Page 47 - ELA_CA_HighSchool_Sampler_Flipbook

ACTIVITY 1.4
Language and Writer’s Craft: Syntax
PLAN TEACH
LEARNING STRATEGIES:
Think-Pair-Share
Literary Terms
Syntax refers to the arrangement of words and the order of grammatical elements in a sentence or the way in which words are put together to make meaningful elements, such as phrases, clauses, and sentences.
ACTIVITY 1.4
Materials: previous student writing Suggested pacing: 1 50-minute class period
1 After students read the Learning Targets and the information on phrases, have them read the definition of syntax. Give time for them to think-pair-share its definition and components.
2 Discuss with students that gerunds function as nouns, participles function as adjectives, and infinitives (to plus a verb) function as nouns, adjectives, and adverbs. Have students read the descriptions and sample sentences for phrases in the Grammar Handbook.
3 Ask pairs of varying ability
levels to work together to label sample sentences 1–5. Direct pairs to write sentences that follow the model sentences. Share some of the students’ original sentences with the class.
My Notes
Learning Targets
• Identify different types of phrases and use them in writing.
• Revise writing to include phrases and parenthetical expressions.
Understanding Phrases
Consider sounds as the building blocks of language. Combined, they create words, or diction. When writers move those words around, they are playing with syntax. One essential element of syntax is the phrase. Understanding what a phrase is, how to punctuate it, and when to use this tool in your writing will help you make informed decisions about your syntax.
Phrases clarify meaning by adding information or by describing the subject, the action, or other nouns in the sentence. Standing alone, a phrase is not a complete sentence. Three types of phrases include gerund phrases, participial phrases, and infinitive phrases. Review their definitions in your Grammar Handbook, marking the text to highlight their function and the proper method of punctuating them within a sentence.
Highlight the gerund, participial, or infinitive phrases in the following sentences from the texts from this unit. Note the punctuation of each phrase. Then label the type of phrase.
1. “abletositinapaneledoffice/draftingmemosinsmoothEnglish,/abletoorderin fluent Spanish/at a Mexican restaurant ...”—Pat Mora, “Legal Alien” Infinitive
2. “Theyrodeawaythroughourlargegarden,stillbrightgreenfromtherains,andwe turned back into the twilight of the house and the sound of fans whispering in every room.”—Santha Rau, “By Any Other Name” Participial
3. “It felt like worms and toads and slimy things were crawling out of my chest, but it also felt good, that this awful side of me had surfaced, at last.”—Amy Tan, “Two Kinds” Participial
4. “Impressed with her, they worshiped the well-turned phrase, the cute shape, the scalding humor that erupted like bubbles in lye.”—Alice Walker, “Everyday Use” Participial
5. “Thelessonsweremostlyconcernedwithreadingandwriting....”—SanthaRau, “By Any Other Name” Gerund
18 SpringBoard® English Language Arts Grade 10
18 SpringBoard® English Language Arts Grade 10 COMMON CORE STATE STANDARDS
Focus Standards:
L.9–10.6: 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.
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L.9–10.1b: 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.
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.