The Author’s Syntactical Choices Syntactical Tools for Exceptional Writing Grade 11 English Language Arts Students will be introduced todifferent types of sentences and syntactical structures. Students will analyze and imitate the writing of exceptional authors in a series of exercises, culminating in a four page project demonstrating syntactical sophistication. This unit is estimated to take 450 to 600 minutes, or approximately 10-12 days.
Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit July 2012
Work in Progress
Page 1 of 12
Table of Contents Unit Plan ……………………………………………………………………………………………..………………………………………………….… 3 Lesson 1 …………………………………………………………………………………………………………………………..………….……………. Lesson 2 ………………………………………………………………………………………………………………………………..…….……….….… Lesson 3 ………………………………………………………………………………………………………………………………………………….… Lesson 4 ………………………………………………………………………………………………….………………………………………………… Lesson 5 ……………………………………………………………………………………………………………………………………………………. Lesson 6 ……………………………………………………………………………………………………………………………………………………. Lesson 7 ……………………………………………………………………………………………………………………………………………………. Lesson 8 ……………………………………………………………………………………………………………………………………………………. Lesson 9 …………………………………………………………………………………………………………………………………………………….. Lesson 10 …………………………………………………………………………………………………………………………………………………… Unit Resources …………………………………………………………………………………………………………………………..……………….. CEPA …………………………………………………………………………………………………………………………………..………………….…..
Stage 1 Desired Results ESTABLISHED GOALS
G
G1: RL. 11-12.3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). G3: RL. 11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Transfer Students will be able to independently use their learning to… T1: read and comprehend complex texts T2: identify and explain the subtleties in an author’s syntax T3: write with greater expression and precision for a variety of purposes Meaning UNDERSTANDINGS U ESSENTIAL QUESTIONS Students will understand that…
T Q
U1. writersuse specific syntactical tools Q1.How do a writer’s syntactical to establish tone and mood. choices influence a reader’s experience of a literary work? U2. writers use specific syntactical tools to emphasize explicit commentary.
Q2. How do syntactical choices enhance the explicit commentary of an author?
U3. writers use specific syntactical tools to develop character and setting.
Q3. Why are implicit contents important in narration?
G4: RL. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
U4. writers use specific syntactical tools to establish a unique narrative voice.
Q4. In what ways does the use of sound and rhythm in a sentence or paragraph shape the message of the author?
G5: W 11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
K1. Different sentence types: simple, compound, complex, compound/complex.
S1. Identifying and writing sentence types.
K2. Various syntactical tools such as
S2. Analyzing and evaluating the
Students will know…
Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit April 2013
Acquisition K Students will be skilled at…
Work in Progress
Page 3 of 12
S
structured event sequences.
participles, appositives, absolutes.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
K3. Punctuation marks appropriate for syntactical situations, including comma, colon, semicolon, dash
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. G7: L&U 11-12. 3: Apply 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.
K4. Strategies for shaping the message of a narration.
effects different syntactical tools have on the reading experience. S3. Comparing multiple ways to combine simple sentences into sophisticated structures that evoke sensual and emotional responses in readers. S4. Imitating the syntactical skill of exceptional writers.
Stage 2 - Evidence Evaluative Criteria Content fulfillment: • • •
Adherence to assessment instructions Analysis of syntactical elements in writing Correct use of syntactical terminology
Assessment Evidence CURRICULUM EMBEDDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS)
PT
Introductory chapter of a full length fictional or non-fictional narrative Goal: Your goal is to use a variety of syntactical tools to establish tone, mood, setting and character. Role/Situation: You are professional writer with a passionate purpose,hoping to obtain a contract from a major publishing firm. Product: You will write a four page narrative introducing a full length piece of fiction or non-fiction demonstrating the same level of syntactical skills as major American authors. Standards and Criteria for Success: Your opening chapter must include the following elements: (1) Examples of all or most of the following sentence types: simple, compound, compound/complex. (2) Examples of all or most of the following syntactical structures: participial phrases, appositive phrases, absolute phrases, series constructions, preposition phrases (3) Clearly established tone and mood (4) Strong initial impression of at least one character OTHER EVIDENCE:
OE
1. Demonstration of the mastery of 1. Quizzes on syntactical structures. Students will use syntax charts to the vocabulary of syntax and the deconstruct original sentences, combine sentences using syntactical tools, and skillful use of syntactical tools. imitate sentences of professional writers (Lesson 2). Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit April 2013
Work in Progress
Page 5 of 12
2. Incorporation of syntactical tools used by Hansberry in the introductory narrative of A Raisin in the Sun 3. Incorporation of syntactical tools used by Hansberry in A Raisin in the Sun or Wright in Native Son.
2. One page description of a room that is important to you. This description should not include characters (Lesson 3). 3. Two page description of a location, including at least one character (Lesson 4).
Stage 3 – Learning Plan Summary of Key Learning Events and Instruction 1. Introducing Syntactical Choices: Through a “deconstruction exercise” in which students reduce syntactically sophisticated narrative into simple sentences, students explore how tone and mood are influenced by syntactical choices. The Teacher introduces the essential questions and then, using the opening sentences of Of Mice and Men, demonstrates how to deconstruct Steinbeck’s prose. Students then work in groups to continue deconstructing the remainder of the first two paragraphs. Students then make observations about the differences in the two version of narrative, specifying what in terms of mood and tone Steinbeck achieves through his syntactical choices. 2. Identifying Syntactical Structures: This lesson provides students with examples of basic syntactical structures, including subject, predicate, appositive phrases, participial phrases, and absolutes. Using relevant chapters from Paragraphs for High School by Don and Jenny Killgallon, students will practice identifying these structures in model sentences from professional writers. Students will practice altering and imitating these sentences, using the various exercises in the book. 3. Understanding the Effects of Syntactical Choices: This lesson provides students with a chance to analyze how Lorraine Hansberry’s syntactical choices in the narrative introduction of A Raisin in the Sun establish tone and mood while describing the Younger’s apartment. Working in groups, students will choose three sentences in which the syntactical structures from lesson two are featured. Then, using a syntax chart, students will identify the structures. Each group will then discuss among themselves how Hansberry’s syntactical choices affect the tone and mood of the passage. For homework, each student will write a one page description of a room that is important to him or her.
4. Understanding the Effect of Syntactical Choices (Part 2): Students will analyze how Wright’s syntactical choices in the opening pages of Native Son influence mood and tone and contribute to characterization. Building on their previous analyses of syntax, students will work in reciprocal teaching groups of three to examine how Wright develops mood, tone, and characters in his introductory pages. For a homework assignment, each student will write a two page description of a location that includes at least one character. Adapted from Understanding by Design 2.0 Š 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012
Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit April 2013
Work in Progress
Page 7 of 12
Lesson # and Title Brief Overview of Lesson (what this lesson is about): Prior Knowledge Required: Estimated Time (minutes): Resources for Lesson (list resources and materials):
Unit: Content Area/Course: Lesson # and title: Time (minutes): By the end of this lesson students will know and be able to (write out clear and concise objectives for this lesson): Essential Question(s) addressed in this lesson: Standard(s)/Unit Goal(s) to be addressed in this lesson (type each standard/goal exactly as written in the framework):
Instructional Tips/ Strategies/Motes for Teacher (Use this section to provide additional information or suggestions not included in the Lesson Sequence such as: teacher notes (…be sure to watch students for evidence of misunderstanding of…“The focus of the Word Splash is to …; Use the KWL chart to collect … etc.) or descriptions/explanations of specific instructional strategies (e.g. .discussion protocols (e.g. Think-Pair-Share or Fishbowl).
Anticipated Student Preconceptions/Misconceptions (please specify whether they are preconceptions or misconceptions) Lesson Sequence (Provide enough information and direction about the underlying content, instructional strategies, grouping structures, guiding questions, opening and closing messages/activities, suggestions for differentiation, etc..) Formative assessment): Preview outcomes for the next lesson:
Summative Assessment (delete this section if there is no summative assessment until the CEPA):
Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit July 2012
Work in Progress
Page 9 of 12
Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit July 2012
Work in Progress
Page 10 of 12
List of Unit Resources List and include resources by lesson sequence
Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit July 2012
Work in Progress
Page 11 of 12
Curriculum Embedded Performance Assessment (CEPA)
Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit July 2012
Work in Progress
Page 12 of 12