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.

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.

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”

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.

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?

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.

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.

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

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

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

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!