English Analyzing Grammar and Syntax Foundation Lesson High School About this Lesson This lesson guides students through a syntactical analysis of several passages from Ayn (eye-an) Rand s novel Anthem. Students will be introduced to terms associated with grammatical and syntactical study, and they will discuss how these patterns and structures work to create meaning. While students may find some of the names for syntactical devices and techniques intimidating, the terminology is not what is important. Instead, we want students to go beyond mere identification of terms and focus on how authors consciously manipulate words, phrases, and clauses to establish and reinforce characterization, tone, or thematic meaning. Ultimately, we would like students to then take this recognition and apply their understanding of syntactical forms to their own writing. Syntactical terms and techniques are defined in the Terms Associated with Grammar section on the LTF website, which also contains grade-level appropriate examples. Passages for LTF lessons are selected to challenge students, while lessons and activities make the text accessible. Guided practice with challenging texts allows students to gain the proficiency to read independently at or above grade level. Objectives Students will analyze how syntactical structures create tone, reveal characterization, or support a theme. manipulate syntactical structures in their own writing to create specific effects. Level Grades Nine and Ten T E A C H E R Connection to Common Core Standards for English Language Arts The activities in this lesson allow teachers to address the following Common Core Standards: Explicitly addressed in this lesson Code CCSS Level of Depth of RL.9-10.1 RL.9-10.4 RL.9-10.5 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Thinking Understand Analyze Analyze Knowledge
RL.9-10.10 L.9-10.3 L.9-10.5 L.9-10.6 W.9-10.2 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. Use knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. Acquire and use accurately general academic and domain-specific words and phrases; sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic, organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that Teacher Overview Analyzing Grammar and Syntax Understand Understand Understand Understand Create II II I II T E A C H E R
W.9-10.4 W.9-10.5 W.9-10.10 follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Produce clear and coherent in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10). Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Teacher Overview Analyzing Grammar and Syntax Create Evaluate Apply Implicitly addressed in this lesson: Code CCSS Level of Thinking L.9-10.1 Demonstrate command of the conventions of standard Understand English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. L.9-10.2 Demonstrate command of the conventions of standard Understand English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. SL.9-10.1 Initiate and participate in a range of collaborative Understand discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and Depth of Knowledge I I II T E A C H E R
deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, quality or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Teacher Overview Analyzing Grammar and Syntax T E A C H E R
Teacher Overview Analyzing Grammar and Syntax LTF Skill Focus The foundation for LTF English lessons is the Skill Progression Chart that identifies key skills for each domain, beginning with grade 6 and adding more complex skills at each subsequent grade level while reinforcing skills introduced at previous grade levels. The Skill Focus for each individual lesson identifies the skills actually addressed in that lesson. Levels of Thinking Remember Understand Apply Analyze Evaluate Create Close Reading written, spoken, and visual texts Grammar purposeful use of language for effect Literary Elements Character Tone tone determined through diction, imagery, detail, point of view, and syntax Literary Techniques Antithesis Parts of Speech Phrases Appositive Infinitive Participial Prepositional Clauses Dependent/Subordinate Independent Sentences Purpose declarative Structure antithetical Syntax Techniques Antithesis Parallelism Repetition anaphora antimetabole epistrophe Analysis of a Text Meaning and Effect related to parts of speech, phrases, clauses, sentences, and syntax Composition written, spoken, and visual products Types (modes) Expository analytical comparison/contrast Multiple Mode Imaginative The Process of Composition Drafting extended time Style/Voice Conscious Manipulation of sentence Patterns T E A C H E R Connections to AP* Analysis of syntactical devices is a task that is required of students in both the free response and multiple choice sections of AP English Literature and AP English Language exams. *Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College Board was not involved in the production of this material. Materials and Resources Anthem by Ayn Rand copies of Student Activity Handout: Phrase Toolbox Handout: Terms Associated with Grammar
Teacher Overview Analyzing Grammar and Syntax Assessments The following kinds of formative assessments are embedded in this lesson: brief writing assignment dialectical journals guided questions graphic organizers The following additional assessments are located on the LTF website: Ninth Grade Diagnostic Activity Style Analysis, Those Winter Sundays Multiple Choice Short Answer Free Response Teaching Suggestions Syntactical analysis is a difficult skill for Pre-AP students, one which requires extensive teacher modeling. Teachers might consider whole-class instruction as each skill is introduced, making use of a document camera as students suggest answers. After each skill is presented, teachers might allow students to complete each activity in small groups or pairs and to share answers with the whole group. The cumulative writing activity should be completed independently, but teachers may choose to extend the exercise by having students complete a peer revision activity. Answers Teachers may find the following suggested answers helpful for the student activities: Activity Two 1. a. The creed articulates the moral code of the society: the group is paramount, and no one individual may be recognized or valued as unique, separate, or more valuable than the others. 4. Here, teachers could discuss the archetypal nature of the forest in literature, which could help students understand the role the forest plays as a site of testing in hero stories and fairy tales. Equality s experience in the forest marks an important moment in his journey toward self-actualization, and Rand emphasizes the importance of the scene through carefully constructed syntax. T E A C H E R Activity Three 1. a. The words I know are repeated. b. anaphora 4. a. Sentence #2 I know not and I care not is an example of parallelism. 5. Possible adjectives: determined, certain, resolute, firm, heroic, persevering, purposeful, unyielding, unbendable Most of the answers for this lesson are subjective and will vary. To obtain the maximum benefit of the lesson, ask students to go beyond the expected responses.
English Analyzing Grammar and Syntax Foundation Lesson High School Activity One: Poetry of Phrases Levels of Thinking: Remember, Understand, Apply, Analyze, Create Using the Phrase Toolbox as a resource, write character poems about Equality 7-2521 and Liberty 5-3000 that have the specified grammatical structures. Poem #1 Pattern: Equality 7-2521 independent clause with an appositive phrase Example: Equality 7-2521, a man obsessed, had a secret: Slipping away from his brothers, Hiding under the earth, Writing in his journal, Stealing supplies from the Scholars, Lighting up the universe. Your poem: independent clause with an appositive phrase Poem #2 Pattern: Liberty 5-3000 a subordinate clause an independent clause an infinitive phrase and a prepositional phrase an infinitive phrase and a prepositional phrase an infinitive phrase and a prepositional phrase an infinitive phrase and a prepositional phrase. a final independent clause. Example: When I saw him I wanted To gaze upon his face To feel his gaze upon mine To bring him water from the moat To touch my fingers to his lips. He calls me his dearest one. Your poem: a subordinate clause an independent clause an infinitive phrase and a prepositional phrase an infinitive phrase and a prepositional phrase an infinitive phrase and a prepositional phrase an infinitive phrase and a prepositional phrase. a final independent clause. Copyright 2012 Laying the Foundation, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltrtraining.org.
Student Activity Analyzing Grammar and Syntax Activity Two: Identifying and Analyzing Syntax Techniques Levels of Thinking: Remember, Understand, Apply, Analyze, Create Antimetabole (an-ti-me-ta-bo-lee) is a sentence strategy in which the arrangement of ideas in the second clause is a reversal of the first. The prefix anti means opposing, against, or opposite. Think about putting your clauses in opposite order when you use antimetabole in a sentence. Follow the pattern a b, b a. The sentence carved over the portals of the Palace of the World Council is an example of antimetabole: We are one in all and all in one (19). a b b a 1. Explain the meaning of the creed that is carved over the Palace doors: 2. Why do you think the society uses antimetabole in their creed? Here s another example of antimetabole, as seen when Equality 7-2521 talks about his illicit fascination with Liberty 5-3000: For men are forbidden to take notice of women, and women a b b are forbidden to take notice of men (38). a 3. Why does Equality 7-2521 repeat the rule in reverse? 4. Write a compound sentence on the topic of Individualism using antimetabole. Epistrophe (e-pis-tro-phee) is the repetition of the same word or group of words at the ends of successive clauses. The prefix epi can mean different things: attached to, along, beside, outer, or end. Just as an epilogue is the concluding section at the end of a literary text, epistrophe is a repetition of words at the ends of clauses. Equality describes his journey through the Uncharted Forest using epistrophe: The forest has no end and we seek no end (84).
Student Activity Analyzing Grammar and Syntax 5. How does Rand s use of epistrophe help you understand how Equality 7-2521 views the Uncharted Forest? 6. Write another compound sentence on the topic of Individualism, this time using epistrophe: Activity Three: Analyzing Sentence Structure and Syntax Levels of Thinking: Remember, Understand, Apply, Analyze Read the passage and, using your Terms Associated with Grammar handout, answer the questions below: 1) I know not if this earth on which I stand is the core of the universe or if it is but a speck of dust lost in eternity. 2) I know not and I care not. 3) For I know what happiness is possible to me on earth. 4) And my happiness needs no higher aim to vindicate it. 5) My happiness is not the means to any end. 6) It is the end. 7) It is its own goal. 8) It is its own purpose (95). 1. Look at the first three words of sentences 1, 2, and 3. What pattern do you see? What is this pattern called? 2. Think about the connotative meaning of the repeated words in sentences 1, 2, and 3. What conclusions can we draw about Equality 7-2521 s character based upon the repeated words? 3. The passage presents a series of short, declarative sentences. What feeling or emotion is created by the use of this type of sentence structure? What can we infer about Equality 7-2521 s character through his use of this type of sentence structure?
Student Activity Analyzing Grammar and Syntax 4. Find an example of parallelism in this passage. Write the quote below: What is the effect of this parallel structure on the tone of the passage? 5. Write three adjectives that describe Equality 7-2521 s attitude about happiness: Activity Four: Analyzing Repetition Levels of Thinking: Remember, Understand, Apply, Analyze Read the following passage, where Equality 7-2521 describes being tortured in the Palace of Detention for not revealing his whereabouts to officials: 1) The lash whistled like the singing wind. 2) We tried to count the blows, but we lost count. 3) We knew that the blows were falling upon our back. 4) Only we felt nothing upon our back any longer. 5) A flaming grill kept dancing before our eyes, and we thought of nothing save that grill, a grill, a grill of red squares, and then we knew that we were looking at the squares of the iron grill in the door, and there were also the squares of stone on the walls, and the squares which the lash was cutting on our back, crossing and re-crossing itself in our flesh (64-65). 1. Several key words are repeated in the passage, including back in sentences 3, 4, and 5, blows in sentences 2 and 3, grill in sentence 5, and square in sentence 5. Complete the chart below, focusing on the effect of repetition on the tone of the passage. Underline the tone words you use in your commentary. Repeated Word Back Blows Commentary/Repetition s effect on the passage s tone Suffering horrific pain, Equality 7-2521 s use of repetition shows his focus and concentration as he fights to keep from revealing his secret. Equality 7-2521 repeats the word back like a mantra that distracts him from the pain, and the numbing of his back from the lashes reflects how numb he has become to the effects of torture. Grill
Square Student Activity Analyzing Grammar and Syntax Activity Five: Understanding and Analyzing Antithesis Levels of Thinking: Remember, Understand, Apply, Analyze, Evaluate, Create Read the following passage, which is spoken by The Golden One after she finds Equality 7-2521 in the Uncharted Forest. Here, The Golden One juxtaposes, or places side-by-side, Equality 7-2521 and his brothers so she can compare their differences: 1) Your eyes are as a flame, but our brothers have neither hope nor fire. 2) Your mouth is cut of granite, but our brothers are soft and humble. 3) Your head is high, but our brothers cringe. 4) You walk, but out brothers crawl. 5) We wish to be damned with you, rather than blessed with all our brothers. 6) Do as you please with us, but do not send us away from you (82-83). 1. This juxtaposition contains examples of antithesis, where two clauses are balanced, but they reveal an opposition. Complete the chart below to target how this syntax technique affects our understanding of Equality 7-2521 s character: Sentence What two ideas are in Number opposition? 1 Equality 7-2521 s eyes are bright, while his brothers are dull and lifeless. What does this opposition reveal about Equality 7-2521 s character? Equality s eyes reflect his intelligence, hope, and promise. He looks upon his environment with curiosity and energy, while his brothers eyes reveal their weariness and fear. Equality has not been cowed by the repressive Society, while his brothers dull eyes show their defeat. 2 3
4 Student Activity Analyzing Grammar and Syntax 2. Why do you think an author would use an antithetical sentence structure when comparing two items? 3. Look at sentence 5. What does the antithetical structure reveal about The Golden One? What is ironic about the antithetical structure in sentence 5, given the context of the novel? 4. What action is The Golden One trying to persuade Equality 7-2521 to do? What effect does the antithetical sentence structure have on her persuasiveness? 5. In her speech, The Golden One uses antithesis to highlight her admiration for Equality 7-2521. Look at the two superheroes compared below and consider how they are each other s antithesis, or opposite. Underline words that suggest an attitude or feeling about the specific hero. Batman A. Wears black to reflect his dark inner conflicts. Wears a black bat on his uniform. B. Fights crime with advanced technology such as stealth cars and computerized weaponry. C. Is not always ethical. Does whatever it takes to capture a criminal, often using violence and intimidation. Superman A. Wears patriotic colors blue, red, and gold. Carries the American flag. B. Fights crime with his superior physical strength. He does not use technology for transportation, nor does he use weapons. C. Stands for truth, justice, and the American Way.
Student Activity Analyzing Grammar and Syntax Now, following the model above, choose two people, places, ideas, or things to contrast and list their opposing characteristics. Underline or highlight words that suggest your attitude or feeling about the specific item. Item 1: Item 2: A. A. B. B. C. C. About which item do you feel more positively? Explain why you feel this way: Using the information from your chart, write a paragraph in which you use an antithetical sentence structure to reveal important characteristics of a friend, family member, role model, pet, etc. Model the structure of your paragraph on The Golden One s speech above. Make sure you choose words and comparisons that reflect your positive or negative feelings or attitudes about your subject. 6. What is the tone, or attitude, of your paragraph?