http://literarydevices.

net/syntax/

http://www.bartleby.com/119/1.html

https://www.youtube.com/watch?v=O8yXTxodxrg

https://www.youtube.com/watch?v=HMUKGTkiWik

Name: Laura Austin Grade Level/Class Title: Differentiation Strategies:

- Students having difficulty

finding the order of the
9-10 sentence may work with a
partner.
- Students are allowed to take
extra time to complete the
worksheet if necessary.
Objective: State Standard: Nevada Assessment:

1. Students will be able RL.9-10.2 - Determine a theme or central idea of a 1. “Road Not Taken”
to identify the word text and analyze in detail its development over the worksheet
order of phrases and course of the text, including how it emerges and is
lines in Frost’s poem. shaped and refined by specific details; provide an
objective summary of the text.
2. Students will be able
to describe how word- RL.9-10.4 - Determine the meaning of words and
order/Syntax impacts phrases as they are used in the text, including
the meaning, rhyme figurative and connotative meanings; analyze the
scheme, and tone of a cumulative impact of specific word choices on
poem. meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or
informal tone).

Time Learning Style (visual, Activities and Notes

auditory, kinesthetic)

7-10 A, V Speaking/Listening
mins
- Open class with a discussion: “We’re going to talk about talking. Think about
how you speak. Are there certain words or phrases that you use a lot?” Give
students the option to share.
“What about your friends?” Again, give the option to share.
“Can you think of anyone else, real or fiction, who has a certain/memorable way
of speaking? What’s memorable about it?”
Reading

- This is what Syntax is; the order we say words and how it impacts meaning.
Today, we are going to talk about it in poetry.
A. Hand out paper with Frost’s “The Road Not Taken”
Ask for a volunteer to read aloud. “Were there any phrases you particularly
liked?” Ask students to circle/underline/bracket the phrases that are shared.
“Is there another way that we could say that phrase?”Ask students to rewrite
their favorite lines on the bottom of the worksheet.
“Look at your line and look at Frost’s, do they have the same mood/tone? Why
or why not?”
- Now that we’ve had a chance to look at the poem in our words, let’s think about
someone else’s.
5-7 Language
mins
- Play the “How to talk like Yoda video”
https://www.youtube.com/watch?v=O8yXTxodxrg

Why is the way Yoda speaks so memorable? What does it tell us about his character?

- Watch this next clip and pay attention; does he stick to the same formula
throughout the speech?
https://www.youtube.com/watch?v=HMUKGTkiWik

At the end of the clip he says “That is why you fail” rather than “Why you fail, that is.” Is
this significant? How does it affect the tone?

- It’s the same principle in poetry; certain turns of phrase impact the meter, rhyme
scheme, and tone.
5-15 Writing
mins
- For our final activity with Syntax, we are going to rewrite the poem in Yoda
speak. Make sure you keep Frost’s words, but change the order.
- Give students 5 mins to rewrite at least the first stanza; they may take the rest
home for homework. Then ask “Has the tone or meaning of the poem changed
with the order of the words? What about the rhyme scheme?”
- As you look at other aspects of poetry, keep in mind the form. Ask yourself what
patterns you see and how they impact the meaning.