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Let’s Prepare!

Let’s Prepare!. -yellow and pink. Scissors Sentence strip handout Marker. The Tragedy of Romeo and Juliet. Lesson 2: Analyzing Syntax and Tone. Let’s Review!. Let’s Prepare!. TSWBAT determine the meaning of words and phrases as they are used in order to identify tone of a text .

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Let’s Prepare!

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  1. Let’s Prepare! -yellow and pink • Scissors • Sentence strip handout • Marker

  2. The Tragedy of Romeo and Juliet Lesson 2: Analyzing Syntax and Tone

  3. Let’s Review!

  4. Let’s Prepare!

  5. TSWBAT determine the meaning of words and phrases as they are used in order to identify tone of a text. TSWBAT analyze Shakespeare’s use of syntactical elements and its contribution to tone. TSWBAT initiate and participate effectively in a range of collaborative discussions to qualify, justify, and/or make new connections. Today’s Outcomes

  6. Let’s Prepare! -yellow and pink • Scissors • Sentence strip handout • Marker • 1 stick note per pair

  7. Phrases/Clauses 18 minutes Let’s Work With Words! • Do not start highlighting just yet… • We will complete 2 mini-lessons before moving on: • Shakespearean Sonnets • Phrases and Clauses

  8. Let’s Work With Words! Clauses • A clause is a group of words with a subject and a verb. • Independent clauses stand alone; dependent clauses do not. • Dependent clauses often start with subordinating conjunctions, such as where, which, although, since, while, if, etc. Phrases • A phrase does not have a subject and verb. • It is a group of words that acts as a unit. • 3 types of phrases. Today we will examine prepositional phrases. The other two are the gerund phrase and the participial phrase.

  9. Mini-lesson 10 minutes Let’s Work with Words! • Don’t Forget… • …the end of a line is not necessarily the end of a sentence. • … to look for punctuation that indicates the end of a complete sentence. • … to look for prepositions which start • phrases. • … to look at subject-verb order. • With your partner, reread the Prologue. • Complete the following tasks on the Prologue handout in pencil • Identify sentence breaks with slash marks. • Underline clauses—identify the subjects (S) and verbs (V). • Put ( ) around phrases—circle the phrase starter. • Phrases can start with the following words—both, in, from, to, of, with, etc.

  10. Phrases/Clauses 8 minutes Let’s Work With Words!

  11. Let’s Prepare! • Use your scissors to cut the sentence strips. 2 minutes

  12. Syntax 1 minute Let’s Work With Words!

  13. Syntax 5 minutes Let’s Work With Words!

  14. Let’s Work With Words! Revised construction: “Their parents’ strife was buried by their death.” Original construction: “Do with their death bury their parents’ strife” Which construction has the strongest impact on the reader and why?

  15. Let’s Work With Words! Original construction: “Do with their death bury their parents’ strife” Revised construction: “Their parents’ strife was buried by their death.” Which construction has the strongest impact on the reader and why? Shakespeare’s sentence construction, different from modern syntax, often reverses the order of the sentence thereby emphasizing an idea that might otherwise be buried at the end of a sentence.

  16. Mood vs. Tone 8 minutes Let’s Discuss!

  17. Questions 8 minutes Let’s Express Our Understanding!

  18. Let’s Close! I got this! Help!

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