic ofPrep 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.

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


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.”

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Ex. 8 - Embedded Subordinate Clauses

PunctuationPunctuation

Ex. 9 - Apostrophes for Possession

10

Unit 2 - Studies in EllipsisUnit 2 - Studies in Ellipsis

Ex. 1 - “As” and Ellipsisfrom “How Flax Was Given to Men”

fromThe 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.

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Ex. 2 – “Than” and Ellipsisfrom “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


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.

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Unit 4 - Intro to Post-Positioned AdjectivesUnit 4 - Intro to Post-Positioned Adjectives

Need IMNeed IM

Ex. 1 –

Ex. 2 –

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From Main Clause to Subordinate to PPAFrom Main Clause to Subordinate to PPA

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 HarbourDirections: 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:

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

Need Instructional MaterialNeed Instructional Material

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


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.

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Ex. 2 - From “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


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.

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Unit 6 - Vocabulary (1)Unit 6 - Vocabulary (1)Abstract and Concrete Words (and Phrases)Abstract and Concrete Words (and Phrases)

The New Noveldetail

1877, watercolor by

Winslow Homer(1836-1910)

Museum of Fine Arts, Springfield, Mass.

Ex. 1 - Adapted fromChild-Story Reader (5)

Wonder Stories New York: Lyons and Carnahan, 1927. p. 241-2

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.]

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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

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Synonyms and AntonymsSynonyms and Antonyms

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

Wonder Stories New York: Lyons and Carnahan, 1927.

A Kiss for Baby Anne

1897by

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 conclusion2. surround encircle make gather3. beg reply implore watch4. hardworking functional obedient industrious5. force compel straighten race6. hate greet comply detest7. cunning sly humble friendly8. value dollar worth cost9. begin delay happen commence

10. friend neighbor ally worker11. surrender yield punish donate12. reckless unlucky rash careful13. stick adhere rub wash14. hide ruin conceal paint15. yearly daily usually annually16. predict warn foretell remind17. habit game custom ritual18. slender small light slim19. comprehend ponder perplex understand20. profit gain make gamble

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Ex. 3 - Antonyms from Voyages in English (4)Fifth Year by Rev. Paul E. Campbelland Sister Mary Donatus MacNickle

Grand Duchess Elisaveta Alexeevna,

later Empress of Russia

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 _________________.

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Missing PunctuationMissing PunctuationEx. 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

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Unit 7 - Statistical Stylistics (1)Unit 7 - Statistical Stylistics (1)

Unit 8 - Studies in Punctuation and LogicUnit 8 - Studies in Punctuation and Logic

Ex. 1 - Colons and Dashes

Ex. 2 – Semicolons

Ex. 3. -

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Restrictive and Non-Restrictive ModifiersRestrictive 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.

24

Ex. 4 - From “Little Snow-White” (1)in My Book of Favorite Fairy Tales


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.

25

Bending and Breaking the RulesBending and Breaking the Rules

26

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





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.

27

Ex. 6 - Bending and Breaking the Rulesfrom My Book of Favorite Fairy Tales





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.

28

Unit 10 - Sentence Combining and StyleUnit 10 - Sentence Combining and Style

Ex. 1 –

29

Ex. 2 - A Decombining Exercisefrom “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.

30

Unit 11 - Vocabulary (2)Unit 11 - Vocabulary (2)Abstract and Concrete Words (and Phrases)Abstract and Concrete Words (and Phrases)

The Sistine Madonna

1513-14by

Raphael(1483-1520)

Ex. 1 - Adapted fromChild-Story Readers (6)


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.]

31

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

32

Synonyms and AntonymsSynonyms and Antonyms

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

Wonder Stories New York: Lyons and Carnahan, 1927..

The Painter’s Daughters Chasing a Butterfly

Late 1750’s,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 noise sign

looking hunt

house runs hurry bits

happy

playing washed

direction shouting

secret

33

Ex. 3 – Antonyms

Self Portrait 1787by

AngelicaKauffmann

(1741-1807)

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


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 land2. quarreled laughed argued sighed3. mad angry puffed sorry4. castle ceiling palace church5. dog cat grin puppy6. sentry capture astonished guard7. enemies foes fright giants8. terrible gentle frightful splendid9. noise racket fussing cellar10. whole entire plan part11. ravage roar destroy silent12. monster beast ogre giant13. image bowman likeness page14. message gifts bullet letter15. splendid wonderful gentle thoughtful16. fairy elf giant human17. lad flock girl boy18. queer wise old strange19. weak young feeble old20. haste troop wand hurry

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Unit 14 - Passages for AnalysisUnit 14 - Passages for Analysis

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,”



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.

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Ex. 2 - Embedded Subordinate Clausesfrom “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,”



“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?”

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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


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.

the kiss grammar book€¦ · web viewindeed, my hunter, ... the painter’s daughters chasing a...

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