1. Get the sheet from the back table. Do Now: identify the following sentences. 1. After I went to the store, I brought my brother to practice. 2. I went to the store, and I bought cotton candy. 3. She went to the store to buy candy. 4. Because of her date, she didn’t do her homework.

2. The What, The Why, The IB  The What: We’ve looked at the types of sentences, so now we’re going to look even closer at how an author uses those sentences to affect their message. The Why : Writers have a why for everything they do.  IB Learners are Communicators: Scholars consider syntax and how it affects the message communicated.  Later in the lesson, we will learn how to use commentary to enhance our written communication.

3. Hook What do you notice about the sentence structure?  TRUE! --nervous --very, very dreadfully nervous I had been and am; but why will  you say that I am mad? The disease had sharpened my senses --not destroyed --not  dulled them. Above all was the sense of hearing acute. I heard all things in the heaven  and in the earth. I heard many things in hell. How, then, am I mad? Hearken! and  observe how healthily --how calmly I can tell you the whole story. –Edgar Allen Poe’s “Tell-Tale Heart”

4. What we are doing is studying syntax. Syntax is the study of an author’s sentence choices and how they affect the meaning of the passage.

5. Syntax Passage 1: “The Yellow Wallpaper” by Charlotte Gilman Perkins. What might be the tone of the passage? Notice the sentence structure. How might the sentence structure contribute to the tone? Passage 2: Excerpt from “Pride and Prejudice” What might be the tone of the passage? Notice the sentence structure. How might the sentence structure contribute to the tone?

6. Key Points  Authors choose how to express their thoughts by using a variety of sentence structures to show complexity or develop tone  The more complex an idea, the more complex the sentence structure.  Authors also do this for affect, like Perkins-Gilman did.

7. Practice with “Study of an Hour”  1. Read through the passage.  2. Write 2-3 tone words for the passage as a whole  3. Write 3 things you notice about the syntax of the passage. (sentence types, dialogue, fragments, etc)  4. Explain the purpose/affect of the syntax.

8. Check What did you notice about the short sentences? What did you notice about the long sentences?

9. Independent Practice  Identify each type of sentence.  Like before, analyze the purpose and affect of those sentence structures in developing tone.

10. Closing How can we look closer at the world of grammar?

11. Independent Practice  “How I Contemplated the World from the Detroit House of Corrections and Began My Life over Again” Joyce C arol Oates  Wednesdays after school, at four; Saturday mornings at ten. Mother drives me to Dr. Coronet. Ferns in the office, plastic or real, they look the same. Dr. Coronet is a queenly, an elegant nicotine-stained lady who would have studied Freud had circumstances not prevented it... Highly recommended by Father! Forty dollars an hour, Father’s forty dollars! Progress! Looking up! Looking better!