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"Thumbelina""Thumbelina"from Andrew Lang's from Andrew Lang's The Yellow Fairy BookThe Yellow Fairy Book

A KISS Grammar WorkbookA KISS Grammar Workbook

A Fourth Grade Grammar ReviewA Fourth Grade Grammar Review

© Dr. Ed VavraMay 13, 2005

2

IntroductionIntroduction......................................................................................................................................44

ExercisesExercises................................................................................................................................................44Prepositional Phrases -- Some Advanced Exercises...................................4

An Advanced Exercise in Prepositional Phrases............................................................5Analysis Key through KISS Level Two (S/V/C Patterns)............................................6Analysis Key through KISS Level Three (Clauses) +..................................................7

Embedded Prepositional Phrases -- Exercise # 1............................................................8Analysis Key through KISS Level Two (S/V/C Patterns)............................................9Analysis Key through KISS Level Three (Clauses) +................................................10

Embedded Prepositional Phrases: Exercise # 2...........................................................12Analysis Key through KISS Level Two (S/V/C Patterns)..........................................13Analysis Key through KISS Level Three (Clauses) +................................................14

The "For" Problem........................................................................................16The "For" Problem - Ex # 1..............................................................................................17

Analysis Key through KISS Level Three (Clauses) +................................................18The "For" Problem - Ex # 2..............................................................................................19

Analysis Key through KISS Level Three (Clauses) +................................................20Subject / Verb / Complement Patterns........................................................21

Subjects / Finite Verbs / Complements -- Ex # 1............................................................22Analysis Key through KISS Level Three (Clauses) +................................................23







Distinguishing Finite Verbs from Verbals...................................................36Distinguishing Finite Verbs from Verbals -- Ex # 1........................................................37

Analysis Key through KISS Level Three (Clauses) +................................................38Distinguishing Finite Verbs from Verbals -- Ex # 2........................................................39

Analysis Key through KISS Level Three (Clauses) +................................................40Distinguishing Finite Verbs from Verbals -- Ex # 3........................................................41

Analysis Key through KISS Level Three (Clauses) +................................................42Identifying the S/V/C Patterns in Subordinate Clauses.............................43

Multiple S/V/C Patterns in one Sentence - Ex #1............................................................44Analysis Key through KISS Level Three (Clauses) +................................................45

Multiple S/V/C Patterns in one Sentence -- Ex # 2..........................................................46Analysis Key through KISS Level Three (Clauses) +................................................47




3Multiple S/V/C Patterns in one Sentence -- Ex # 6..........................................................54

Analysis Key through KISS Level Three (Clauses) +................................................55Direct Object? Or Interjection? -- Ex # 7.........................................................................56

Analysis Key through KISS Level Three (Clauses) +................................................57How Much Can I Explain?.............................................................................58

How Much Can I Explain? -- Ex # 1..................................................................................59Analysis Key through KISS Level Two (S/V/C Patterns)..........................................60Analysis Key through KISS Level Three (Clauses) +................................................62

An Exercise in Punctuation.............................................................................................63Analysis Key through KISS Level Two (S/V/C Patterns)..........................................65Analysis Key through KISS Level Three (Clauses) +................................................66

A Sentence-Combining Exercise.....................................................................................67How Much Can I Explain? -- Ex #3...................................................................................68

Analysis Key through KISS Level Two (S/V/C Patterns)..........................................69Analysis Key through KISS Level Three (Clauses +)................................................70

How Much Can I Explain? -- Ex # 4..................................................................................72Analysis Key through KISS Level Two (S/V/C Patterns)..........................................73Analysis Key through KISS Level Three (Clauses) +................................................74

Direct Address, Interjections, & Nouns Used as Adverbs.........................75Examples of Direct Address in "Thumbelina"................................................................76

Analysis Key through KISS Level Two (S/V/C Patterns)..........................................77Analysis Key through KISS Level Three (Clauses) +................................................78

Interjections in "Thumbelina"..........................................................................................80Analysis Key through KISS Level Two (S/V/C Patterns)..........................................81Analysis Key through KISS Level Three (Clauses) +................................................82

Nouns Used as Adverbs in "Thumbelina" Ex # 1...........................................................83Analysis Key through KISS Level Two (S/V/C Patterns)..........................................84Analysis Key through KISS Level Three (Clauses) +................................................84



ThumbelinaThumbelina......................................................................................................................................9292

An Exercise in Literary AnalysisAn Exercise in Literary Analysis......................................................................101101

Additional Writing ExercisesAdditional Writing Exercises................................................................................101101

Analyzing My Own WritingAnalyzing My Own Writing......................................................................................102102

4

IntroductionIntroductionLinear, printable books have advantages, but they also have disadvantages. The "KISS

Difference" is that it approaches grammar by analyzing real texts – with the assumption that students should be able to explain any word in any sentence. On the KISS web site, the "Analysis Keys" include links to various instructional material and background essays, links that cannot be included in a paper version of the exercises. Since these exercises were created for the web, and copied to this book, I have retained most of the links, even thought they will not work. This should enable you, if you wish, to go to the web site and follow the link.

This book is a printable version of the exercises on "Thumbelina," from Andrew Lang's The Yellow Fairy Book. (On-line, these exercises can be found in Grade Four, April 26, in the Resource Books.) Because this is just one of several KISS Level Two printable workbooks, the instructional and other material that you may need to use it effectively are not included. At a minimum, you will need the KISS Instructional Material for Levels One and Two, and the KISS "Codes and Color Key." They are available on the KISS web site.

Whereas some parents and teachers will prefer to do only one or two grammar exercises in relation to any literary work, others may prefer to stay with the same work and look at it more intensely. Obviously you may use only one or two of these exercises, but I have tried here to develop a series of review exercises for everything that fourth graders might have studied within the KISS framework. Thus I have made this as a separate "Review" book in the sequential KISS workbooks.

Adjectives, adverbs, and prepositional phrases appear in almost every passage, and obviously any construction can appear in any passage, but the following selections have been made in order to include at least some of the designated constructions. Remember that ideally fourth graders should be working at KISS Level Two. To save paper, only Level Three answer keys have been provided for some of the simpler exercises. These include, of course, everything that you will need for Level Two, but the simple clause structures and occasional additional constructions have been explained within those keys. For passages that are more complex, separate analysis keys for levels three + are provided for teachers and parents to help answer any advanced questions that you or your students may have.

Any passage, of course, can be used as an exercise for any level of KISS analysis. Many of these selections include "so" and "for" as conjunctions. If you plan to use them for studying clause structure, you will probably save some time if you study the discussion of "so" and "for" first.

ExercisesExercises

Prepositional Phrases -- Some Advanced ExercisesPrepositional Phrases -- Some Advanced Exercises

In a KISS Level Two workbook, prepositional phrases are not a major focus, but students may find the following sentences from "Thumbelina" to be interesting and challenging.

5

An Advanced Exercise in Prepositional Phrases [from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

1. There the mouse lived warm and snug, with a store-room full of corn, a

splendid kitchen and dining-room.

2. Yes! he was a different kind of husband to the son of the toad and the

mole with the black-velvet coat.

3. You can sit on my back, and we will fly far away from the ugly mole and

his dark house, over the mountains, to the warm countries where the

sun shines more brightly than here, where it is always summer, and

there are always beautiful flowers.

6An Advanced Exercise in Prepositional Phrases

[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

Analysis Key through KISS Level Two (S/V/C Patterns)

1. There the mouse lived warm and snug, {with a store-room} [Adv. to "lived"] full {of

corn} [Adv. to "full"], {*and with* a splendid kitchen and dining-room} [Adv. to "lived"].

2. Yes! [Inj] he was a different kind (PN) {of husband} [Adj. to "kind"] {to [#1] the

son} {of the toad} and { * to * the mole} {with the black-velvet coat} .

3. You can sit {on my back} [Adv. to "can sit"], and we will fly far away {from

the ugly mole and his dark house} [#2], {over the mountains} [Adv. to "will fly"],

{to the warm countries} [Adv. to "will fly"] where the sun shines more brightly

{than here} [#3], where it is always summer (PN), and there [#4] are always

beautiful flowers (PN).

Notes1. First of all, most people today would probably use "than" or "from" here instead of

"to," since the toad and mole are being compared here to the Little Prince. Both "to" phrases modify "different." "Of the toad" functions as an adjective to "son," and "with the black-velvet coat" modifies "mole."

2. Note how this "from" phrase can be explained as modifying "away," "far," and/or the "will fly." Ultimately, of course, these technically different explanations do not make much difference because "far" and "away" both modify "will fly."

3. Some grammarians still probably insist that "than" should be considered a subordinate conjunction here (in an ellipsed clause -- "than *it does* here"). See "Sliding Constructions."

4. See also "Expletives."

7An Advanced Exercise in Prepositional Phrases


Analysis Key through KISS Level Three (Clauses) +

1. There the mouse lived warm and snug [#1], {with a store-room} full [#2] {of

corn}, {*and with* a splendid kitchen and dining-room}. /

2. Yes! [Inj] he was a different kind (PN) {of husband} {to the son} {of the toad} and

{ * to * the mole} {with the black-velvet coat} . /

3. You can sit {on my back}, / and we will fly far away {from the ugly mole and his

dark house}, {over the mountains}, {to the warm countries} [Adj. to "countries"

where the sun shines more brightly {than here}], [Adj. to "countries" where

it is always summer (PN)], and [Adj. to "countries" *where* there are

always beautiful flowers (PN)]. /

Notes1. It would be very difficult, if even possible, to find an explanation for "warm" and "snug" in most grammar textbooks. In form, they are adjectives, but they clearly express how the mouse lived. Thus they function as adverbs to "lived." Within KISS, one can easily explain this as a palimpsest pattern, with "The mouse lived" overlaid on "The mouse was warn and snug." 2. "Full" is a post-positioned adjective, a reduction of "store-room *which was* full."

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Embedded Prepositional Phrases -- Exercise # 1Thumbelina Helps the Swallow


Thumbelina trembled, she was so frightened; for the bird was very

large in comparison with herself -- only an inch high. But she took courage,

piled up the down more closely over the poor swallow, fetched her own

coverlid and laid it over his head.

Next night she crept out again to him. There he was alive, but very

weak; he could only open his eyes for a moment and look at Thumbelina,

who was standing in front of him with a piece of rotten wood in her hand,

for she had no other lantern.

'Thank you, pretty little child!' said the swallow to her. 'I am so

beautifully warm! Soon I shall regain my strength, and then I shall be able

to fly out again into the warm sunshine.'

'Oh!' she said, 'it is very cold outside; it is snowing and freezing! stay

in your warm bed; I will take care of you!'

9Thumbelina Helps the Swallow



Thumbelina trembled, she was so frightened; for the bird was very

large (PA) {in comparison} {with herself} -- only an inch high. But she took

courage (DO), piled up the down (DO) [#1] more closely {over the poor

swallow}, fetched her own coverlid (DO) and laid it (DO) {over his head}.

Next night [NuA] she crept out again {to him}. There he was alive (PA),

but very weak (PA); he could only open his eyes (DO) {for a moment} and

look {at Thumbelina}, who was standing {in front} {of him} {with a piece}

{of rotten wood} {in her hand}, for she had no other lantern (DO).

'*I* Thank you (DO), pretty little child [DirA]!' said the swallow {to her}.

'I am so beautifully warm (PA)! Soon I shall regain my strength (DO), and

then I shall be able (PA) to fly out again {into the warm sunshine}.'

'Oh! [Inj]' she said, 'it is very cold (PA) outside; it is snowing and

freezing! *You* stay {in your warm bed}; I will take care (DO) [#2] {of you}!'

Notes

1. Phrases such as "piled up the down" must drive non-native speakers nuts. ;) As a noun, "down" means a covering of soft, fluffy feathers, or something that resembles such a covering.

2. Although we can break "take care of you" down as I have here, I would also accept "will take care of" as the verb phrase since it is idiomatic for "will help."

10

Thumbelina Helps the Swallow [from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]


Thumbelina trembled, / she was so frightened; / for the bird was

very large {in comparison} {with herself} -- only an inch high [#4]. / But she took

courage, piled up the down more closely {over the poor swallow}, fetched her

own coverlid and laid it {over his head}. / Next night [NuA] she crept out again {to him}. / There he was alive, but

very weak; / he could only open his eyes {for a moment} and look {at

Thumbelina}, [Adj. to "Thumbelina" who was standing {in front} {of him} {with a

piece} {of rotten wood} {in her hand}, [ [#2] for she had no other lantern.]] / '*I* Thank you, pretty little child [DirA]!! [ [#3] said the swallow {to her}.] / 'I

am so beautifully warm! / Soon I shall regain my strength, /and then I shall

be able to fly [#5] out again {into the warm sunshine}.' / 'Oh! [Inj]' [ [#3] she said,] 'it is very cold outside; / it is snowing and

freezing! / *You* stay {in your warm bed}; / I will take care {of you}!' /

Notes

1. See the discussion of "for" as a conjunction. In this case, the preceding semicolon suggests the end of a main clause, thereby making "for" function as a coordinating conjunction.

2. In "for she had no other lantern," the "for" is preceded by a comma -- which does not suggest the end of a main clause. This clause explains why she was there "with a piece of rotten wood in her hand," and is thus adverbial to the adverbial "with a piece" prepositional phrase (and everything that is embedded in it). I don't ever

11remember a grammar book that explains a subordinate clause as modifying a prepositional phrase, but it is the simplest explanation that makes sense here.

3. KISS treats "she said" as a subordinate clause that functions as an interjection. The traditional explanation is to make the opening quotation the direct object of "said." Either explanation should be accepted.

4. "Inch" is a noun used as an adverb to modify the adjective "high." "High" is a post-positioned adjective to "herself." It derives from the reduction of the clause "*who was* only an inch high."

5. "To fly" is an infinitive that functions as an adverb to "able."

12

Embedded Prepositional Phrases: Exercise # 2[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

Thumbelina Receives a Proposal

'Tweet, tweet!' sang the bird, and flew into the green wood.

Thumbelina was very unhappy. She was not allowed to go out into the

warm sunshine. The corn which had been sowed in the field over the field-

mouse's home grew up high into the air, and made a thick forest for the

poor little girl, who was only an inch high.

'Now you are to be a bride, Thumbelina!' said the field-mouse, 'for our

neighbour has proposed for you! What a piece of fortune for a poor child

like you! Now you must set to work at your linen for your dowry, for nothing

must be lacking if you are to become the wife of our neighbour, the mole!'

Thumbelina had to spin all day long, and every evening the mole

visited her, and told her that when the summer was over the sun would not

shine so hot; now it was burning the earth as hard as a stone. Yes, when

the summer had passed, they would keep the wedding.

13Thumbelina Receives a Proposal



'Tweet (DO), tweet (DO)!' sang the bird, and flew {into the green wood}. Thumbelina was very unhappy (PA). She was not allowed to go out {into the warm sunshine}. The corn which had been sowed {in the field} {over the field-mouse's home} grew up high [#1] {into the air}, and made a thick forest (DO) {for the poor little girl}, who was only an inch [NuA] high (PA).

'Now you are to be a bride (PN), Thumbelina [DirA]!' said the field-mouse, 'for our neighbour has proposed {for you}! What a piece (PN) [#2] {of fortune} {for a poor child} {like you}! Now you must set to work {at your linen} {for your dowry}, for nothing must be lacking if you are to become the wife (PN) {of our neighbour}, the mole!'

Thumbelina had to spin all day [NuA] long [#3], and every evening [NuA] the mole visited her (DO), and told her (IO) that when the summer was over [#4] the sun would not shine so hot; now it was burning the earth as hard {as a stone}. Yes, when the summer had passed, they would keep the wedding (DO).

Notes

1. Some students may prefer to see "high" as a predicate adjective. Grammarians disagree on this, so I would accept either explanation. I don't remember ever seeing a grammar textbook deal with this idiomatic construction.

2. It is sure to cause confusion for students because there is no verb. I have coded "What" as an adjective simply because it seems to be the most logical choice, and I have labeled "piece" as a predicate noun on the assumption that "this is" is ellipsed -- What a piece of fortune *this is* for ... you!" One could spend time scouring the grammar texts and asking the grammarians, but since no child ever, to my knowledge, has any problem with the idiomatic construction, it does not seem worth the effort.

3. Here again, traditional grammars rarely deal with such common, idiomatic expressions. Although I have coded "long" as an adjective, I would not argue with anyone who wanted to explain it as an adverb to the adverbial function of "all day."

4.Most grammarians will not be happy with simply considering "over" to be an adverb, but then their explanations will be complicated, and they will not agree. Since "to be over" is idiomatic for "to be finished" (or "ended"), I would simply accept "over" as an adverb, but I would also even accept it as part of the finite verb phrase. There is no sense in arguing about little points like this.

14Thumbelina Receives a Proposal



'Tweet, tweet!' sang the bird, and flew {into the green wood}. / Thumbelina was very unhappy. / She was not allowed to go [#5] out {into

the warm sunshine}. / The corn [Adj. to "corn" which had been sowed {in the

field} {over the field-mouse's home}] grew up high {into the air}, and made a thick

forest {for the poor little girl}, [Adj. to "girl" who was only an inch [NuA] high.] / 'Now you are to be a bride, Thumbelina [DirA]!' [ [#1] said the field-

mouse,] [Adv. to "are to be" [#2] 'for our neighbour has proposed {for you}!] / What a piece {of fortune} *that is* {for a poor child} {like you}! / Now you must

set to work {at your linen} {for your dowry} , [Adv. to "must set to work" [#2] for nothing must be lacking [Adv. to "must be lacking" if you are to become the

wife {of our neighbour}, the mole!' [#6] ]] / Thumbelina had to spin all day [NuA] long, / and every evening [NuA] the

mole visited her, and told her [DO of "told" that [Adv. to "not" in "would not

shine" when the summer was over] the sun would not shine so hot;] / [#3]

now it was burning the earth [#7] as hard [#7] {as a stone} [#4]. / Yes, [Adv. to

"would keep" when the summer had passed,] they would keep the

wedding. /

Notes1. See the KISS explanation of subordinate clauses that function as interjections. 2. See the discussion of "for" and "so" as conjunctions. 3. This raises an interesting problem that I have not seen addressed in any grammar

15book. Is the following "now" clause also a direct object of "told"? Certainly, an argument can be made that it is, but then, an argument can be made the the following sentence is also, since it too may be part of what the mole told her. This problem does not appear frequently, but in statistical analyses of clauses, it is a crucial problem that needs a specific, consistent treatment. The KISS procedure is to treat the semicolon as a main-clause break. For more on this, see "Language as a Stream of Meaning." 4. When they get to clauses, some students will prefer to explain this as an ellipsed subordinate clause -- "as a stone *is hard*." Either explanation should be accepted. See "Sliding Parts of Speech."

Notes for Levels Four and Five5. "To go" is an infinitive. Because "was allowed" is in passive voice, the infinitive functions as a retained direct object, retained from the active -- He did not allow her to go ... 6. Appositive to "neighbour." 7. Most grammarians would probably consider "earth" to be the direct object of "was burning" and "hard" to be either an objective or subjective complement. I can never keep those two straight, and thus KISS eliminates both of them. Instead KISS analyzes such constructions by using an ellipsed infinitive -- "was burning the earth *to be* as hard as a stone." The infinitive phrase then functions as the direct object of "was burning." The KISS explanation not only eliminates the confusing "objective" and "subjective" complements concepts, it also underlines the logic of the sentence -- The sun was burning such that the earth was becoming as hard as stone."

16

The "For" ProblemThe "For" Problem

The "For" problem is included here because Lang frequently uses "for" as a conjunction in "Thumbelina." This will confuse students who are attempting to identify prepositional phrases. As conjunctions, "for" (and "so") presented a theoretical, or perhaps I should say, a "definitional" problem for KISS Grammar. Most textbooks basically ignore them, but when they do deal with them, they disagree. Some grammarians consider "for" and "so" to be coordinating conjunctions, whereas others include them with the subordinating conjunctions. Based on examples from real texts, KISS considers them as either, depending on how they are used in a text.

Consider the following sentence from Beatrix Potter's "The Tale of Peter Rabbit":

Peter was most dreadfully frightened; / he rushed all over the garden, [for he had forgotten the way back to the gate].

Note that "for" means "because" here, and thus we can easily consider the "for" clause as subordinate. But some writers would split the sentence into two:

Peter was most dreadfully frightened; / he rushed all over the garden. / For he had forgotten the way back to the gate. /

Thus, within the KISS Approach, we would consider this "For" as a coordinating conjunction, comparable to "And," "Or," or "But"

This also applies to any "for" that appears after a punctuation mark that signals the end of a main clause, i. e., a semicolon, colon, or dash:

In that time, however, the pirates had well-nigh gone crazy for joy; / for when they came to examine their purchase they discovered her cargo to consist of plate to the prodigious sum of £180,000 in value. / [from "With the Buccaneers," by Howard Pyle]

For more on "for" and "so" as conjunctions, see the instructional material in KISS Level Three. Here, the main objective is to enable students to identify "for" when it is used as a preposition, and to not mark it as a preposition when it is used as a conjunction. To do that, students have to pay attention to the meaning of the text. Shouldn't that always be our primary objective?

17

The "For" Problem - Ex # 1 [from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

1. But Thumbelina did not trouble her head about him, for he was only

a mole.

2. Poor little Thumbelina went up to the door and begged for a little

piece of barley, for she had not had anything to eat for the last two

days.

3. When she saw where she was she began to cry bitterly; for on

every side of the great green leaf was water, and she could not get

to the land.

4. He possesses great knowledge, but he cannot bear the sun and the

beautiful flowers, and speaks slightingly of them, for he has never

seen them.

5. The mole took a piece of rotten wood in his mouth, for that glows

like fire in the dark, and went in front, lighting them through the

long dark passage.

18



1. But Thumbelina did not trouble her head (DO) {about him}, [Adv. to "not"

for he was only a mole (PN)]. / 2. Poor little Thumbelina went up {to the door} and begged {for a little piece} {of

barley}, [Adv. to "begged" for she had not had anything (DO) to eat [#1] {for the

last two days}]. / 3. [Adv. to "began" When she saw [DO of "saw" where she was]] she

began to cry [#2] bitterly; / for {on every side} {of the great green leaf} was water, / and she could not get {to the land}. / 4. He possesses great knowledge (DO), / but he cannot bear the sun

(DO) and the beautiful flowers (DO), and speaks slightingly {of them}, [Adv. to

"slightingly" for he has never seen them (DO)]. / 5. The mole took a piece (DO) {of rotten wood} {in his mouth}, [Adv. to "took" for that glows {like fire} {in the dark}], and went {in front}, lighting them [#3] {through

the long dark passage}. /

Notes1. The infinitive "to eat" functions as an adjective to "anything." 2. At this KISS level, "began to cry" can also be accepted as the finite verb phrase; otherwise "to cry" is an infinitive that functions as the direct object of "began." 3. "Them" is the direct object of the gerundive "lighting" which modifies "mole."

19


1. But she was not at all pleased about it, for she did not like the stupid

mole.

2. Neither the mole nor the field-mouse learnt anything of this, for they

could not bear the poor swallow.

3. But when he saw Thumbelina, he was delighted, for she was the most

beautiful girl he had ever seen.

4. The little Prince was very much frightened at the swallow, for in

comparison with one so tiny as himself he seemed a giant.

5. Thumbelina was very sorry, for she was very fond of all little birds; they

had sung and twittered so beautifully to her all through the summer.

20The "For" Problem - Ex # 2



1. But she was not {at all} pleased (P) {about it}, [Adv. to "not" for she did not

like the stupid mole (DO)]. /

2. Neither the mole nor the field-mouse learnt anything (DO) {of this}, [Adv.

to "learnt" for they could not bear the poor swallow (DO)]. /

3. But [Adv. to "was delighted" when he saw Thumbelina (DO)], he was delighted, [Adv. to "was delighted" for she was the most beautiful girl (PN)

[Adj. to "girl" he had ever seen]]. /

4. The little Prince was very much frightened (P) {at the swallow}, [Adv. to "was

frightened" for {in comparison} {with one} so tiny [#1] {as himself} he seemed a

giant (PN)]. /

5. Thumbelina was very sorry (PA), [Adv. to "was" for she was very fond

(PA) {of all little birds}]; / they had sung and twittered so beautifully {to her}

all {through the summer}. /

Note

1. "Tiny" is a post-positioned adjective, a reduction of "with one *who was* so tiny ..."

21

Subject / Verb / Complement PatternsSubject / Verb / Complement Patterns

There are seven exercises in this section. To provide fourth graders will some very simple exercises, some of the sentences have been adapted from the original text. Exercises one through three are extremely simple. Exercises four and five involve compound subjects, finite verbs, and/or complements. Exercises six and seven involve S/V/C patterns in compound sentences. They have been separated in this way so that you can, if you wish, use exercises six and seven as part of the initial introduction to clauses.

Although an infinitive phrase slipped into one of the sentences in exercise six, these exercises are otherwise free of verbals.

Writing Assignments

Having students write one or two sentences comparable to the sentences they have been analyzing is generally a good idea, but, in addition to taking extra time, including perhaps class time, it may become boring. Students may, however, find the following two exercises rewarding, both in interest and in their effects on the students' writing styles.

1. After the students have discussed sentence # 4 in Exercise # 5, have them each write two or three sentences based on the same pattern -- verb / subject, and verb.

2. Have the students each write two or three sentences with a five-part compound finite verb.

22

Subjects / Finite Verbs / Complements -- Ex # 1 [from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

1. How ugly she is!

2. Thumbelina was really very pretty.

3. But he is blind.

4. By the autumn Thumbelina had finished the dowry.

5. You will get a fine husband!

6. The old toad bowed low in the water before her.

23Subjects / Finite Verbs / Complements -- Ex # 1



1. How ugly (PA) she is! /

2. Thumbelina was really very pretty (PA). /

3. But he is blind (PA). /

4. {By the autumn} Thumbelina had finished the dowry (DO). /

5. You will get a fine husband (DO)! /

6. The old toad bowed low {in the water} {before her}. /

24


1. He was the spirit of the flower.

2. In autumn the swallows fly away to foreign lands.

3. In four weeks you will be married!

4. The King himself has not such a velvet coat.

5. So she said "Yes" to the noble Prince.

6. The tiny Thumbelina woke up very early in the morning.

25Subjects / Finite Verbs / Complements -- Ex # 2 [from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]


1. He was the spirit (PN) {of the flower}. / 2. {In autumn} the swallows fly away {to foreign lands}. / 3. {In four weeks} you will be married (P)! / 4. The King himself [#1] has not such a velvet coat (DO). / 5. So she said "Yes" (DO) {to the noble Prince}. / 6. The tiny Thumbelina woke up very early {in the morning}. /

Note

1. "Himself" is an appositive to "King."

26


1. We will put her at once on a broad water-lily leaf in the stream.

2. I shall bite you with my sharp white teeth!

3. This would make a beautiful wife for my son.

4. 'Tweet, tweet!' sounded in her ear all at once.

5. 'Tweet, tweet!' he sang to her.

6. Outside in the brook grew many water-lilies, with broad green

leaves.

27Subjects / Finite Verbs / Complements -- Ex # 3[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]


1. We will put her (DO) {at once} {on a broad water-lily leaf} {in the stream}. / 2. I shall bite you (DO) {with my sharp white teeth}! / 3. This would make a beautiful wife [#1] {for my son}. / 4. 'Tweet, tweet!' sounded {in her ear} all {at once}. / 5. 'Tweet, tweet!' (DO) he sang {to her}. / 6. Outside {in the brook} grew many water-lilies, {with broad green leaves}. /

Note

1. The "This" is Thumbelina. Grammarians will probably disagree about the function of "wife." Some will see it as a direct object; others will consider it a predicate noun. The difference depends on how one interprets "make." To me, "would make" here means "would be," so I would explain "wife" as a predicate noun, but I would not argue with anyone who wished to consider it a direct object.

28

Subjects / Finite Verbs / Complements -- Ex # 4[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

1. He came and paid them a visit in his black-velvet coat.

2. The swallow flew down with Thumbelina, and set her upon one of

the broad leaves.

3. And out of each flower came a lady and gentleman.

4. He had the prettiest golden crown on his head, and the most

beautiful wings on his shoulders.

5. The toad took up the walnut-shell, with Thumbelina inside, and

hopped with it through the window into the garden.




1. He came and paid them (IO) a visit (DO) {in his black-velvet coat}. /

2. The swallow flew down {with Thumbelina}, and set her (DO) {upon one} {of

the broad leaves}. /

3. And {out of each flower} came a lady and gentleman. /

4. He had the prettiest golden crown (DO) {on his head}, and the most beautiful

wings (DO) {on his shoulders}. /

5. The toad took up the walnut-shell (DO), {with Thumbelina} inside [#1], and

hopped {with it} {through the window} {into the garden}. /

Note1. Note that this is an ellipsed prepositional phrase -- "inside *it*."

30


1. She took off her sash, and tied one end round the butterfly.

2. The cockchafer flew down from the tree with her and put her on a

daisy.

3. A beautiful little white butterfly fluttered above her, and at last

settled on the leaf.

4. 'Farewell, farewell!' said the little swallow with a heavy heart, and

flew away to farther lands, far, far away, right back to Denmark.

5. But Thumbelina could not sleep that night; so she got out of bed,

and plaited a great big blanket of straw, and carried it off, and spread

it over the dead bird, and piled upon it thistle-down as soft as cotton-

wool.




1. She took off her sash (DO), and tied one end (DO) {round the butterfly}. / 2. The cockchafer flew down {from the tree} {with her} and put her (DO) {on a

daisy}. / 3. A beautiful little white butterfly fluttered {above her}, and {at last} settled {on

the leaf}. / 4. 'Farewell, farewell!' (DO) said the little swallow {with a heavy heart}, and

flew away {to farther lands}, far, far away, right back {to Denmark}. / 5. But Thumbelina could not sleep that night [NuA]; / so [#1] she got {out of

bed}, and plaited a great big blanket (DO) {of straw}, and carried it (DO)

off, and spread it (DO) {over the dead bird}, and piled {upon it} thistle-down

(DO) as soft [#2] {as cotton-wool}. /

Notes

1. See "So" and "For" as Conjunctions. 2. "Soft" is a post-positioned adjective, a reduction of "*which was* as soft."

32


1. Thumbelina pleased him, and she, too, was delighted.

2. His store-room and cellar are full, and you should be thankful for

that.

3. She might escape us even now; she is as light as a feather.

4. Put it in a flower-pot, and then you will see something happen.

5. The whole winter he remained down there, and Thumbelina looked

after him and nursed him tenderly.




1. Thumbelina pleased him (DO), / and she, too, was delighted (P). / 2. His store-room and cellar are full (PA), / and you should be thankful

(PA) {for that}. / 3. She might escape us (DO) even now; / she is as light (PA) {as a feather}.

/ 4. *You* Put it (DO) {in a flower-pot}, / and then you will see something

happen [#1]. / 5. The whole winter [NuA] he remained down there, / and Thumbelina looked

after him (DO) [#2] and nursed him (DO) tenderly. /

Notes

1. "Happen" is an infinitive; "something" is its subject. The infinitive phrase functions as the direct object of "will see." Unless they have been working on distinguishing finite verbs from verbals, simply expect students to miss this.

2. "Looked after" means "cared for" or "attended," but I would not expect fourth graders to see this possible one-word substitution. Thus I would also accept "looked" as the finite verb and "after him" as a prepositional phrase.

34

Subjects / Finite Verbs / Complements -- Ex # 7[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

1. I must fly away to warmer lands: will you come with me?

2. The leaf floated farther and farther away; thus Thumbelina left her

native land.

3. In each blossom there dwelt a tiny man or woman; but this one was

the King over the others.

4. Here is my son; you shall marry him, and live in great magnificence

down under the marsh.

5. The leaf farthest away was the largest, and to this the old toad

swam with Thumbelina in her walnut-shell.




1. I must fly away {to warmer lands}: / will you come {with me}? / 2. The leaf floated farther and farther away; / thus Thumbelina left her native

land (DO). / 3. {In each blossom} there dwelt a tiny man or woman [#1]; / but this one was

the King (PN) {over the others}. / 4. Here is my son; / you shall marry him (DO), and live {in great

magnificence} down {under the marsh}. / 5. The leaf farthest away [#2] was the largest *one* (PN), / and {to this} the old

toad swam {with Thumbelina} {in her walnut-shell}. /

Notes

1. If you have opted to teach expletives, "man" and "woman" are the subject of "dwelt." Otherwise, "there" can be considered an adverb, and "man" and "woman" as the subjects, or one could explain this as a palimpsest pattern, with "dwelt" written over "was." In this explanation, "man" and "woman" are predicate nouns. I would accept whichever of these makes most sense to each student.

2. These adverbs clearly modify "leaf," and the easiest way to connect them is to assume, on the analogy of post-positioned adjectives, that they are the remnant of a subordinate clause -- "The leaf *which was* farthest away...."

36

Distinguishing Finite Verbs from VerbalsDistinguishing Finite Verbs from Verbals

In the ideal KISS Curriculum, fourth graders have three years (grades four, five, and six) to master S/V/C patterns. You may therefore want to give them primarily "verbal-free" exercises, like those above, until they have mastered them, even if it takes all of fourth grade. If, on the other hand, you want to have them start distinguishing finite verbs from verbals, you can use the following exercises.

Remember that the primary objective here is that students should not underline the verbals twice. The students should not be expected to remember the names or functions of the verbals, but for those who may be interested, I have placed those explanations in brackets.

37

Distinguishing Finite Verbs from Verbals -- Ex # 1 [from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

1. She did not know where to get one from.

2. It must be very miserable to be a little bird!

3. But it won't do for you to live with me; I am not tidy enough to

please you.

4. She wanted to fetch the pretty cradle to put it into her room before

Thumbelina herself came there.

38Distinguishing Finite Verbs from Verbals -- Ex # 1



1. She did not know where to get one from. / There are at least two acceptable explanations here. In either of them, "one" is the

direct object of "to get." "Where" can be explained as a pronoun that functions as the direct object of "did know." In this perspective, the infinitive "to get" functions as an adjective to "where." Alternatively, "where" can be explained as an adverb to the infinitive "to get" and the infinitive then functions as the direct object of "did know." Note that the "from" is superfluous and would probably not be considered as acceptable in formal writing. It is, so to speak, probably added as an additional syntactic connection, and thus it suggests still another explanation -- "from where to get one." In this explanation, "where" is the object of the preposition "from," and the prepositional phrase acts as an adverb to the infinitive which functions as the direct object of "did know."

2. It must be very miserable (PA) to be a little bird! / "Bird" is a predicate noun after the infinitive "to be." The infinitive phrase functions as a

delayed subject -- "To be a little bird must be very miserable."

3. But it won't do {for you} to live {with me}; / I am not tidy (PA) enough to please you. /

The infinitive "to live" functions as a delayed subject -- "To live with me won't do for you." An alternate explanation would be to consider the "you" as the subject of the infinitive. This would make the infinitive phrase "you to live with me" the object of the preposition "for." The prepositional phrase can then be considered to be the delayed subject -- "For you to live with me won't do."

"You" is the direct object of the infinitive "to please." This infinitive phrase functions as an adverb to "enough" which functions as an adverb to "tidy."

4. She wanted to fetch the pretty cradle to put it {into her room} [Adv. to "to put" before Thumbelina herself came there]. /

If your students are not yet distinguishing finite verbs from verbals, the "to fetch" can simply be considered part of the finite verb "wanted to fetch" Otherwise it is an infinitive that functions as the direct object of "wanted." In either explanation, "cradle" is the direct object of "to fetch."

"It" is the direct object of the infinitive "to put," which functions as an adverb to "wanted." "Herself" is an appositive to "Thumbelina."

39

Distinguishing Finite Verbs from Verbals -- Ex # 2 [from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

1. There was the swallow flying past!

2. On she sailed past several towns, and the little birds sitting in the

bushes saw her, and sang.

3. But the corn had been gone a long time; only the dry, bare stubble

was left standing in the frozen ground.

4. So he took his golden crown from off his head and put it on hers,

asking her her name, and if she would be his wife, and then she would

be Queen of all the flowers.




1. There was the swallow (PN) flying past! / "The swallow flying past" is not an acceptable sentence. ["Flying" is a gerundive that

modifies "swallow." For "There," see also "Expletives."]

2. On she sailed {past several towns}, / and the little birds sitting {in the bushes} saw her (DO), and sang. /

"The little birds sitting in the bushes" is not an acceptable sentence. ["Sitting" is a gerundive that modifies "birds."]

3. But the corn had been gone a long time [NuA]; / only the dry, bare stubble was left (P) standing {in the frozen ground}. /

At KISS Level Two, if a student underlined "was left standing" as the finite verb phrase, I would simply accept it. If, however, "was left" is underlined as the finite verb phrase, then "the stubble standing" does not make an acceptable sentence. [Within KISS, two explanations are easily acceptable: 1) "Standing" is a gerundive that modifies stubble. 2) "stubble was left standing" is a palimpsest pattern in which "the stubble was standing" is written over "the stubble was left."]

4. So he took his golden crown (DO) {from off his head} and put it (DO) {on hers}, asking her her name, and [DO of "asking" if she would be his wife (PN)], / and then she would be Queen (PN) {of all the flowers}. /

"He asking her her name" is not an acceptable sentence. ["Her" is the indirect object, and "name" is the direct object of "asking." "Asking" is a gerundive that modifies "he."]

Note the technical problem in the final clause. I have marked it as a separate main clause because of the "and," but in meaning, the clause conveys the result of her saying "Yes" to his request -- "If she would be his wife, then she would be Queen of all the flowers." It could have been written as "asking ... if she would be his wife so that then she would be Queen of all the flowers." But this would mean that her purpose in becoming his wife would be that she would become Queen. Obviously, that was not the Little Prince's primary idea. Thus the sentence, so to speak, snaps, and the idea of her becoming Queen is broken off as a separate idea.

41

Distinguishing Finite Verbs from Verbals -- Ex # 3[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

1. The sun shone on the water and made it sparkle like the brightest

silver.

2. But there, to her astonishment, she found a tiny little man sitting in

the middle of the flower, as white and transparent as if he were

made of glass.

3. The old toad was down under the marsh, decorating her room with

rushes and yellow marigold leaves, to make it very grand for her

new daughter-in-law.

4. In the middle of the path lay a dead swallow, his pretty wings

pressed close to his sides, his claws and head drawn under his

feathers; the poor bird had evidently died of cold.




1. The sun shone {on the water} and made it sparkle {like the brightest silver}. / "It sparkle" will not make an acceptable sentence. ["It" is the subject of the infinitive

"sparkle"; the infinitive phrase is the direct object of "made."]

2. But there, {to her astonishment}, she found a tiny little man (DO) sitting {in the middle} {of the flower}, as white and transparent [Adv. to the preceding "as" as if he were made (P) {of glass}]. /

"Man sitting" will not make an acceptable sentence. ["Sitting" is a gerundive that modifies "man." "White" and "transparent" are post-positioned adjectives to "man." "Were made" is subjunctive.]

3. The old toad was down {under the marsh}, decorating her room {with rushes

and yellow marigold leaves}, to make it very grand {for her new daughter-in-law}. / "The old toad decorating her room" is not an acceptable sentence. ["Decorating" is a

gerundive to "toad," and "room" is its direct object. "To make" is an infinitive that functions as an adverb to "decorating." "It" is the subject, and "grand" is a predicate adjective to an ellipsed infinitive -- "it *to be* grand." This infinitive phrase functions as the direct object of "to make."]

4. {In the middle} {of the path} lay a dead swallow, his pretty wings pressed close

{to his sides}, his claws and head drawn {under his feathers}; / the poor bird had evidently died {of cold}. /

"His pretty winds pressed close to his sides" does make an acceptable sentence, so expect many, if not all, students to mark this as a subject and finite verb. Indeed, most experienced readers will process these words as a subject and finite verb -- they very well could be, especially if what follows "sides" were another main clause. But "claws and head drawn" will not make an acceptable sentence. Thus "drawn" is not a finite verb. Note that it would be, if it included "were" -- "sides, and his claws and head were drawn under his feathers." This additional "were" would make all the verbs finite. [Without the "were," "claws and head drawn" is a noun absolute that functions as an adverb to "lay." This will lead some readers to reprocess "wings pressed" as meaning "wings were pressed," thus making it also a noun absolute that functions as an adverb to "lay."

43

Identifying the S/V/C Patterns in Subordinate ClausesIdentifying the S/V/C Patterns in Subordinate Clauses

Students will need to identify the S/V/C patterns in subordinate clauses in order to identify the clauses. In some cases, S/V/C patterns in subordinate clauses are more difficult to identify so I have made these separate exercises. Because some teachers have reported that they are forced to teach clauses in fourth grade, the sentences have also been separated, more or less, into types of clauses. Exercises 1 and 2 involve simple adjectival clauses. Exercise 3 includes adjectival and adverbial clauses. 4 consists primarily of noun clauses. Exercises 5 and 6 are more complex in that they involve clauses within clauses.

If you are opting to work with randomly selected passages from prose, you will soon run into the problem of how to handle quotations. The sentences in Exercise 7 will give you some relatively simple examples, both of the problem and of the KISS approach to handling it.

Please remember that although these exercises can be used for teaching clauses, they should be so used only with students who can easily recognize subjects, finite verbs, and complements. Attempts to teach clauses to students who cannot recognize S/V/C patterns will only result in frustration -- and learning will almost certainly stop.

A Noun Clause as a Delayed Subject

Delayed Subjects are too much to add to the work of fourth graders, but the following sentence is an interesting example for teachers and parents who may run across this construction in working with students on randomly selected texts.

Now the toads could not reach her, and it was so beautiful where she was travelling.

Now the toads could not reach her (DO), /and it was so beautiful (PA) [where she was travelling]. /

[Where she was travelling] was so beautiful (PA)./Traditional grammars would probably treat this "where" clause as an adverb to "was," or perhaps to "beautiful," but that explanation basically leaves the "it" meaningless. If we ask "What was so beautiful?", the answer is "Where she was travelling."

44

Multiple S/V/C Patterns in one Sentence - Ex #1 [from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

1. You must tell him all the prettiest stories you know.

2. There was once a woman who wanted to have quite a tiny, little

child.

3. All at once she came across the door of a field-mouse, who had a

little hole under a corn-stalk.

4. Then she swam out with her ugly son to the leaf where Thumbelina

lay.

5. Just outside the wood where she was now living lay a great corn-

field.

45Multiple S/V/C Patterns in one Sentence - Ex #1



1. You must tell him (IO) all the prettiest stories (DO) [Adj. to "stories" you

know]. / 2. There [#1] was once a woman (PN) [Adj. to "woman" who wanted to have

quite a tiny, little child [#2]. / 3. All {at once} she came {across the door} {of a field-mouse}, [Adj. to "field-mouse"

who had a little hole (DO) {under a corn-stalk}]. / 4. Then she swam out {with her ugly son} {to the leaf} [Adj. to "leaf" where

Thumbelina lay]. / 5. Just {outside the wood} [Adj. to "wood" where she was now living] lay a great

corn-field. /

Notes1. See also "Expletives." 2. At KISS Level Two, "wanted to have" can be considered as the finite verb; otherwise, "to have" is an infinitive that functions as the direct object of "wanted." "Child" is the direct object of "to have."

46

Multiple S/V/C Patterns in one Sentence -- Ex # 2[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

1. And that is the way we learnt the whole story.

2. Perhaps it was he that sang to me so prettily in the summer.

3. And Thumbelina did all that the kind old field-mouse asked, and did

it remarkably well too.

4. The mole closed up the hole again which let in the light, and then

escorted the ladies home.

5. Each brought Thumbelina a present, but the best of all was a

beautiful pair of wings which were fastened on to her back, and

now she too could fly from flower to flower.

47Multiple S/V/C Patterns in one Sentence -- Ex # 2[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]


1. And that is the way (PN) [Adj. to "way" we learnt the whole story (DO)]. /

2. Perhaps it was he (PN) [Adj. to "he" that sang {to me} so prettily {in the

summer}]. /

3. And Thumbelina did all (DO) [Adj. to "all" that the kind old field-mouse

asked], and did it (DO) remarkably well too. /

4. The mole closed up the hole (DO) again [Adj. to "hole" which let in the

light (DO)], and then escorted the ladies (DO) home [NuA]. /

5. Each brought Thumbelina (IO) a present (DO), / but the best {of all}

was a beautiful pair (PN) {of wings} [Adj. to "wings" which were fastened

(P) {on to her back}], / and now she too could fly {from flower} {to flower}. /

48


1. Yes, when the summer had passed, they would keep the wedding.

2. But when the other two had passed on Thumbelina bent down to

the bird, brushed aside the feathers from his head, and kissed his

closed eyes gently.

3. As soon as he saw Thumbelina, he was very glad.

4. There lay a great white marble column which had fallen to the

ground and broken into three pieces, but between these grew the

most beautiful white flowers.

5. They all wished her joy, and the swallow sat above in his nest and

sang the wedding march, and that he did as well as he could; but

he was sad, because he was very fond of Thumbelina and did not

want to be separated from her.



1. Yes [Inj], [Adv. to "would keep" when the summer had passed], they would

keep the wedding (DO). /

2. But [Adv. to "bent," "brushed," and "kissed" when the other two had passed

on] Thumbelina bent down {to the bird}, brushed aside the feathers (DO)

{from his head}, and kissed his closed eyes (DO) gently. /

3. As soon [Adv. to "as" as he saw Thumbelina (DO)], he was very glad

(PA). /

4. There lay a great white marble column [Adj. to "column" which had fallen {to

the ground} and broken {into three pieces}], / but {between these} grew the

most beautiful white flowers. /

5. They all wished her (IO) joy (DO), / and the swallow sat above {in his

nest} and sang the wedding march (DO), / and that (DO) he did as well

[Adv. to "as" as he could]; / but he was sad (PA), [Adv. to "was"

because he was very fond (PA) {of Thumbelina} and did not want to be

separated [#1] {from her}]. / Note

1. At KISS Level Two, "to be separated" can be considered as part of the finite verb phrase; but it is an infinitive that functions as the direct object of "did want."

50


1. Can you tell me where I can get one?

2. Find a home for yourself in one of the lovely flowers that grow

down there; now I will set you down, and you can do whatever you

like.

3. So one day she went to an old Witch and said to her: "I should so

much like to have a tiny, little child."

4. The sun shone brightly down upon her, and the swallow asked her

if she would go with him; she could sit upon his back.

5. Thumbelina had to spin all day long, and every evening the mole

visited her, and told her that when the summer was over the sun

would not shine so hot; now it was burning the earth as hard as a

stone.



1. Can you tell me (IO) [DO where I can get one (DO)]? /

2. *You* Find a home (DO) {for yourself} {in one} {of the lovely flowers} [Adj. to

"flowers" that grow down there]; / now I will set you (DO) down, / and you

can do [DO whatever you like]. /

3. So one day [NuA] she went {to an old Witch} and said {to her}: [DO "I should

so much like to have a tiny, little child [#1]."] /

4. The sun shone brightly down {upon her}, / and the swallow asked her (IO)

[DO if she would go {with him}]; / she could sit {upon his back}. /

5. Thumbelina had to spin all day [NuA] long, / and every evening [NuA] the

mole visited her (DO), and told her (IO) [DO that [Adv. to "not" when

the summer was over] the sun would not shine so hot [#2]]; / now it was

burning the earth as hard [#3] {as a stone}. / Notes

1. "Child" is the direct object of "to have," which is an infinitive that functions as the direct object of "should like." (At KISS Level Two, I would also accept "should like to have" as the finite verb phrase. 2. "Hot" can be explained as an adverb to "would shine," or the pattern can be explained as a palimpsest, with "The sun would not shine" written over "The sun would not be so hot." 3. "Hard" is a predicate adjective after, and "earth" is the subject of the ellipsed infinitive "to be" -- "was burning the earth *to be* as hard as a stone." [See also Objective complements.]

52


1. Do come with me, dear little Thumbelina, who saved my life when I

lay frozen in the dark tunnel!

2. Thumbelina wanted very much to fly far away into the green wood,

but she knew that the old field-mouse would be sad if she ran

away.

3. There she sat and wept, because she was so ugly that the

cockchafer would have nothing to do with her.

4. There he had a little nest above a window, where his wife lived, who

can tell fairy-stories.

5. She can't run away from us there, whilst we are preparing the

guest-chamber under the marsh where she shall live.



1. *You* Do come {with me}, dear little Thumbelina [DirA], [Adj. to "Thumbelina"

who saved my life (DO) [Adv. to "saved" when I lay frozen [#1] {in the dark

tunnel}]]! /

2. Thumbelina wanted very much to fly [#2] far away {into the green wood}, / but

she knew [DO that the old field-mouse would be sad (PA) [Adv. to

"would be" if she ran away]]. /

3. There she sat and wept, [Adv. to "sat" and "wept" because she was so

ugly (PA) [Adv. to "so" that the cockchafer would have nothing (DO)

to do [#3] {with her}]]. /

4. There he had a little nest (DO) {above a window}, [ [#4] where his wife lived,

[Adj. to "wife" who can tell fairy-stories (DO)]]. /

5. She can't run away {from us} there, [Adv. to "can't run" whilst we are preparing the guest-chamber (DO) {under the marsh} [ [#5] where she

shall live]]. / Notes

1. "Frozen" can be explained as a gerundive to "I," or one can consider this to be a palimpsest pattern, with "I lay" written over the S/V/PA pattern, "I was frozen." 2. "To fly" is an infinitive that functions as the direct object of "wanted." 3. The infinitive "to do" functions as an adjective to "nothing." 4. Note that this "where" clause can be explained as an adjective to "nest" and/or as an adverb to "had." 5. This "where" clause can be interpreted as modifying the "guest-chamber" and/or the "marsh." Note how the structure of this sentence emphasizes that she will be living under the marsh, simply by where things are placed in the sentence. Compare the original, for example, to "... whilst under the marsh we are preparing the guest-chamber where she shall live."

54


1. When they came to the place where the dead bird lay, the mole put

his broad nose against the ceiling and pushed a hole through, so

that the daylight could shine down.

2. When the spring came, and the sun warmed the earth again, the

swallow said farewell to Thumbelina, who opened the hole in the

roof for him which the mole had made.

3. Then she brought him water in a petal, which he drank, after which

he related to her how he had torn one of his wings on a bramble,

so that he could not fly as fast as the other swallows, who had

flown far away to warmer lands.

4. Every morning when the sun was rising, and every evening when it

was setting, she would steal out of the house-door, and when the

breeze parted the ears of corn so that she could see the blue sky

through them, she thought how bright and beautiful it must be

outside, and longed to see her dear swallow again.



1. [Adv. to "put" When they came {to the place} [Adj. to "place" where the dead

bird lay]], the mole put his broad nose (DO) {against the ceiling} and

pushed a hole (DO) through, [Adv. to "pushed" so that the daylight could

shine down]. / 2. [Adv. to "said" When the spring came], and [Adv. to "said" *when* the sun

warmed the earth (DO) again], the swallow said farewell (DO) {to

Thumbelina}, [Adj. to "Thumbelina" who opened the hole (DO) {in the roof}

{for him} [Adj. to "hole" which (DO of "had made") the mole had made]]. / 3. Then she brought him (IO) water (DO) {in a petal}, [Adj. to "water" which

(DO of "drank") he drank, [Adv. to "drank" {after which} he related {to her}

[DO how he had torn one (DO) {of his wings} {on a bramble}, [Adv. to "had

torn" so that he could not fly as fast {as the other swallows}, [Adj. to

"swallows" who had flown far away {to warmer lands}]]]]]. / 4. Every morning [NuA] [Adj. to "morning" when the sun was rising], and every

evening [NuA] [Adj. to "evening" when it was setting], she would steal

{out of the house-door}, / and [Adv. to "thought" when the breeze parted the

ears (DO) {of corn} [Adv. to "parted" so that she could see the blue sky

(DO) {through them}]], she thought [DO how bright (PA) and beautiful

(PA) it must be outside], and longed to see her dear swallow [#1] again. / Note

1. "Swallow" is the direct object of "to see." The infinitive "to see" is the direct object of "longed"; at KISS Level Two, I would also accept "longed to see" as the finite verb phrase.

56

Direct Object? Or Interjection? -- Ex # 7[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

1. "Here is my house!" said he.

2. "That will be splendid!" said she, clapping her little hands.

3. "How handsome he is!" whispered Thumbelina to the swallow.

4. He must starve and freeze, and that must be very pleasant for him, I

must say!

5. Here is a barley-corn for you, but it's not the kind the farmer sows

in his field, or feeds the cocks and hens with, I can tell you.

6. "You shall not be called Thumbelina!" said the spirit of the flower to

her; "that is an ugly name, and you are much too pretty for that."

57Direct Object? Or Interjection? -- Ex # 7



Note that the KISS explanation using the interjection is a suggestion. You can analyze any of these sentences in the traditional manner, simply by making the KISS interjection the main S/V pattern and the KISS explanation's main clause into a subordinate clause that functions as the direct object.

1. "Here is my house!" [Inj. said he]. /

2. "That will be splendid (PA)!" [Inj. said she, clapping her little hands [#1]].

/

3. "How handsome (PA) he is!" [Inj. whispered Thumbelina {to the

swallow}]. /

4. He must starve and freeze, / and that must be very pleasant (PA) {for

him}, [Inj. I must say]! /

5. Here is a barley-corn {for you}, / but it's not the kind (PN) [Adj. to "kind" the

farmer sows {in his field}, or feeds the cocks (IO) and hens (IO) with,]

[Inj. I can tell you (IO)]. /

6. "You shall not be called (P) Thumbelina [#2]!" [Inj. said the spirit {of the

flower} {to her}]; / "that is an ugly name (PN), / and you are much too

pretty (PA) {for that}." /

Notes1. "Hands" is the direct object of "clapping" which is a gerundive that modifies "she." 2. "Thumbelina" is a retained predicate noun after the passive "shall be called."

58

How Much Can I Explain?How Much Can I Explain?

The four randomly selected passages in this section range from 149 to 185 words in length. Although two of them have also been used to illustrate punctuation and sentence-combining exercises, their primary purpose is to let students see how much of "real texts" they can already explain. As the table below suggests, students who are proficient at KISS Level Two will be able to explain between 85 and 90 % of the words in these passages, passages written by an adult. That's pretty good for fourth graders. (Exercise # 4 may be of special interest because many of the subjects in it come after their verbs.)

Progress Chart for KISS Level Two % of Total Words Explained

Ex #1 Ex # 2 Ex # 3 Ex # 4In Prepositional Phrases 34 26 32 40+ Other Adjectives & Adverbs 55 46 50 61+ NuA, Inj., & Direct Address 56 46 52 61+ S/V/C 87 86 89 91

59

How Much Can I Explain? -- Ex # 1The Birth of Thumbelina


'What a beautiful flower!' exclaimed the woman, and she kissed the red and

yellow petals; but as she kissed them the flower burst open. It was a real tulip,

such as one can see any day; but in the middle of the blossom, on the green

velvety petals, sat a little girl, quite tiny, trim, and pretty. She was scarcely half a

thumb in height; so they called her Thumbelina. An elegant polished walnut-shell

served Thumbelina as a cradle, the blue petals of a violet were her mattress, and

a rose-leaf her coverlid. There she lay at night, but in the day-time she used to

play about on the table; here the woman had put a bowl, surrounded by a ring of

flowers, with their stalks in water, in the middle of which floated a great tulip

pedal, and on this Thumbelina sat, and sailed from one side of the bowl to the

other, rowing herself with two white horse-hairs for oars. It was such a pretty

sight! She could sing, too, with a voice more soft and sweet than had ever been

heard before.

60How Much Can I Explain? -- Ex #1

The Birth of Thumbelina [from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]


'What a beautiful flower (DO) [#1]!' exclaimed the woman, and she kissed the red and yellow petals (DO); but as she kissed them (DO) the

flower burst open (PA) [#2]. It was a real tulip (PN), such as one can see

any day [NuA]; but {in the middle) {of the blossom}, {on the green velvety

petals}, sat a little girl, quite tiny, trim, and pretty. She was scarcely half [#3] a

thumb[#3] {in height}; so they called her (DO) Thumbelina. An elegant

polished walnut-shell served Thumbelina (DO) {as a cradle}, the blue

petals {of a violet} were her mattress (PN), and a rose-leaf *was* [#4] her

coverlid (PN). There she lay {at night}, but {in the day-time} she used to play about {on the table}; here the woman had put a bowl (DO), surrounded

{by a ring} {of flowers}, {with their stalks} {in water}, {in the middle} {of

which} floated a great tulip pedal, and {on this} Thumbelina sat, and sailed {from one side} {of the bowl} {to the other}, rowing herself {with two white

horse-hairs} {for oars}. It was such a pretty sight (PN)! She could sing , too,

{with a voice} more soft and sweet than had ever been heard [#5] before.

Notes1. At KISS Level Two, I would expect most students to consider the "flower" phrase as the direct object of "exclaimed." When they get to clauses, most students will probably prefer to explain it as a predicate adjective in an ellipsed subordinate clause -- "What a beautiful flower (PN) *that is*!" The clause then functions as the direct object of "exclaimed." 2. Some readers will see "open" as an adjective describing the flower; others may see it as an adverb. I would accept either explanation. Otherwise, one can end up in endless debate that has little purpose. 3. Short idiomatic phrases can create numerous problems for analysis.First we should note that no students ever have problems using them. Thus, grammatical explanations of them are primarily for those (relatively few) people who are interested in nailing down the explanation of every word. In this case, as so often, there are numerous possible explanations. To begin, we can use the concept of ellipsis to expand the phrase -- "She was scarcely half *of* a thumb in

61height." This would give us "of a thumb" as a prepositional phrase that modifies "half." "Half" could then be explained as a predicate noun -- In height she was equal to half of a thumb. People who do not like this explanation might prefer to explain "half" as a noun used as an adverb, indicating the degree of her height. Other people might prefer to expand the sentence differently -- "She was scarcely half *of* a thumb *tall* in height. In this case, "tall" becomes a predicate adjective, and "half of a thumb" is more clearly a noun phrase used as an adverb modifying "tall." Note that these explanations can quickly consume valuable class time. The only time I would give them such time is when I wanted to emphasize to a class that alternative explanations are acceptable. Otherwise, I would accept any explanations that were offered and move on. 4. Don't expect most fourth graders to get this ellipsed verb, and praise any who do. 5. This will, obviously, confuse students who are working at KISS Level Two. (Remember that some confusion is good. Without it, the brain does not have to work.) For an explanation, see the key for level three.

Progress Chart["And," "Or," & "But" Count with What They Join]

Total Words = 185 Words %In Prepositional Phrases 62 34 %+ Other Adjectives & Adverbs 40 55 %+ NuA, Inj., & Direct Address 1 56 %+ S/V/C 58 87 %


The Birth of Thumbelina [from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]


[DO of "exclaimed" 'What a beautiful flower *this is*!'] exclaimed the woman, / and she kissed the red and yellow petals; / but [Adv. to "burst" as she kissed them] the flower burst open. / It was a real tulip, such [#2] [Adv. to "such" as one can see any day [NuA]]; / but {in the middle) {of the blossom}, {on the green velvety petals}, sat a little girl, quite tiny, trim, and pretty [#3]. / She was scarcely half a thumb {in height}; / so they called her Thumbelina [#4]. / An elegant polished walnut-shell served Thumbelina {as a

cradle}, / [#1] the blue petals {of a violet} were her mattress, / and a rose-leaf *was* her coverlid. / There she lay {at night}, / but {in the day-time} she used to play about {on the table}; / here the woman had put a bowl, surrounded [#5] {by a ring} {of flowers}, {with their stalks} {in water}, [Adj. to "bowl" or "water" {in the

middle} {of which} floated a great tulip pedal,] / and {on this} Thumbelina sat, and sailed {from one side} {of the bowl} {to the other}, rowing [#6] herself {with two

white horse-hairs} {for oars}. / It was such a pretty sight! / She could sing, too, {with a voice} more soft and sweet [#7] {than *any voice*} [Adj. to "*voice*" *that* had ever been heard before.] /

Notes1. Note that this comma and the following one create comma-splices. Most grammar books explain that comma-splices are acceptable if the main clauses are short, as they are here. Here, the main clauses even express parallel ideas, thereby setting up the possibility for the ellipsis of "was" in the last of the three clauses. 2. One explanation of "such" is to consider it a post-positioned adjective -- "...tulip, *which was* such as one can see any day." Some people may prefer to explain "such as" as a preposition. That would make the following clause the object -- "....tulip, {such as [one can see any day]}." The prepositional phrase would then simply modify "tulip." Either explanation is acceptable. 3. "Tiny", "trim," and "pretty" are post-positioned adjectives, reductions of a subordinate clause -- "girl *who was* quite tiny, trim, and pretty." 4. "Thumbelina" is a predicate noun to an ellipsed infinitive (*to be*), the subject of which is "her." The infinitive phrase functions as the direct object of "called." 5. Gerundive to "bowl." 6. Gerundive to "Thumbelina"; "herself" is the direct object of "rowing." 7. Post-positioned adjectives -- "with a voice *that was* more soft and sweet ...."

63

An Exercise in PunctuationThe Birth of Thumbelina


Directions: The punctuation marks and capital letters in this text were lost. On this sheet, make the changes to fix them.

what a beautiful flower exclaimed the woman and she kissed the red

and yellow petals but as she kissed them the flower burst open it was a real

tulip such as one can see any day but in the middle of the blossom on the

green velvety petals sat a little girl quite tiny trim and pretty she was

scarcely half a thumb in height so they called her thumbelina an elegant

polished walnut-shell served thumbelina as a cradle the blue petals of a

violet were her mattress and a rose-leaf her coverlid there she lay at night

but in the day-time she used to play about on the table here the woman

had put a bowl surrounded by a ring of flowers with their stalks in water in

the middle of which floated a great tulip pedal and on this thumbelina sat

and sailed from one side of the bowl to the other rowing herself with two

white horse-hairs for oars it was such a pretty sight she could sing too with

a voice more soft and sweet than had ever been heard before


Thumbelina Escapes from the Toad [from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

'Croak, croak, croak!' was all that the son could say. Then they took the neat

little cradle and swam away with it; but Thumbelina sat alone on the great green

leaf and wept, for she did not want to live with the clammy toad, or marry her ugly

son. The little fishes swimming about under the water had seen the toad quite

plainly, and heard what she had said; so they put up their heads to see the little

girl. When they saw her, they thought her so pretty that they were very sorry she

should go down with the ugly toad to live. No; that must not happen. They

assembled in the water round the green stalk which supported the leaf on which

she was sitting, and nibbled the stem in two. Away floated the leaf down the

stream, bearing Thumbelina far beyond the reach of the toad.


Thumbelina Escapes from the Toad[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]


'Croak, croak, croak!' was all (PN) that the son could say. Then they

took the neat little cradle (DO) and swam away {with it}; but Thumbelina sat alone {on the great green leaf} and wept, for she did not want to live (DO)

{with the clammy toad}, or marry her ugly son. The little fishes swimming

about {under the water} had seen the toad (DO) quite plainly, and heard what [#1] she had said; so they put up their heads (DO) to see the little girl. When

they saw her (DO), they thought her (DO) so pretty that they were very

sorry (PA) she should go down {with the ugly toad} to live. No; that must not happen. They assembled {in the water} {round the green stalk} which

supported the leaf (DO) {on which} she was sitting, and nibbled the stem {DO) {in two}. Away floated the leaf {down the stream}, bearing Thumbelina

far {beyond the reach} {of the toad} . Notes

1. "What" here function both as a subordinate conjunction and as the direct object of "had said," but I would not require fourth graders to get this. (Praise them if they do.)

Progress Chart ["And," "Or," & "But" Count with What They Join]

Total Words = 149 Words %In Prepositional Phrases 38 26 %+ Other Adjectives & Adverbs 30 46%+ NuA, Inj., & Direct Address 0 46 %+ S/V/C 60 86 %


Thumbelina Escapes from the Toad[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]


'Croak, croak, croak!' was all [Adj. to "all" that the son could say.] / Then they took the neat little cradle and swam away {with it}; / but

Thumbelina sat alone {on the great green leaf} and wept, [Adv. to "wept" for

she did not want to live {with the clammy toad}, or marry her ugly son [#2].] / The

little fishes swimming [#3] about {under the water} had seen the toad quite

plainly, and heard [DO of "heard" what she had said]; / so [#1] they put up

their heads to see the little girl [#4]. / [Adv. to "thought" When they saw her,]

they thought her so pretty [#5] [Adv. to "so" that they were very sorry [Adv.

to "sorry" that she should go down {with the ugly toad} to live [#6].]] / No; that

must not happen. / They assembled {in the water} {round the green stalk} [Adj.

to "stalk" which supported the leaf [Adj. to "leaf" {on which} she was sitting,]]

and nibbled the stem {in two}. / Away floated the leaf {down the stream},

bearing Thumbelina [#7] far {beyond the reach} {of the toad}. / Notes

1. See the discussion of "so" and "for" as conjunctions. 2. The best way to explain "to live" and "marry" is as infinitives that function as the direct objects of "want." (If the students have not yet started to distinguish finite verbs from verbals, I would simply accept them as part of the finite verb phrase.) "Son" is the direct object of "marry." 3. "Swimming" is a gerundive to "fishes." 4. "Girl" is the direct object of the infinitive "to see." The infinitive phrase functions as an adverb (of purpose) to "put up." 5. "Her" is the subject and "pretty" is a predicate adjective of the ellipsed infinitive "to be." The infinitive phrase functions as the direct object of "thought." (This is not the traditional explanation of this construction -- See objective and subjective complements.) 6. "To live" is an infinitive that functions as an adverb to "should go." 7. "Thumbelina" is the direct object of "bearing" which is a gerundive that modifies "leaf."

67

A Sentence-Combining Exercise Thumbelina Escapes from the Toad


Directions : Read the passage all the way through. You will notice that the sentences are short and choppy. Study the passage, and then rewrite it in a better way. You may combine sentences, change the order of words, and omit words that are repeated too many times. But try not to leave out any of the information.

'Croak, croak, croak!' was all that the son could say. Then they took

the neat little cradle. They swam away with it. Thumbelina sat alone on the

great leaf. The leaf was green. She wept. She did not want to live with the

toad. The toad was clammy. She did not want to marry her son. Her son

was ugly. The fishes were swimming about. They were little. They were

under the water. They had seen the toad quite plainly. And they heard what

she had said. So they put up their heads to see the little girl. They saw her.

They thought her very pretty. They were very sorry. She had to go down

with the toad to live. The toad was ugly. No, that must not happen. They

assembled in the water round the stalk. The stalk was green. The stalk

supported the leaf. She was sitting on the leaf. They nibbled the stem of the

stalk in two. Away floated the leaf. It went down the stream. It took

Thumbelina far beyond the reach of the toad.

68

How Much Can I Explain? -- Ex #3Thumbelina Is Taken by a Cockchafer


A great cockchafer came flying past; he caught sight of Thumbelina,

and in a moment had put his arms round her slender waist, and had flown

off with her to a tree. The green leaf floated away down the stream, and the

butterfly with it, for he was fastened to the leaf and could not get loose from

it. Oh, dear! how terrified poor little Thumbelina was when the cockchafer

flew off with her to the tree! But she was especially distressed on the

beautiful white butterfly's account, as she had tied him fast, so that if he

could not get away he must starve to death. But the cockchafer did not

trouble himself about that; he sat down with her on a large green leaf, gave

her the honey out of the flowers to eat, and told her that she was very

pretty, although she wasn't in the least like a cockchafer. Later on, all the

other cockchafers who lived in the same tree came to pay calls; they

examined Thumbelina closely, and remarked, 'Why, she has only two legs!

How very miserable!'

69How Much Can I Explain? -- Ex # 3

Thumbelina Is Taken by a Cockchafer [from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]


A great cockchafer came [#1] flying past; he caught sight (DO) [#2] {of

Thumbelina}, and {in a moment} had put his arms (DO) {round her slender

waist}, and had flown off {with her} {to a tree}. The green leaf floated away

{down the stream}, and the butterfly *floated* [#3] {with it}, for he was fastened {to the leaf} and could not get loose {from it}. Oh [Inj], dear [Inj]! how

terrified (PA) [#4] poor little Thumbelina was when the cockchafer flew off

{with her} {to the tree}! But she was especially distressed (P) {on the

beautiful white butterfly's account}, as she had tied him (DO) fast, so that if

he could not get away he must starve to death. But the cockchafer did not

trouble himself (DO) {about that}; he sat down {with her} {on a large green

leaf}, gave her (IO) the honey (DO) {out of the flowers} to eat, and told her (IO) that she was very pretty (PA), although she wasn't {in the least} {like a

cockchafer} [#5]. Later on, all the other cockchafers who lived {in the same

tree} came to pay calls; they examined Thumbelina (DO) closely, and

remarked, 'Why [Inj],she has only two legs (DO)! How very miserable (PA)

*she must be* [#6]!'

Notes

1. I would also accept "came flying" as the finite verb phrase. 2. I would not argue with any students who claimed that "caught sight" means "saw" and thus it is the finite verb phrase. Depending on the circumstances, I might ask the class members to give their opinions about that explanation. 3. I would not expect fourth graders to catch this ellipsed verb, and I would praise any who did. 4. "Terrified" can alternatively be considered part of the finite verb phrase -- Thumbelina was terrified."

705. The phrase "like a cockchafer" can be considered either a predicate adjective , or as an adverb (describing "wasn't"). 6. Here again, I would note expect fourth graders to catch this ellipsis.

Progress Chart ["And," "Or," & "But" Count with What They Join]Total Words = 184 Words %

In Prepositional Phrases 58 32 %+ Other Adjectives & Adverbs 34 50 %+ NuA, Inj., & Direct Address 3 52 %+ S/V/C 69 89 %

How Much Can I Explain? -- Ex # 3Thumbelina Is Taken by a Cockchafer


Analysis Key through KISS Level Three (Clauses +)

A great cockchafer came flying [#2] past; / he caught sight {of

Thumbelina}, and {in a moment} had put his arms {round her slender waist}, and

had flown off {with her} {to a tree}. / The green leaf floated away {down the

stream}, / and the butterfly *floated* {with it}, [Adv. to "floated" for [#1] he was

fastened {to the leaf} and could not get loose {from it}.] / Oh [Inj], dear [Inj]! how

terrified poor little Thumbelina was [Adv. to "was" when the cockchafer

flew off {with her} {to the tree}!] / But she was especially distressed (P) {on the

beautiful white butterfly's account}, [Adv. to "was distressed" as she had tied him

fast, [Adv. to "had tied" and/or "fast" so that [Adv. to "must starve" if he could not

get away] he must starve to death [#3].]] / But the cockchafer did not

71trouble himself {about that}; / he sat down {with her} {on a large green leaf},

gave her the honey {out of the flowers} to eat [#4], and told her [DO of "told"

that she was very pretty, [Adv. to "was" although she wasn't {in the least}

{like a cockchafer}.]] / Later on, all the other cockchafers [Adv. to "cockchafers"

who lived {in the same tree}] came to pay calls [#5]; / they examined

Thumbelina closely, and remarked, [DO of "remarked" 'Why [Inj], she has only

two legs!] / How very miserable *she must be*!' /

Notes

1. See the discussion of "for" and "so" as conjunctions. 2. Gerundive to "cockchafer" 3. Infinitive that functions as an adverb (of degree or result) to "must starve. 4. Infinitive that functions as an adverb to "gave" and/or an adjective to "honey." 5. "To pay" is an infinitive that functions as an adverb (of purpose) to "came"; "calls" is the direct object of "to pay."

72

How Much Can I Explain? -- Ex # 4Thumbelina Goes with the Swallow


'Yes, I will go with you,' said Thumbelina, and got on the swallow's

back, with her feet on one of his outstretched wings. Up he flew into the air,

over woods and seas, over the great mountains where the snow is always

lying. And if she was cold she crept under his warm feathers, only keeping

her little head out to admire all the beautiful things in the world beneath. At

last they came to warm lands; there the sun was brighter, the sky seemed

twice as high, and in the hedges hung the finest green and purple grapes;

in the woods grew oranges and lemons: the air was scented with myrtle

and mint, and on the roads were pretty little children running about and

playing with great gorgeous butterflies. But the swallow flew on farther, and

it became more and more beautiful. Under the most splendid green trees

besides a blue lake stood a glittering white-marble castle. Vines hung about

the high pillars; there were many swallows' nests, and in one of these lived

the swallow who was carrying Thumbelina.

73How Much Can I Explain? -- Ex # 4

Thumbelina Goes with the Swallow [from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]


'Yes, I will go {with you},' said Thumbelina, and got {on the swallow's

back}, {with her feet} {on one} {of his outstretched wings}. Up he flew {into

the air}, {over woods and seas}, {over the great mountains} where the snow is always lying. And if she was cold (PA) she crept {under his warm

feathers}, only keeping her little head out to admire all the beautiful things {in

the world} {beneath *her*} [#1]. {At last} they came {to warm lands}; there the

sun was brighter (PA), the sky seemed twice as high (PA), and {in the

hedges} hung the finest green and purple grapes; {in the woods} grew oranges and lemons: the air was scented (P) {with myrtle and mint}, and

{on the roads} were pretty little children running [#2] about and playing [#2] {with

great gorgeous butterflies}. But the swallow flew on farther, and it [#3]

became more and more beautiful (PA). {Under the most splendid green

trees} {besides a blue lake} stood a glittering white-marble castle. Vines

hung {about the high pillars}; there [#4] were many swallows' nests (PN), and

{in one} {of these} lived the swallow who was carrying Thumbelina (DO).

Notes

1. "Beneath" could also be considered an adverb to an ellipsed "was" -- "world *that was* beneath (*her.*)" The clause then functions as an adjective to "world." 2. I would also accept "running" and "playing" as part of the finite verb phrase. 3. Note that the referent of this "it" is vague -- is it the swallow? Or is it the scene? [I note this because, as teachers, we tend to jump on such vague reference in the writing of our students. If well-admired professional writers leave such vague references in their writing, perhaps we should be a little more understanding with our students.] 4. For an alternative explanation, see "expletives."

74Progress Chart

["And," "Or," & "But" Count with What They Join]Total Words = 181 Words %

In Prepositional Phrases 73 40 %+ Other Adjectives & Adverbs 37 61 %+ NuA, Inj., & Direct Address 0 61 %+ S/V/C 54 91 %

How Much Can I Explain? -- Ex # 4Thumbelina Goes with the Swallow



[DO of "said" 'Yes, I will go {with you},'] said Thumbelina, and got {on

the swallow's back}, {with her feet} [#1] {on one} {of his outstretched wings}. / Up he

flew {into the air}, {over woods and seas}, {over the great mountains} [Adj. to

"mountains" where the snow is always lying.] / And [Adv. to "crept" if she was

cold] she crept {under his warm feathers}, only keeping [#2] her little head out to

admire [#3] all the beautiful things {in the world} {beneath *her*}. / {At last} they

came {to warm lands}; / there the sun was brighter, / the sky seemed twice as

high, / and {in the hedges} hung the finest green and purple grapes; / {in the

woods} grew oranges and lemons: / the air was scented {with myrtle and

mint}, / and {on the roads} were pretty little children running [#4] about and

playing [#4] {with great gorgeous butterflies}. / But the swallow flew on farther, / and it became more and more beautiful. / {Under the most splendid green trees}

75{besides a blue lake} stood a glittering white-marble castle. / Vines hung {about

the high pillars}; / there were many swallows' nests, / and {in one} {of these}

lived the swallow [Adj. to "swallow" who was carrying Thumbelina.] /

Notes for KISS Levels Four and Five

1. At KISS Level Five, some students will prefer to see this as a noun absolute ("with her feet *being* on one of his outstretched wings"). In this case, the absolute functions as an adverb to "got on...." 2. "Keeping" is a gerundive to "she"; "head" is the direct object of "keeping." 3. "To admire" is an infinitive that functions as an adverb (of purpose) modifying "keeping"; "things" is the direct object of "to admire." 4. If one does not want to consider them as part of the finite verb phrase, "running" and "playing" are gerundives to "children."

Direct Address, Interjections, & Nouns Used as AdverbsDirect Address, Interjections, & Nouns Used as Adverbs

Direct Address, Interjections, and Nouns Used as Adverbs are very simple constructions to understand, and they are relatively frequent in writing for and by primary school students. The sentences in the following exercises were chosen because they include at least a few of these constructions. Thus you can use the exercises for review, either by having the students analyze everything that they can in each sentence, or by having them simply identify the examples of Direct Address, Interjections, and Nouns Used as Adverbs.

76

Examples of Direct Address in "Thumbelina"[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

'Poor little creature!' said the field-mouse, for she was a kind-hearted old

thing at the bottom. 'Come into my warm room and have some dinner

with me.'

'Farewell, pretty little bird!' she said. 'Farewell, and thank you for your

beautiful songs in the summer, when the trees were green, and the sun

shone down warmly on us!' Then she laid her head against the bird's

heart. But the bird was not dead: he had been frozen, but now that she

had warmed him, he was coming to life again.

'Farewell, dear good little girl!' said the swallow, and flew off into the

sunshine. Thumbelina gazed after him with the tears standing in her

eyes, for she was very fond of the swallow.

'Farewell, bright sun!' she cried, stretching out her arms towards it, and

taking another step outside the house; for now the corn had been

reaped, and only the dry stubble was left standing. 'Farewell, farewell!'

she said, and put her arms round a little red flower that grew there.

'Give my love to the dear swallow when you see him!'

77Examples of Direct Address in "Thumbelina"



'Poor little creature [DirA]!' said [#1] the field-mouse, for she was a kind-hearted

old thing (PN) {at the bottom}. ' *You* Come {into my warm room} and

have some dinner (DO) {with me}.'

'Farewell [#2], pretty little bird [DirA]!' she said. 'Farewell [#2], and *I* thank you

(DO) {for your beautiful songs} {in the summer}, when the trees were

green (PA), and the sun shone down warmly {on us}!' Then she laid her

head (DO) {against the bird's heart}. But the bird was not dead (PA): he had been frozen (P), but now that she had warmed him (DO), he was coming to life again.

'Farewell [#2], dear good little girl [DirA]!' said the swallow, and flew off {into the

sunshine}. Thumbelina gazed {after him} {with the tears} standing {in

her eyes}, for she was very fond (PA) {of the swallow}.

'Farewell [#2], bright sun [DirA]!' she cried, stretching out her arms {towards it},

and taking another step {outside the house}; for now the corn had been reaped (P), and only the dry stubble was left standing. 'Farewell [#2],

farewell [#2]!' she said, and put her arms (DO) {round a little red flower}

that grew there. '*You* Give my love (DO) {to the dear swallow} when

you see him (DO)!' Notes

1. "Poor little creature!" can also be considered to be the direct object of "said." 2. I have labeled "Farewell" as an adverb, even though my dictionary labels it as an "exclamation" and not (as used here) as one of the eight parts of speech. Note that it derives from "I hope you fare well," or "May you fare well."

78Examples of Direct Address in "Thumbelina"



'Poor little creature [DirA]!' said the field-mouse, [Adv. to "said" for [#1] she was

a kind-hearted old thing {at the bottom}.] / ' *You* Come {into my warm room}

and have some dinner {with me}.' /

'Farewell, pretty little bird [DirA]!' she said. / 'Farewell, [#2] and *I* thank you

{for your beautiful songs} {in the summer}, [Adj. to "summer" when the trees

were green,] and [Adj. to "summer" *when* the sun shone down warmly

{on us}!'] / Then she laid her head {against the bird's heart}. / But the bird

was not dead: / he had been frozen (P), / but now [Adv. to "now" that she

had warmed him,] he was coming to life [#3] again. /

'Farewell, dear good little girl [DirA]!' said the swallow, and flew off {into the

sunshine}. / Thumbelina gazed {after him} {with the tears} standing [#4] {in her

eyes}, [Adv. to "gazed" and "tears standing" for [#1] she was very fond {of the

swallow}.] /

'Farewell, bright sun [DirA]!' she cried, stretching [#5] out her arms {towards it},

and taking [#5] another step {outside the house}; / for [#1] now the corn had

been reaped (P), / and only the dry stubble was left standing [#6]. / 'Farewell, farewell!' she said, and put her arms {round a little red flower}

79[Adj. to "flower" that grew there.] / '*You* Give my love {to the dear

swallow} [Adv. to "Give" when you see him!'] /

Notes

1. See the discussion of "for" and "so" as conjunctions. 2. Because "Farewell" means "I hope you fare well," an argument could be made that this is a main-clause break. 3. Adverbial infinitive to "was coming." 4. Gerundive to "tears." 5. "Stretching" and "taking" are gerundives to "she"; "arms" is the direct object of "stretching." "Step" is the direct object of "taking." 6. "Standing" can be explained as a gerundive to "stubble," but a more interesting explanation may be to see the sentence in terms of palimpsest patterns -- "Only the dry stubble was left" and Only the dry stubble was standing."

80

Interjections in "Thumbelina"[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

'Oh, thank you!' said the woman, and gave the Witch a shilling, for that

was what it cost. Then she went home and planted the barley-corn;

immediately there grew out of it a large and beautiful flower, which looked

like a tulip, but the petals were tightly closed as if it were still only a bud.

There flowed a great wide stream, with slippery and marshy banks;

here the toad lived with her son. Ugh! how ugly and clammy he was, just

like his mother! 'Croak, croak, croak!' was all he could say when he saw the

pretty little girl in the walnut-shell.

Well, the wedding-day arrived. The mole had come to fetch Thumbelina

to live with him deep down under the ground, never to come out into the

warm sun again, for that was what he didn't like. The poor little girl was very

sad; for now she must say good-bye to the beautiful sun.

81Interjections in "Thumbelina"



'Oh [Inj], *I* thank you (DO)!' said the woman, and gave the Witch (IO) a

shilling (DO), for that was what (DO of "cost" [#1]) it cost. Then she went home [NuA] and planted the barley-corn (DO); immediately there [#2] grew {out

of it} a large and beautiful flower, which looked {like a tulip} [#3], but the petals were tightly closed as if it were [#4] still only a bud (PN).

There [#2] flowed a great wide stream, {with slippery and marshy banks};

here the toad lived {with her son}. Ugh! [Inj] how ugly (PA) and clammy (PA)

he was, just {like his mother}! 'Croak, croak, croak!' was all (PN) he could say when he saw the pretty little girl (DO) {in the walnut-shell}.

Well [Inj], the wedding-day arrived. The mole had come to fetch

Thumbelina to live {with him} deep down {under the ground}, never to come

out {into the warm sun} again, for that was what (DO of "didn't like") he

didn't like. The poor little girl was very sad (PA); for now she must say

good-bye (DO) {to the beautiful sun}.

Notes

1. I would not expect fourth graders to be able to identify this "what" as the direct object of "cost." Most students will probably not get it until they get to KISS Level Three (Clauses). 2. For an alternative explanation, see the discussion of expletives. 3. "Looked like" (i.e., resembled) can be considered the finite verb, which would make "tulip" the direct object. 4. "Were" here is in the subjunctive mood.

82Interjections in "Thumbelina"



[DO of "said" 'Oh [Inj], *I* thank you!'] said the woman, and gave the

Witch a shilling, [Adv. to "gave" for [#1] that was [PN of "that was" what it

cost.]] / Then she went home [NuA] and planted the barley-corn; / immediately there grew {out of it} a large and beautiful flower, [Adj. to "flower"

which looked {like a tulip},] / but the petals were tightly closed [Adv. to "were

closed" as if it were still only a bud.] /

There flowed a great wide stream, {with slippery and marshy banks}; / here the

toad lived {with her son}. / Ugh! [Inj] how ugly and clammy he was, just {like

his mother}! / 'Croak, croak, croak!' was all [Adj. to "all" he could say [Adv.

to "could say" when he saw the pretty little girl {in the walnut-shell}.]] /

Well [Inj], the wedding-day arrived. / The mole had come to fetch [#2]

Thumbelina to live [#3] {with him} deep down {under the ground}, never to come [#4]

out {into the warm sun} again, [Adv. to "had come" for [#1] that was [PN of "that

was" what he didn't like.]] / The poor little girl was very sad; / for [#1] now she

must say good-bye {to the beautiful sun}. / Notes

1. See the discussion of "for" and "so" as conjunctions. 2. The infinitive "to fetch" functions as an adverb (of purpose) to "had come"; "Thumbelina" is the direct object of "to fetch." 3. The infinitive "to live" functions as an adverb (of purpose) to the infinitive "to fetch." 4. The infinitive "to come" functions as an adverb (of time) to the infinitive "to live."

83

Nouns Used as Adverbs in "Thumbelina" Ex # 1[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]

One night, when she was lying in her pretty little bed, an old toad crept

in through a broken pane in the window. She was very ugly, clumsy, and

clammy; she hopped on to the table where Thumbelina lay asleep under

the red rose-leaf.

84Nouns Used as Adverbs in "Thumbelina" – Ex # 1[from "Thumbelina," in Andrew Lang's The Yellow Fairy Book]


One night [NuA], when she was lying {in her pretty little bed}, an old toad

crept in [#1] {through a broken pane} {in the window}. She was very ugly

(PA), clumsy (PA), and clammy (PA); she hopped {on [#2] to the table}

where Thumbelina lay asleep (PA) [#3] {under the red rose-leaf}.

Notes1. The quickest way to deal with "in" here is to consider it an adverb and move on. If you have the desire and the time, you might want to have students explore how it works. One explanation would be to consider it as part of the finite verb phrase ("crept in" means "entered"). Alternatively, it can be considered a preposition with the rest of the phrase ellipsed, as it almost always is in such phrases as "Come in." Obviously, the speaker would be inviting someone to come into some place, the place being understood by the context. Similarly, here we could say that "in" stands for "into her room." Since the phrase would be adverbial to "crept," we can shorten the explanation by simply saying that "in" is adverbial to "crept." 2. This is two words in my source. Alternatively, "on" could be considered as an adverb, meaning "onward." 3. "Asleep" can be either an adjective or an adverb, so I would accept either explanation. It is not a point worth arguing about.


One night [NuA], [Adj. to "night" when she was lying {in her pretty little bed}],

an old toad crept in {through a broken pane} {in the window}. / She was very

ugly, clumsy, and clammy; / she hopped {on to the table} [Adj. to "table"

where Thumbelina lay asleep {under the red rose-leaf}.] /

85

Nouns Used as Adverbs in "Thumbelina" Ex # 2A Sad Summer for Thumbelina


The whole summer poor little Thumbelina lived alone in the great wood.

She plaited a bed for herself of blades of grass, and hung it up under a

clover-leaf, so that she was protected from the rain; she gathered honey

from the flowers for food, and drank the dew on the leaves every morning.

Thus the summer and autumn passed, but then came winter – the long,

cold winter. All the birds who had sung so sweetly about her had flown

away; the trees shed their leaves, the flowers died; the great clover-leaf

under which she had lived curled up, and nothing remained of it but the

withered stalk. She was terribly cold, for her clothes were ragged, and she

herself was so small and thin. Poor little Thumbelina! she would surely be

frozen to death. It began to snow, and every snow-flake that fell on her was

to her as a whole shovelful thrown on one of us, for we are so big, and she

was only an inch high. She wrapt herself round in a dead leaf, but it was

torn in the middle and gave her no warmth; she was trembling with cold.

86Nouns Used as Adverbs in "Thumbelina" Ex # 2

Analysis Key through KISS Level Two (S/V/C Patterns)The whole summer [NuA] poor little Thumbelina lived alone {in the great

wood}. She plaited a bed (DO) {for herself} {of blades} {of grass}, and

hung it (DO) up {under a clover-leaf}, so that she was protected (P) {from

the rain}; she gathered honey (DO) {from the flowers} {for food}, and

drank the dew (DO) {on the leaves} every morning [NuA]. Thus the summer

and autumn passed, but then came winter -- the long, cold winter. All the

birds who had sung so sweetly {about her} had flown away; the trees shed

their leaves (DO), the flowers died; the great clover-leaf {under which} she

had lived curled up, and nothing remained {of it} {but the withered stalk}.

She was terribly cold (PA), for her clothes were ragged (PA), and she

herself was so small (PA) and thin (PA). Poor little Thumbelina! she would

surely be frozen (P) {to death}. It began to snow [#1], and every snow-flake

that fell {on her} was {to her} {as a whole shovelful} thrown {on one} {of

us}, for we are so big (PA), and she was only an inch [NuA] high (PA). She

wrapt herself (DO) round {in a dead leaf}, but it was torn [#2] {in the middle}

and gave her (IO) no warmth (DO); she was trembling {with cold}.

Notes1. When they get to KISS Level Four, students should have the option of explaining "to snow" as an infinitive that functions as the direct object of "began." 2. Some grammarians will disagree, but I would also accept "was" as the finite verb and "torn" as a predicate adjective. See "Sliding Constructions."

87Nouns Used as Adverbs in "Thumbelina" Ex # 2Analysis Key through KISS Level Three (Clauses) +

The whole summer [NuA] poor little Thumbelina lived alone {in the great wood}.

/ She plaited a bed {for herself} {of blades} {of grass}, and hung it up {under a

clover-leaf}, [Adv. to "hung" so that she was protected {from the rain}] /; she

gathered honey {from the flowers} {for food}, and drank the dew {on the leaves}

every morning [NuA]. / Thus the summer and autumn passed, / but then came

winter – the long, cold winter [App]. / All the birds [Adj. to "birds" who had sung

so sweetly {about her}] had flown away; / the trees shed their leaves, / the

flowers died; / the great clover-leaf [Adj. to "clover-leaf" {under which} she had

lived] curled up, / and nothing remained {of it} {but the withered stalk}. / She

was terribly cold, [Adv. to "was" for [#1] her clothes were ragged], and [#2]

[Adv. to "was" *for* she herself [App] was so small and thin.] / Poor little

Thumbelina! [#3] / she would surely be frozen {to death}. / It began to snow,

/ and every snow-flake [Adj. to "snow-flake" that fell {on her}] was {to her} {as a

whole shovelful} thrown [#4] {on one} {of us}, [Adv. to "was" for [#1] we are so big],

and [#2] [Adv. to "was" *for* she was only an inch [NuA] high.] / She wrapt

herself round {in a dead leaf}, / but it was torn {in the middle} and gave her no

warmth; / she was trembling {with cold}. /

Notes

1. See the discussion of "so" and "for" as conjunctions. 2. I have analyzed this "and" as joining two subordinate clauses because they both state

88reasons for her being cold. Because they usually define constructions rather than analyze sentences, most grammarians do not discuss situations such as this, but some grammarians would probably argue that the "and" here creates a main clause break. Thus I would accept either explanation. 3. Here again we have a situation that grammar textbooks rarely, if ever, discuss. We can consider this as an acceptable sentence fragment, although we could also consider it as the equivalent of a sentence -- "Little Thumbelina was in a poor situation." Students who have studied appositives might, justifiably, explain it as an appositive to the following "she," which, we should note, is not capitalized. 4. Gerundive to "shovelful."

89

Nouns Used as Adverbs in "Thumbelina" Ex # 3Thumbelina Sings to the Mole


Thumbelina had to sing to him, so she sang 'Lady-bird, lady-bird, fly

away home!' and other songs so prettily that the mole fell in love with her;

but he did not say anything, he was a very cautious man. A short time

before he had dug a long passage through the ground from his own house

to that of his neighbour; in this he gave the field-mouse and Thumbelina

permission to walk as often as they liked. But he begged them not to be

afraid of the dead bird that lay in the passage: it was a real bird with beak

and feathers, and must have died a little time ago, and now laid buried just

where he had made his tunnel.


Thumbelina Sings to the MoleAnalysis Key through KISS Level Two (S/V/C Patterns)

Thumbelina had to sing {to him}, so she sang 'Lady-bird [DirA], lady-bird [DirA], *you* fly away home [NuA]!' [#1] and other songs (DO) so prettily that the

mole fell {in love} {with her}; but he did not say anything (DO), he was a

very cautious man (PN). A short time [NuA] before [#2] he had dug a long passage (DO) {through the ground} {from his own house} {to that} {of his neighbour};

{in this} he gave the field-mouse (IO) and Thumbelina (IO) permission

(DO) to walk as often as they liked. But he begged them (IO) not to be

afraid (DO) {of the dead bird} that lay {in the passage}: it was a real bird

(PN) {with beak and feathers}, and must have died a little time [NuA] ago, and

now laid [#3] buried just where he had made his tunnel (DO).

Notes

1. Expect students to be confused about this. They may recognize that 'Lady-bird, lady-bird, fly away home" is a quotation and as such functions as the direct object of "sang," but at KISS Level Two they will not yet be able to recognize it as a subordinate clause. In reviewing the exercise, I would simply tell them that it is a subordinate clause and that they will be learning about clauses later. (I would not tell them before they do the exercise. Students really need to learn that they are not expected to understand everything at once. Unfortunately, our schools give that impression, and it is deadly. For example, my college Freshmen, when faced with a difficult reading assignment, often simply give up. They have been trained to believe that either one understands everything, or nothing. This is simply not true.) 2. The easiest way to deal with "before" here is to consider it as an adverb to the adverbial function of "time." An alternative explanation would be to consider it as a preposition with the object ellipsed -- "before *this time*." When looking at it as a prepositional phrase, most people would probably consider it as functioning as an adjective to "time." (See "Sliding Constructions.") Note that if we ask, "What time is 'this time'?" the construction expands into a subordinate clause -- "before the mole fell in love with her." 3. I would also accept "laid buried" as the finite verb here. See "Palimpsest Patterns."


Thumbelina Sings to the MoleAnalysis Key through KISS Level Three (Clauses) +

Thumbelina had to sing {to him}, [Adv. to "had to sing" so [#1] she sang

[DO of "sang" 'Lady-bird [DirA], lady-bird [DirA], *you* fly away home [NuA]!'] and

other songs so prettily [Adv. to "so" [#2] that the mole fell {in love} {with her}]]; / but [#3] he did not say anything, / [#4] he was a very cautious man. / A short

time [NuA] before he had dug a long passage {through the ground} {from his own

house} {to that} {of his neighbour}; / {in this} he gave the field-mouse and

Thumbelina permission to walk [#5] as often [Adv. to the preceding "as" as

they liked.] / But he begged them not to be afraid [#6] {of the dead bird} [Adj.

to "bird" that lay {in the passage}]: / it was a real bird {with beak and feathers},

and must have died a little time [NuA] ago, and now laid buried [#7] just [Adv. to

"laid" where he had made his tunnel.] /

Notes1. See "so" and "for" as conjunctions. 2. Alternatively, and more traditionally, "so that" would be considered the conjunction and the clause would function as an adverb to "prettily." 3. Most textbooks claim that main clauses can be joined by a ", but" or by a semicolon, but this combination suggests that writers do not follow the textbook rules. 4. Here again we find an infringement of the rules -- some teachers would consider this to be a comma-splice if they found it in students' writing. Notes for Levels Four and Five5. Infinitive, adjective to "permission." 6. "Afraid" is a predicate adjective after the infinitive "to be"; "them" is the subject of the infinitive phrase, and the phrase functions as the direct object of "begged." 7. "Buried" can be explained as a gerundive to "it" (or "bird") or as part of the finite verb phrase.

92

ThumbelinaThumbelinafrom Andrew Lang's The Yellow Fairy Book

The illustrations are based on the illustrations of H. J. Ford.

There was once a woman who wanted to have quite a tiny, little child, but she did not know where to get one from. So one day she went to an old Witch and said to her: 'I should so much like to have a tiny, little child; can you tell me where I can get one?'

'Oh, we have just got one ready!' said the Witch. 'Here is a barley-corn for you, but it's not the kind the farmer sows in his field, or feeds the cocks and hens with, I can tell you. Put it in a flower-pot, and then you will see something happen.'

'Oh, thank you!' said the woman, and gave the Witch a shilling, for that was what it cost. Then she went home and planted the barley-corn; immediately there grew out of it a large and beautiful flower, which looked like a tulip, but the petals were tightly closed as if it were still only a bud.

'What a beautiful flower!' exclaimed the woman, and she kissed the red and yellow petals; but as she kissed them the flower burst open. It was a real tulip, such as one can see any day; but in the middle of the blossom, on the green velvety petals, sat a little girl, quite tiny, trim, and pretty. She was scarcely half a thumb in height; so they called her Thumbelina. An elegant polished walnut-shell served Thumbelina as a cradle, the blue petals of a violet were her mattress, and a rose-leaf her coverlid. There she lay at night, but in the day-time she used to play about on the table; here the woman had put a bowl, surrounded by a ring of flowers, with their stalks in water, in the middle of which floated a great tulip pedal, and on this Thumbelina sat, and sailed from one side of the bowl to the other, rowing herself with two white horse-hairs for oars. It was such a pretty sight! She could sing, too, with a voice more soft and sweet than had ever been heard before.

One night, when she was lying in her pretty little bed, an old toad crept in through a broken pane in the window. She was very ugly, clumsy, and clammy; she hopped on to the table where Thumbelina lay asleep under the red rose-leaf.

93'This would make a beautiful wife for my son,' said the toad, taking up

the walnut-shell, with Thumbelina inside, and hopping with it through the window into the garden.

There flowed a great wide stream, with slippery and marshy banks; here the toad lived with her son. Ugh! how ugly and clammy he was, just like his mother! 'Croak, croak, croak!' was all he could say when he saw the pretty little girl in the walnut-shell.

'Don't talk so loud, or you'll wake her,' said the old toad. 'She might escape us even now; she is as light as a feather. We will put her at once on a broad water-lily leaf in the stream. That will be quite an island for her; she is so small and light. She can't run away from us there, whilst we are preparing the guest-chamber under the marsh where she shall live.'

Outside in the brook grew many water-lilies, with broad green leaves, which looked as if they were swimming about on the water.

The leaf farthest away was the largest, and to this the old toad swam with Thumbelina in her walnut-shell.

The tiny Thumbelina woke up very early in the morning, and when she saw where she was she began to cry bitterly; for on every side of the great green leaf was water, and she could not get to the land.

The old toad was down under the marsh, decorating her room with rushes and yellow marigold leaves, to make it very grand for her new daughter-in-law; then she swam out with her ugly son to the leaf where Thumbelina lay. She wanted to fetch the pretty cradle to put it into her room before Thumbelina herself came there. The old toad bowed low in the water before her, and said: 'Here is my son; you shall marry him, and live in great magnificence down under the marsh.'

'Croak, croak, croak!' was all that the son could say. Then they took the neat little cradle and swam away with it; but Thumbelina sat alone on the great green leaf and wept, for she did not want to live with the clammy toad, or marry her ugly son. The little fishes swimming about under the water had seen the toad quite plainly, and heard what she had said; so they put up their heads to see the little girl. When they saw her, they thought her so pretty that they were very sorry she should go down with the ugly toad to live. No; that must not happen. They assembled in the water round the green stalk which supported the leaf on which she was sitting, and nibbled the stem in two. Away floated the leaf down the stream, bearing Thumbelina far beyond the reach of the toad.

94On she sailed past several towns, and the little birds sitting in the

bushes saw her, and sang, 'What a pretty little girl!' The leaf floated farther and farther away; thus Thumbelina left her native land.

A beautiful little white butterfly fluttered above her, and at last settled on the leaf. Thumbelina pleased him, and she, too, was delighted, for now the toads could not reach her, and it was so beautiful where she was travelling; the sun shone on the water and made it sparkle like the brightest silver. She took off her sash, and tied one end round the butterfly; the other end she fastened to the leaf, so that now it glided along with her faster than ever.

A great cockchafer came flying past; he caught sight of Thumbelina, and in a moment had put his arms round her slender waist, and had flown off with her to a tree. The green leaf floated away down the stream, and the butterfly with it, for he was fastened to the leaf and could not get loose from it. Oh, dear! how terrified poor little Thumbelina was when the cockchafer flew off with her to the tree! But she was especially distressed on the beautiful white butterfly's account, as she had tied him fast, so that if he could not get away he must starve to death. But the cockchafer did not trouble himself about that; he sat down with her on a large green leaf, gave her the honey out of the flowers to eat, and told her that she was very pretty, although she wasn't in the least like a cockchafer. Later on, all the other cockchafers who lived in the same tree came to pay calls; they examined Thumbelina closely, and remarked, 'Why, she has only two legs! How very miserable!'

'She has no feelers!' cried another. 'How ugly she is!' said all the lady chafers -- and yet Thumbelina was

really very pretty. The cockchafer who had stolen her knew this very well; but when he

heard all the ladies saying she was ugly, he began to think so too, and would not keep her; she might go wherever she liked. So he flew down from the tree with her and put her on a daisy. There she sat and wept, because she was so ugly that the cockchafer would have nothing to do with her; and yet she was the most beautiful creature imaginable, so soft and delicate, like the loveliest rose-leaf.

The whole summer poor little Thumbelina lived alone in the great wood. She plaited a bed for herself of blades of grass, and hung it up under a clover-leaf, so that she was protected from the rain; she gathered honey from the flowers for food, and drank the dew on the leaves every morning. Thus the summer and autumn passed, but then came winter --

95the long, cold winter. All the birds who had sung so sweetly about her had flown away; the trees shed their leaves, the flowers died; the great clover-leaf under which she had lived curled up, and nothing remained of it but the withered stalk. She was terribly cold, for her clothes were ragged, and she herself was so small and thin. Poor little Thumbelina! she would surely be frozen to death. It began to snow, and every snow-flake that fell on her was to her as a whole shovelful thrown on one of us, for we are so big, and she was only an inch high. She wrapt herself round in a dead leaf, but it was torn in the middle and gave her no warmth; she was trembling with cold.

Just outside the wood where she was now living lay a great corn-field. But the corn had been gone a long time; only the dry, bare stubble was left standing in the frozen ground. This made a forest for her to wander about in. All at once she came across the door of a field-mouse, who had a little hole under a corn-stalk. There the mouse lived warm and snug, with a store-room full of corn, a splendid kitchen and dining-room. Poor little Thumbelina went up to the door and begged for a little piece of barley, for she had not had anything to eat for the last two days.

'Poor little creature!' said the field-mouse, for she was a kind-hearted old thing at the bottom. 'Come into my warm room and have some dinner with me.'

As Thumbelina pleased her, she said: 'As far as I am concerned you may spend the winter with me; but you must keep my room clean and tidy, and tell me stories, for I like that very much.'

And Thumbelina did all that the kind old field-mouse asked, and did it remarkably well too.

'Now I am expecting a visitor,' said the field-mouse; 'my neighbour comes to call on me once a week. He is in better circumstances than I am, has great, big rooms, and wears a fine black-velvet coat. If you could only marry him, you would be well provided for. But he is blind. You must tell him all the prettiest stories you know.'

But Thumbelina did not trouble her head about him, for he was only a mole. He came and paid them a visit in his black-velvet coat.

'He is so rich and so accomplished,' the field-mouse told her. 'His house is twenty times larger than mine; he possesses great

knowledge, but he cannot bear the sun and the beautiful flowers, and speaks slightingly of them, for he has never seen them.'

Thumbelina had to sing to him, so she sang 'Lady-bird, lady-bird, fly away home!' and other songs so prettily that the mole fell in love with her;

96but he did not say anything, he was a very cautious man. A short time before he had dug a long passage through the ground from his own house to that of his neighbour; in this he gave the field-mouse and Thumbelina permission to walk as often as they liked. But he begged them not to be afraid of the dead bird that lay in the passage: it was a real bird with beak and feathers, and must have died a little time ago, and now laid buried just where he had made his tunnel.

The mole took a piece of rotten wood in his mouth, for that glows like fire in the dark, and went in front, lighting them through the long dark passage. When they came to the place where the dead bird lay, the mole put his broad nose against the ceiling and pushed a hole through, so that the daylight could shine down. In the middle of the path lay a dead swallow, his pretty wings pressed close to his sides, his claws and head drawn under his feathers; the poor bird had evidently died of cold. Thumbelina was very sorry, for she was very fond of all little birds; they had sung and twittered so beautifully to her all through the summer. But the mole kicked him with his bandy legs and said:

'Now he can't sing any more! It must be very miserable to be a little bird! I'm thankful that none of my little children are; birds always starve in winter.'

'Yes, you speak like a sensible man,' said the field-mouse. 'What has a bird, in spite of all his singing, in the winter-time? He must starve and freeze, and that must be very pleasant for him, I must say!'

Thumbelina did not say anything; but when the other two had passed on she bent down to the bird, brushed aside the feathers from his head, and kissed his closed eyes gently. 'Perhaps it was he that sang to me so prettily in the summer,' she thought. 'How much pleasure he did give me, dear little bird!'

The mole closed up the hole again which let in the light, and then escorted the ladies home. But Thumbelina could not sleep that night; so she got out of bed, and plaited a great big blanket of straw, and carried it off, and spread it over the dead bird, and piled upon it thistle-down as soft as cotton-wool, which she had found in the field-

mouse's room, so that the poor little thing should lie warmly buried. 'Farewell, pretty little bird!' she said. 'Farewell, and thank you for your

beautiful songs in the summer, when the trees were green, and the sun shone down warmly on us!' Then she laid her head against the bird's

97heart. But the bird was not dead: he had been frozen, but now that she had warmed him, he was coming to life again.

In autumn the swallows fly away to foreign lands; but there are some who are late in starting, and then they get so cold that they drop down as if dead, and the snow comes and covers them over.

Thumbelina trembled, she was so frightened; for the bird was very large in comparison with herself -- only an inch high. But she took courage, piled up the down more closely over the poor swallow, fetched her own coverlid and laid it over his head.

Next night she crept out again to him. There he was alive, but very weak; he could only open his eyes for a moment and look at Thumbelina, who was standing in front of him with a piece of rotten wood in her hand, for she had no other lantern.

'Thank you, pretty little child!' said the swallow to her. 'I am so beautifully warm! Soon I shall regain my strength, and then I shall be able to fly out again into the warm sunshine.'

'Oh!' she said, 'it is very cold outside; it is snowing and freezing! stay in your warm bed; I will take care of you!'

Then she brought him water in a petal, which he drank, after which he related to her how he had torn one of his wings on a bramble, so that he could not fly as fast as the other swallows, who had flown far away to warmer lands. So at last he had dropped down exhausted, and then he could remember no more. The whole winter he remained down there, and Thumbelina looked after him and nursed him tenderly. Neither the mole nor the field-mouse learnt anything of this, for they could not bear the poor swallow.

When the spring came, and the sun warmed the earth again, the swallow said farewell to Thumbelina, who opened the hole in the roof for him which the mole had made. The sun shone brightly down upon her, and the swallow asked her if she would go with him; she could sit upon his back. Thumbelina wanted very much to fly far away into the green wood, but she knew that the old field-mouse would be sad if she ran away. 'No, I mustn't come!' she said.

'Farewell, dear good little girl!' said the swallow, and flew off into the sunshine. Thumbelina gazed after him with the tears standing in her eyes, for she was very fond of the swallow.

'Tweet, tweet!' sang the bird, and flew into the green wood. Thumbelina was very unhappy. She was not allowed to go out into the warm sunshine. The corn which had been sowed in the field over the field-

98mouse's home grew up high into the air, and made a thick forest for the poor little girl, who was only an inch high.

'Now you are to be a bride, Thumbelina!' said the field-mouse, 'for our neighbour has proposed for you! What a piece of fortune for a poor child like you! Now you must set to work at your linen for your dowry, for nothing must be lacking if you are to become the wife of our neighbour, the mole!'

Thumbelina had to spin all day long, and every evening the mole visited her, and told her that when the summer was over the sun would not shine so hot; now it was burning the earth as hard as a stone. Yes, when the summer had passed, they would keep the wedding.

But she was not at all pleased about it, for she did not like the stupid mole. Every morning when the sun was rising, and every evening when it was setting, she would steal out of the house-door, and when the breeze parted the ears of corn so that she could see the blue sky through them, she thought how bright and beautiful it must be outside, and longed to see her dear swallow again. But he never came; no doubt he had flown away far into the great green wood.

By the autumn Thumbelina had finished the dowry. 'In four weeks you will be married!' said the field-mouse; 'don't be

obstinate, or I shall bite you with my sharp white teeth! You will get a fine husband! The King himself has not such a velvet coat. His store-room and cellar are full, and you should be thankful for that.'

Well, the wedding-day arrived. The mole had come to fetch Thumbelina to live with him deep down under the ground, never to come out into the warm sun again, for that was what he didn't like. The poor little girl was very sad; for now she must say good-bye to the beautiful sun.

'Farewell, bright sun!' she cried, stretching out her arms towards it, and taking another step outside the house; for now the corn had been reaped, and only the dry stubble was left standing. 'Farewell, farewell!' she said, and put her arms round a little red flower that grew there. 'Give my love to the dear swallow when you see him!'

'Tweet, tweet!' sounded in her ear all at once. She looked up. There was the swallow flying past! As soon as he saw Thumbelina, he was very glad. She told him how unwilling she was to marry the ugly mole, as then she had to live underground where the sun never shone, and she could not help bursting into tears.

99'The cold winter is coming now,' said the swallow. 'I must fly away to

warmer lands: will you come with me? You can sit on my back, and we will fly far away from the ugly mole and his dark house, over the mountains, to the warm countries where the sun shines more brightly than here, where it is always summer, and there are always beautiful flowers. Do come with me, dear little Thumbelina, who saved my life when I lay frozen in the dark tunnel!'

'Yes, I will go with you,' said Thumbelina, and got on the swallow's back, with her feet on one of his outstretched wings. Up he flew into the air, over woods and seas, over the great mountains where the snow is always lying. And if she was cold she crept under his warm feathers, only keeping her little head out to admire all the beautiful things in the world beneath. At last they came to warm lands; there the sun was brighter, the sky seemed twice as high, and in the hedges hung the finest green and purple grapes; in the woods grew oranges and lemons: the air was scented with myrtle and mint, and on the roads were pretty little children running about and playing with great gorgeous butterflies. But the swallow flew on farther, and it became more and more beautiful. Under the most splendid green trees besides a blue lake stood a glittering white-marble castle. Vines hung about the high pillars; there were many swallows' nests, and in one of these lived the swallow who was carrying Thumbelina.

'Here is my house!' said he. 'But it won't do for you to live with me; I am not tidy enough to please you. Find a home for yourself in one of the lovely flowers that grow down there; now I will set you down, and you can do whatever you like.'

'That will be splendid!' said she, clapping her little hands. There lay a great white marble column which had fallen to the ground

and broken into three pieces, but between these grew the most beautiful white flowers. The swallow flew down with Thumbelina, and set her upon one of the broad leaves. But there, to her astonishment, she found a tiny little man sitting in the middle of the flower, as white and transparent as if he were made of glass; he had the prettiest golden crown on his head, and the most beautiful wings on his shoulders; he himself was no bigger than Thumbelina. He was the spirit of the flower. In each blossom there dwelt a tiny man or woman; but this one was the King over the others.

'How handsome he is!' whispered Thumbelina to the swallow.

100The little Prince was very much frightened at

the swallow, for in comparison with one so tiny as himself he seemed a giant. But when he saw Thumbelina, he was delighted, for she was the most beautiful girl he had ever seen. So he took his golden crown from off his head and put it on hers, asking her her name, and if she would be his wife, and then she would be Queen of all the flowers. Yes! he was a different kind of husband to the son of the toad and the mole with the black-velvet coat. So she said 'Yes' to the noble Prince. And out of each flower came a lady and gentleman, each so tiny and pretty that it was a

pleasure to see them. Each brought Thumbelina a present, but the best of all was a beautiful pair of wings which were fastened on to her back, and now she too could fly from flower to flower. They all wished her joy, and the swallow sat above in his nest and sang the wedding march, and that he did as well as he could; but he was sad, because he was very fond of Thumbelina and did not want to be separated from her.

'You shall not be called Thumbelina!' said the spirit of the flower to her; 'that is an ugly name, and you are much too pretty for that. We will call you May Blossom.'

'Farewell, farewell!' said the little swallow with a heavy heart, and flew away to farther lands, far, far away, right back to Denmark. There he had a little nest above a window, where his wife lived, who can tell fairy-stories. 'Tweet, tweet!' he sang to her. And that is the way we learnt the whole story.

101

An Exercise in Literary AnalysisAn Exercise in Literary AnalysisHave the students make a list of the major characters in the tale. After each

character, have the students list the adjectives and nouns that are used to describe each character. Note, for example, that Thumbelina is described as "quite tiny, trim, and pretty," whereas the old toad was "very ugly, clumsy, and clammy." "Pretty" and "ugly" are very subjective adjectives. They really do not say anything about the word they modify; instead, they express the speaker's or writer's attitude about whatever is being described. (Beauty is in the eye of the beholder.) "Clammy," on the other hand, denotes a fairly specific (objective) tactile sensation, one that most people do not like. Have the students discuss the various "subjective" and "objective" adjectives and nouns on their lists and how those words affect their attitudes about the characters. Although this might be a stretch for fourth graders, you might want to follow this exercise by having students search for subjective and objective adjectives and nouns in other texts such as descriptions of their favorite movie stars, fashions, music, etc. The students might come to the conclusion that they are being manipulated (brainwashed?) by the subjective words in many of the texts in popular culture Is Brittany Spears really more "beautiful" than most women?

Additional Writing ExercisesAdditional Writing Exercises1. Many of these exercises contain compound finite verbs, so teachers might want

to use them as models and ask students to include such compounds in some of their own writing.

2. Fourth graders who write very short passages (in comparison to their peers) may be aided simply by copying selected passages from the tale. Impress upon them that they should remain faithful to the spelling, capitalization, and punctuation.

3. Perhaps the best writing exercise for fourth graders would be to ask them to retell the story, in writing, in as much detail as they can. To help them, you might want to give them a list of the major characters and events in the order in which they appear -- the Witch, the birth of Thumbelina, the toad, the fish, the butterfly, the cockchafer, the field-mouse, the mole, the swallow, and finally the little Prince.

4. Literary critics discuss the theme(s) of works, but themes are often the same as the moral (the point or meaning) of the story. Fourth graders can probably write a paragraph or more about what they think the meaning of this tale is. Although some literary critics believe that a work has a theme, most critics would disagree. Works have different themes for different readers, and the aim of the students' writing should be to point to the things in the story that support their version of the theme. Letting students discuss the theme before they write may help them see that they need support for their opinions. In the course of discussion, some students might suggest that the theme is that obedience is rewarded. Others may feel that the theme is that injustice is corrected.

102(The stolen Thumbelina is returned to "people" of her own kind, and Thumbelina's suffering is rewarded by her new life with the little Prince.") To support these themes, students will have to refer to different parts of the story.

5. A more sophisticated analysis might explore the symbolism of the setting of this tale. It starts, of course, on land, but the toad brings Thumbelina to a watery environment. Water is often symbolic of rebirth, and this rebirth might be seen as the beginning of Thumbelina's spiritual life. The butterfly (from above) helps her escape from the toads, but the cockchafer also comes from the air to capture her and take her to "the great wood," where she lives alone a whole summer. "Woods" are typically symbolic of being lost. From there, Thumbelina moves to the home of the field-mouse, under ground, and thence to the even deeper hole of the mole – who "cannot bear the sun and the beautiful flowers." This parallels the classic literary motif of the journey to the underground, the land of the dead. And, of course, there Thumbelina finds the "dead" swallow. Thumbelina aids in the resurrection of the swallow (back to the air), and the swallow is fundamental to the final rebirth of Thumbelina as he brings her to the land of the little Prince where she is rechristened "May Blossom." Because it thus embodies the fundamental archetype of the journey to the underworld and a subsequent rebirth, the tale can be seen as reinforcing the widely accepted theme that spiritual rebirth must be preceded by suffering.

Analyzing My Own WritingAnalyzing My Own WritingDon't forget that one of the most important, perhaps the most important, of the KISS

exercises is to have students analyze a sample of their own writing. Have them make a double-spaced final copy (in pen) of something they have written. Then have them analyze it (in pencil) for the constructions that they have learned thus far. Finally, have them work in small groups to check each other's analysis. This group work has the effect of letting students informally compare their writing style with that of their peers. Although it is even more important in middle and high school, at KISS Level Two students will still see differences in the way they use compounds, prepositional phrases, adjectives, adverbs, etc. Finally, as part of this group work, you might want to have them make suggestions to each other about the overall quality of the writing – its organization, details, focus, etc.

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