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. Today’s Outcomes
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.

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

7. Let’s Work With Words! 18 minutes Phrases/Clauses
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 Phrases
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. Let’s Work with Words! Mini-lesson 10 minutes 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. Use your scissors to cut the sentence strips.
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!
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?

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

18. Let’s Close!
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