WELCOME, ENGLISH III HONORS STUDENTS!

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SYLLABUS-- English III Honors (Rebecca & Mary)

I will give you information in class and will try to keep this page updated as much as possible. The Sunshine State Standards are copied at the bottom of the page.

==TERM PAPER: You will be working on your research project on The Scarlet Letter, turning update papers into me weekly so I can see that you know what you're doing. Use the AP LIT download site for a term paper sample and detailed instructions (the dates may differ, but the general assignments will be the same). I will need the first preliminary paper turned in Wednesday Jan. 6th. In it you will show the thesis, outline, 3 pages of text, and the Works Cited page set up so far. See the samples on the English Language and Lit download pages. See the MLA sites online as well as the Purdue Online Writing Lab. You have a sample student portfolio on your desk area for you to use as your guide to timing. The 2nd Preliminary paper, a full rough draft, will be due Monday JAN. 11. At this point, I will make in-depth comments to see if you are pulling in quotations (documented) to prove your points and showing critic's ideas, also documented. Again, use the student sample portfolio as your guide. The final research paper worth 400 points will be due Thurs. JAN. 14 or before. Late papers will not be accepted.

==You will take vocabulary tests

SPRING VOCABULARY LISTS 2010 (Tests will be cumulative)

LIST #1

talisman raiment cupidity egalitarian panacea malevolent harbinger anomaly paragon cacophony pedantic ethereal eulogy apathy sporadic gauche genre epithet neophyte euphoria

LIST #2

etymology physiology entomology abet euphony deluge orate emanate queue enigma redolent piety sagacious epitaph prognosticate iconoclastic euphemism antipathy omnipotent opulent

LIST #3

pristine omniscient paradigm dissident (N) formidable disparity foray halcyon stalwart firmament erudite subjugate venerate indigent maudlin ingenuous duress loquacious acrimonious expound

LIST#4

ingenious vitiate craven (ADJ) gregarious reticent diaphanous temerity vestige confound mollify calumny strident cajole nadir extricate virulent inundate magnanimous precocious foible avarice

LIST #5

augury guile sanguine choleric feign ennui fortuitous allay prosaic purloin lugubrious propitious artifice circumspect conflagration mundane extraneous engender malinger ignominy

LIST #6

capricious circumvent auspicious mitigate chagrin inscrutable austere astute venal relegate ostentatious heinous aggrandize emaciate malign prognosis affluent gossamer raucous ominous

LIST #7

undulate truculent ubiquitous slovenly impasse chicanery spurious ephemeral inchoate accolade veracity omnipresent laconic malodorous recalcitrant voluble pragmatic avert exonerate prolific

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==I'll assign work from the literature book (American Lit) so you'll be doing much of the same work that you would be doing in any other Honors III class.

==Write weekly journals to hand in.

==Stay in touch via e-mail and make sure you know your assignments. Keep up with them on Pinnacle Viewer.

***SEE THE AP ENGLISH LANGUAGE SYLLABUS, DOWNLOAD PAGES, AND CONTEST PAGES for some of your assignments. Use this page to check for the alternate work you will be doing.

FUTURE: (During AP work days)

--One day a week we will try to have QUIET sustained reading from a work of your choice plus a one-page journal entry. You probably will need to go to the library.

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***** NOTE: SEVERAL JUNIOR & SENIOR TUTORS ARE AVAILABLE BEFORE & AFTER SCHOOL. THEY JUST NEED ADVANCED NOTICE. LET ME KNOW IF YOU NEED EXTRA HELP ON SOMETHING WE ARE DOING!

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@@@@@@ IMPORTANT NOTE on absences (repeated for emphasis!): If you are absent, you must come in to make up the work. I will let you look over the power points, the notes, etc., on my laptop, or I will let you make up a test or writing assignment done in class. If you do not contact me to schedule a make-up session, you will not be able to make up the work when the time expires: a two-day limit after an absence.

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FOR HOMEWORK ESSAYS: Find a place to type up the paper and turn it in, stapled to the rough draft and to the learning inventory sheets. TYPE 12 FONT, TIMES NEW ROMAN, DOUBLE-SPACED

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**** As we move on through literary periods in your textbook, we'll have opportunities for Power Point presentations. . WORK AHEAD when you can! Get EXTRA GRADES when you can.

--You will be tested over vocabulary. (BELOW) For the vocabulary, each week you will create sentences, all beginning with a phrase or dependent clause. We will continue with the lists throughout the 2nd term.

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VOCABULARY LISTS FALL:

Voc. #1

Subtle – adj. not obvious, crafty

Slothful – adj. lazy

Appeased – v. to calm

Bereft – adj. deprived of something special

Sagacious – adj. wise

Ominous – adj. threatening, frightening, predicting doom

Inanimate – adj. lifeless, not possessing life

Humility – n. meekness

Noxious – adj. harmful

Augment – v. to increase

Negligent – adj. careless

Rigorous – adj. difficult, involving much labor

Rational – adj. reasonable

Spacious – adj. roomy

Fortitude – n. courage

Attenuated – adj. skinny, thin

Voc. #2

Terminate – v. to end

Eccentric – adj. odd, unusual

Commiserate – v. to sympathize with

Concur – v. to agree

Capitulate – v. to surrender

Languish – v. to waste away or grow thin

Decapitate – v. to behead

Covet – v. to envy, desire another’s possessions

Corpulent – adj. fat

Malinger – v. to pretend to be sick

Verify – v. to prove

Gormandize – v. to overeat (pig out)

Lucid – adj. clear

Fracture – v. to break

Abhor – v. to hate

Ostracize – v. to exclude socially, to cast out

Veracity – n. truth

Alienate – v. to separate, estrange, grow apart

Confound – v. to confuse, bewilder

Facilitate - v. to make easy

Voc. #3

Mirage – n. optical allusion

Inoculate – v. to give a shot

Pacifist – n. one who is opposed to war

Competent – adj. capable of handling situations

Mandatory – adj. required

Authentic – adj. real, genuine

Pretext – n. excuse, made up reason

Obstruct – v. to block or keep away from

Gaunt – adj. thin (attenuated)

Collateral – n. security (property used to secure loan)

Parley – n. a conference or meeting

Robust – adj. strong

Omnipotent – adj. all powerful

Beneficiary – n. one who inherits money or property from another

Mandate – n. official command

Maritime – adj. pertaining to the sea

Subsidize – v. to fund

Simultaneous – adj. occurring at the same time

Laud – v. to praise

Negotiate – v. to discuss terms, to deal

Voc. #4

Impotent – adj. lacking in power or strength (opposite of robust)

Amicable – adj. friendly

Menace – n. a threat

Credible – adj. believable

Debut – n. a first appearance

Deceptive – adj. misleading

Spurn – v. to turn away or reject

Automated – adj. run by machine

Depreciate – v. to decrease in value (opposite of augment)

Indict – n. convict of crime

Tentative – adj. temporary, subject to change

Infinite – adj. limitless, having no ends or boundaries

Circumspect – adj. cautious (opposite of negligent)

Insinuate – v. to hint directly

Consecutive – adj. coming one after the other, listed one after another in order

Atrocity – n. cruel deed

Predator – n. one who hunts other animals for food, one who preys on another

Irrelevant – adj. not pertaining to the subject at hand, unimportant

Concise – adj. short, brief; to the point

Invincible – adj. unable to be conquered

Voc. #5

Bountiful – adj. plentiful

Solitude – n. state of being alone

Salvage – v. to save from loss

Humidity – n. dampness

Omnipresent – adj. present everywhere, all around

Laborious – adj. difficult, rigorous

Libel – n. false or damaging statement

Glutton – n. one who eats (gormandizes) too much

Query – n. a question

Concerto – n. musical composition

Narrate – v. to tell a story

Guile – n. cunning deceit, treachery

Refute – n. to prove wrong (opposite of verify)

Rampant – adj. wild and unrestrained

Deplete – v. to use up

Sinister – adj. threatening, dishonest, corrupt

Evade – v. to escape or get away from

Gauche – adj. awkward, lacking social graces

Advocate – v. to support or recommend publicly

Transaction – n. business deal

Voc. #6

Vigilant – adj. watchful, alert

Interim – n. interval, meantime

Lament – v. to grieve, express sorrow

Ovation – n. enthusiastic applause

Unanimous – adj. all agreeing, being of one mind

Substantiate – v. to establish a truth (verify)

Tenure – n. right of holding, especially real estate, time of reign, and administration

Opposition – n. competition, hostile action or resistance

Deviate – v. to stray from a course, to be different

Paltry – adj. trashy, worthless

Commemorate – v. to keep in memory, serve as a memorial to

Momentum – n. impulse or force

Waver – v. to hesitate, falter

Concurrent – adj. happening at the same time (simultaneous)

Acquit – v. to pronounce not guilty (opposite of indict)

Transition – n. change, passage from one stage to another

Subjective – adj. having personal opinions stated

Objective – adj. unprejudiced, fairly and concretely stated (no personal feelings)

Recipient – n. one who receives, receiver

Rejuvenate – v. to make youthful again, uplift

Voc. #7

Complacent – adj. self-satisfied, content

Eradicate – v. to get rid of, pluck out by roots

Appropriate – v. to assign or set apart for, to take exclusive possession of, allocate

Equitable – adj. fair or just

Arrogant – adj. proud, haughty (having no humility)

Formidable – adj. feared or dreaded, similar to ominous

Ordinance – n. local law (similar to mandate)

Gullible – adj. easily fooled or tricked

Modify – v. to change

Incessant – adj. continual, not ceasing

Inevitable – adj. bound to happen, unable to be avoided

Audacity – n. shameless boldness, impudence

Pertinent – adj. important

Tyrant – n. brutal ruler

Furtive – adj. secret, shy

Fluctuate – v. to change continually

Curtail – v. to shorten, cut off, reduce drastically

Preferential – adj. favored, having priority

Contrite – adj. humble, not arrogant, remorseful and repentant

Prerogative – n. special privilege, special right or power

@@@Learn parts of speech (suffixes)

Nouns –

-ity

-tude

-ist

-ion

-ance

Adjectives –

-ous

-ant/ent

-ful

-ic

-able/ible

-ive

Verbs –

-ate

-ify

-ize

Spring VOCABULARY § § § § § § § § § § § § § § § § § § § § § § § § §

CED/CESS—to go, to proceed

· Antecedent—a preceding event, state or cause; one’s ancestor or parent

· Accede—to give in to a request or demand; to give approval or consent

· Recession—a moving back or away; a decline

· Concession—the yielding of a point or privilege, often unwillingly; an acknowledgment

· Precedent—something done or said that may be an example or rule to guide later similar acts

PLE—to fill

· Plethora—plenty or abundance

· Complement—something that fills up or makes perfect or complete; a counterpart

· Deplete—to reduce in amount by using up

· Implement—to take steps to fulfill or put into practice

· Replete—fully or abundantly filled or supplied

SON—sound

· Sonorous—full, loud, or rich in sound

· Dissonant—clashing or discordant, especially in music; incompatible or disagreeing

· Resonance—a continuing or echoing of sound; a richness and variety in quality or depth of sound

· Sonic—having to do with sound or the speed of sound through the air

ERR—to wander or stray—

· Aberrant—straying or differing from the right, normal, or natural type

· Errant—wandering or moving about aimlessly

· Erratic—wandering, inconsistent, or irregular

· Erroneous—inaccurate, mistaken, incorrect

METR—measure

· Isometric—equal in measure

· Odometer—an instrument used to measure distance traveled

· Symmetrical—having or exhibiting balanced proportions; corresponding in size, shape, etc.

· Metrical—referring to balance or rhythm in songs and poetry

AMBI/AMPHI—on both sides or around

· Ambidextrous—having use of right and left hand equally

· Amphibian—animal that is able to survive both on land and in water

· Ambience—an atmosphere existing on all sides; an aura

· Ambivalent—holding opposite feelings at the same time; wavering between alternate actions

BELL—war

· Antebellum—before the war, esp. before the Civil War

· Bellicose—warlike, aggressive, quarrelsome

PAC—peace

· Pacifist—a person opposed to war or violence, one who refuses to bear arms

· Appease—to make peaceful and quiet; to calm, satisfy

· Pact—a peace agreement

HOSP/HOST—host or guest (hospital was once house for religious pilgrims or the aged)

· Hospice—a place or program to help care for the terminally ill

· Hostel—an inexpensive, supervised place for young travelers to stay overnight

AM/IM—from Latin word “love”

· Amicable—friendly, peaceful

· Enamored—charmed, fascinated; inflamed with love

· Inimical—Unfriendly or harmful

· Paramour—a lover, often secret, not allowed by law or custom

PROB/PROV—prove or proof (having to do with honesty and integrity)

· Probate—legal court where genuineness of wills of the deceased must be proved

· Approbation—approval or praise, usually given with pleasure or enthusiasm

· Reprobate—a person of thoroughly bad character

LEV—light (to raise or lighten)

· Alleviate—to lessen or relieve, especially the pain of suffering

· Leavening—something that lightens and raises, eases, or animates

· Levity—Frivolity, lack of seriousness

· Levitation—magician’s trick in which a body seems to rise into the air by itself

VEN/VENT—come, come together

· Advent—a coming or arrival

· Provenance—an origin or source

· Venue—the place where a trial is held; the location of an event

CAP/CEP—take or seize

· Incipient—starting to come into being or to become evident; just beginning to show

· Perceptible—noticeable or able to be felt by the senses

FIN—end or boundary

· Affinity—sympathy or an attraction to something

· Definitive—authoritative and final; specifying perfectly or precisely

· Infinitesimal—extremely or immeasurably small

· Finite—having definite limits

JAC/JEC—throw or hurl

· Conjecture—to guess

· Trajectory—The curved path an object makes in space or a thrown object follows as it rises

TRACT—drag or draw

· Protract—to draw out, lengthen, prolong, continue

· Intractable—Not easily handled, taught, or led; disobedient

· Retraction—a taking back or withdrawal; a denial of what one has previously said

DUC—to lead

· Conducive—tending to promote, encourage, assist; helpful

· Induce—persuade or influence; bring about

SEC/SEQU—to follow

· Non sequitur—a conclusion that does not follow from what was said, makes no sense

· Obsequious—excessively submissive, obedient or flattering

· Sequential—arranged in order or in a series; following in a series

EP/EPI—Greek for upon, beside, or attached to

· Epidermis—the outer layer of skin, overlying the inner skin, or “dermis”

· Epicenter—portion of the earth’s surface directly over the focus of an earthquake

· Ephemeral—lasting only a day; lasting a very short time

· Epiphyte—plant that obtains its nutrients from air and rain and relies on another plant for support

· Epitaph—an inscription on a tombstone in memory of the one buried there

· Epithet—a descriptive word or phrase occurring with or in place of the name of a person or thing

HYPO/HYP—under, beneath, below normal

· Hypotension—low blood pressure

· Hypoglycemia—low blood sugar

· Hypothermia—subnormal body temperature

· Hypothetical—involving an assumption made for the sake of argument; imagined for use as example

THERM/THERMO—warm

· Thermal—relating to or caused by heat; designed to insulate in order to retain body heat

· Thermodynamic—relating to heat affecting the behavior of atoms, particles, or molecules

POLY—many

· Polygamy—marriage in which one has more than one spouse

· Polygraph—instrument that records many body variations or pulsations to reveal if someone is lying

· Polychromatic—having many colors; multicolored

· Polyglot—one who can speak or write several languages

· Polyphony—music consisting of two or more independent but harmonious melodies

PRIM—first

· Primal—original or primitive; first in importance

· Primogeniture—an exclusive right of the firstborn son to receive an inheritance

· Primordial—first created or developed; existing in or from the very beginning

DIS—apart

· Dissipate—to cause to spread out to the point of disintegrating; to squander, spend wastefully

· Dissension—disagreement in opinion

· Disseminate—to spread widely as if by sowing seeds; to scatter and spread about

VOR—to eat

· Voracious—having a huge appetite for something; very eager

· Carnivorous—meat-eating or flesh-eating

· Herbivorous—plant eating

· Omnivorous—feeding on both plants and animals; interested in everything

CARN—flesh

· Carnivore—one who eats flesh, a meat eater

· Carnage—great destruction of life, as in battle; slaughter

· Carnal—having to do with bodily pleasures

· Carnival—season for merrymaking before Lent; an occasion for festivities and excess

· Incarnation—a particular physical form or version of something; a person showing a marked trait

CRED—believe

· Credence—mental acceptance of something as true or real; belief

· Creditable—worthy of praise

· Credulity—readiness and willingness to believe on the basis of little evidence

· Credulous—naïve or gullible

· Incredulous—dubious or skeptical

· Creed—a statement of basic beliefs; a set of guiding or religious principles

FID—faithful

· Affidavit—a sworn statement made in writing

· Infidel—someone who lacks a particular kind of religious faith

· Fidelity—faithfulness

· Diffident—lacking confidence; timid or cautious

· Fiduciary—having to do with confidence or trust; held in trust for another

· Perfidy—Faithlessness, disloyalty, or treachery

CURR/CURS—to run, to move

· Excursion—a trip from one place to another

· Concurrent—happening or operating at the same time

· Cursory—hastily and often carelessly done

· Precursor—one that goes before and indicates the coming of another

· Discursive—passing from one topic to another; rambling

FLECT/FLEX—to bend

· Deflect—to turn aside, especially from a straight or fixed course

· Flexor—a muscle that bends a part of the body, such as an arm or a leg

· Genuflect—to kneel on one knee and then rise as an act of respect

· Inflection—a change in the pitch, tone, or loudness of the voice

POST—after or behind

· Postscript—a note that comes after an otherwise completed letter (P.S.)

· Posthumous—published or happening after one’s death

MAL—bad

· Malady—a bad condition, a disease or illness of the body or mind

· Malevolent—having or showing intense ill will or hatred

· Malicious—desiring to cause pain, injury, or distress to another

· Malign—to make harsh and often false or misleading statements about

· Malefactor—someone guilty of bad deeds

CATA—down

· Catapult—to hurl down; to throw

· Cataclysm—a violent and massive change of the earth’s surface; a momentous destructive event

· Catacomb—an underground cemetery of connecting passageways with recesses for tombs

· Catalyst—a substance that speeds up a chemical reaction; something that brings about great change

· Catatonic—relating to or suffering from schizophrenia; showing unusual lack of movement

PROTO—first in time or first formed

· Protagonist—the main character in a literary work

· Protocol—an original copy of a document; a code of diplomatic rules of behavior

· Protoplasm—the substance that makes up the living parts of cells

· Prototype—an original model on which something is patterned; a first version of a new design or type

ANTE—before, in front of

· Antechamber—an outer room that leads to another, often used as a waiting room

· Ante meridiem—before noon (A.M.)

· Antebellum—before the war, especially the Civil War

· Antediluvian—descriptive of something very old or outdated

ORTH/ORTHO—Greek for straight, right or true

· Orthodox—holding established beliefs especially in religion; conforming to conventional traditions

· Orthopedics—the correction or prevention of deformities of the skeleton

· Orthodontics—a branch of dentistry that deals with correction of crooked teeth

RECT—from Latin for straight or right

· Rectitude—moral integrity; correctness of procedure

· Rectify—to set right; remedy; to correct by removing errors, revise

· Rector—a clergyman in charge of a church, school, or parish

EU—Greek for good, well, or true

· Eugenic—relating to or fitted for producing good offspring

· Eulogy—praise in speech, usually at a funeral

· Euphemism—the use of an agreeable or inoffensive word in place of one that might disgust or offend

· Euphoria—a feeling of well-being or great elation

DYS—bad, difficult, or impaired

· Dysfunctional—operating in an impaired or abnormal way

· Dyspeptic—relating to or suffering from indigestion; irritable, ill-humored

ROG—to ask or propose

· Interrogate—to question systematically

· Surrogate—a substitute, someone who is proposed to stand in for another

· Abrogate—to abolish or annul; to ignore or treat as if nonexistent

· Arrogate—to claim or seize without justification

· Derogatory—expressing a low or poor opinion of something or someone

· Prerogative—a special right or privilege that sets one apart from others

VID/VIS—dealing with seeing and sight, the eyes

· Visage—the face or appearance of a person

· Visionary—a person with foresight and imagination; a dreamer with impractical ideas

SPIC/SPEC—to look at or behold

· Auspicious—promising success, favorable; fortunate, prosperous

· Introspection—a looking within oneself to examine one’s own thoughts and feelings

· Perspicacious—having acute or shrewd mental vision or judgment

VOC/VOK—having to do with speaking, use of the voice

· Equivocate—to use ambiguous language, esp. in order to deceive; to avoid giving a direct answer

· Irrevocable—impossible to call back or retract

· Evocative—calling forth memories and feelings

· Vociferous—making noisy or emphatic outcries; extremely talkative

PHON—sound, voice, or speech

· Cacophony—harsh or unpleasant sound

· Euphony—melodious, pleasing sound

· Phonetic—relating to or representing the sounds of the spoken language

CUR—to care for

· Curative—having to do with curing diseases

· Curator—someone in charge of something where things are on exhibit (museum, zoo, etc.)

· Procure—to get possession of, obtain

· Sinecure—a job or position requiring little work but usually providing some income

PERI—going around something

· Perimeter—the boundary or distance around a body or figure

· Periodontal—surrounding the teeth; concerning or affecting the tissues around the teeth

· Peripatetic—having to do with walking; moving or traveling from place to place

· Peripheral—having to do with the outer edges, esp. of the field of vision; auxiliary or supplemental

TEND/TENT—to stretch, extend, or spread

· Contentious—having a tendency to pick fights; quarrelsome

· Distend—to swell or become expanded

· Portend—to give a sign or warning beforehand; to indicate or signify

PEND/PENS—to hang, weigh, or cause to hang down

· Appendage—something joined on to a larger or more important body or thing; subordinate body part

· Expend—to pay out; to use up

· Propensity—an often intense natural inclination or preference

· Stipend—a sum of money paid at regular intervals in return for services or to cover expenses

· Pensive—in deep thought, possibly sad

PAN—all in Greek

· Panacea—a remedy for all ills or difficulties; a cure-all

· Pantheon—a temple built for all the gods

· Pandemic—affecting almost everyone, as in a pandemic flu outbreak; widespread among people

· Pandemonium—a wild uproar or commotion in a crowd

· Panegyric—a formal speech or statement giving high praise to someone or something

EXTRA—beyond limits of usual or routine territory

· Extrapolate—to extend or project facts or data into an area not known in order to predict trends or facts

· Extrovert—a person mainly concerned with things outside his or her self; sociable, outgoing person

· Extraneous—existing or coming from the outside; not forming an essential part; irrelevant

LUC—light

· Elucidate—to clarify by explaining; to explain

· Lucifer—a name for the devil meaning “light-bearer,” name he had before he fell from heaven

· Lucid—clear in meaning, as if light were shining through it

· Lackluster—dull and ordinary, lacking in brightness

· Translucent—partly transparent; allowing light to pass through but diffusing it

MOR/MORT—death

· Postmortem—done after death, as in postmortem examination

· Mortuary—place where dead bodies are kept until burial

· Moribund—in the process of dying or approaching death; inactive or becoming outmoded

· Mortify—to subdue or deaden, esp. by self-inflicted pain; to embarrass greatly, humiliate

NEC/NIC/NOX—having to do with killing or slaying

· Internecine—deadly, mutually destructive; involving conflict with a group

· Noxious—harmful to or destructive of living things

· Pernicious—extremely harmful or destructive

· Necromancy—the art of conjuring up spirits of the dead

HER/HES—to stick

· Adherent—someone who follows a leader, a party, or profession; follower of particular religion

· Cohesion—the act of sticking together

· Inherent—part of something by nature or habit; inborn, innate, intrinsic

FUG—to flee

· Centrifugal—moving outward from a center or central focus

· Fugue—a musical form in which a theme is echoed and imitated by voices or instruments

· Subterfuge—a trick designed to help conceal, escape, or evade; a deceptive trick

SCI—to know or understand

· Omniscience—infinite awareness, understanding and insight

· Prescient—having or showing advance knowledge of what is going to happen

· Unconscionable—not guided by any moral sense, unscrupulous; shockingly excessive or unfair

MIT/MISS—to send

· Emissary—someone sent out to represent another; an agent

· Missive—a letter or written communication

· Remittance—money sent in payment; the sending of money, esp. to a distant place

LOG—word, speech, reason (from Greek logos); OLOGY—the study of

· Eulogy—a speech in praise of someone, often someone who has died

· Monologue—a speech or dramatic scene spoken by one person or one actor

· Neologism—a new word, usage, or expression

· Epilogue—an author’s last words on a subject

· Genealogy—the descent of a person or family from an ancestor; the study of family history

PATH—suffering, a feeling for

· Pathos—the intense emotions produced by tragedy

· Empathy—the feeling of, or the ability to feel, the emotions and sensations of another

· Pathology—the study of diseases; abnormalities characteristic of a disease

· Sociopath—a mentally ill or unstable person who acts in a way that harms people and society

PEN/PUN—to penalize, to punish

· Penance—an act of self-punishment or religious devotion to show sorrow or regret for wrongdoing

· Punitive—giving, involving, or aiming at punishment

· Impunity—freedom from punishment, harm or loss

VER—truth

· Verisimilitude—the appearance of being true or probable; depiction of realism in literature

· Verity—a true fact or statement

· Aver—to state positively as truth, declare

VOL—turn, roll, or twist around

· Voluble—speaking readily and rapidly; talkative

· Convoluted—having a pattern of curved windings; involved, intricate

FAC/FEC/FIC—to make or do

· Facile—easily accomplished; shallow superficial

· Olfactory—having to do with the sense of smell

· Benefactor—someone who does something kind and good

· Proficient—skilled in art, occupation, or branch of knowledge

· Confection—sweet food or fancy dish prepared from a variety of ingredients; piece of fine craftsmanship

THEO—Greek for god

· Apotheosis—transformation into a god; the perfect example

· Atheistic—denying the existence of God or a divine power

· Pantheistic—seeing the power of God in all natural forces of the universe; worshipping all gods of all creeds and cults

· Polytheistic—worshipping many gods

· Monotheism—worship of one god

· Theocracy—government by officials who are regarded as divinely inspired

DEI/DIV—god, divine

· Deity—god or goddess

· Deus ex machina—in Greek and Roman drama, a god who enters above the stage by means of a crane and decides the play’s outcome; a person or thing that appears suddenly and solves a problem (miracle)

· Deism—a philosophy that teaches natural religion, emphasizes morality, and denies that the creator god interferes with the laws of the universe, the basic faith of most of America’s Founding Fathers

· Divinity—a god or goddess; a deity

DEMO—people

· Demographic—having to do with the study of human populations, esp. size, growth, patterns of living

· Endemic—found only in a given place or region

· Pandemic—widespread and affecting a large portion of the people

CIRCU/CIRCUM—around

· Circumnavigate—to navigate around, as on a journey across water

· Circumambulate—to walk around

· Circumspect—Cautious; careful to consider all aspects of the circumstances

· Circumvent—to make a circuit around; to manage to get around, especially by clever means

CULP—guilt

· Culpable—deserving to be condemned or blamed

· Exculpate—to clear from accusations of fault or guilt

· Inculpate—to accuse or incriminate; to show evidence of someone’s involvement with crime

· Mea culpa—an admission of personal fault or error

TRANS—across, through, or beyond

· Transfiguration—a change in form or appearance; a glorifying spiritual change

· Transient—not lasting long; passing through a place and staying only briefly

· Transcendent—exceeding or rising above usual limits; surpassing, beyond comprehension or material existence

PON/POS—to put or place

· Repository—a place or container where something is stored

· Superimpose—to put or place on thing over something else

· Component—a separate part of a whole; an ingredient or element

TEN/TIN/TAIN—to hold on to

· Abstinence—holding oneself back voluntarily from indulging an appetite or craving

· Tenacious—stubborn or persistent in clinging to a thing or idea

· Tenable—Capable of being held or defended; reasonable

· Sustenance—something that gives support or strength; food or nourishment

MONO—one, only

· Monogamous—being married to one person or having one mate at a time

· Monolithic—appearing to be huge, featureless, whole; made up of material with no joints or seams

· Monotheism—the worship of a single god

UNI—one

· Unicameral—having only one lawmaking chamber

· Unilateral—done by one person or party, one-sided; affecting one side of a body

· Unison—perfect agreement; all speaking in one voice; sameness of musical pitch

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TERMS (I will keep these up here all year!)

· NARRATIVE - A story in fiction, non-fiction, or poetry that tells about a series of events. Usually a narrative is told in chronological order- in the order in which the events occurred.

· PROPAGANDA - Information, ideas, or rumors spread widely to help or harm a person, group, movement, institution, nation, etc. Typically, readers claim a work is propaganda when it sets forth an argument with which they personally disagree. Harry Shaw notes: "Propaganda is attacked ... because it is an attempt to influence opinions and actions deliberately.

· PERSUASION - One of the four forms of discourse, which uses reason and emotional appeals to convince a reader to think or act in a certain way. Persuasion is used in the Declaration of Independence, in Patrick Henry's "Give me liberty, or give me death" speech, and in Thomas Paine's "The Crisis, No. 1". Persuasion is almost exclusively used in nonfiction, particularly in essays and speeches.

· IDIOM - An expression that means something different from the literal definitions of its parts.

· RESOLUTION - The conclusion of a story, when all or most of the conflicts have been settled. The resolution is also often called the denouement.

· PARTS OF SPEECH - A classification of words according to how they are used in a sentence and the types of ideas they convey. Traditionally, the parts of speech are the noun, pronoun, verb, adjective, adverb, preposition, conjunction and interjection.

· IMAGERY - The sensory details in a literary work which provides vividness and immediacy, evoking in the reader a complex of emotional suggestions. Imagery appeals to one or more of the five senses--sight, taste, smell, hearing, and touch.

· APHORISMS - A brief, cleverly worded statement that makes a general truth or wise observation, as "Power tends to corrupt, and absolute power corrupts absolutely ..."

· RHETORICAL QUESTION - A question asked for an effect, not actually requiring an answer. In his speech to the Virginia Convention, Patrick Henry asks several rhetorical questions. Such questions presume the audience agrees with the speaker on the answers.

· THESAURUS - book of words and their synonyms

· PARALLELISM/ PARALLEL STRUCTURE - The repetition of words or phrases that have similar grammatical structures. Lincoln, in his Gettysburg Address, uses several memorable parallel structures, as when he refers to "government of the people, by the people, for the people.

· ALLUSION - A brief reference in literature to a person, place, event , or another passage of literature, often without explicit identification.

· CONCEIT - An elaborate metaphor or other figure of speech that compares two startlingly different things.

· FOLKLORE - Sayings, verbal compositions, stories, and social rituals passed along by word of mouth rather than written down in a text.

· LEGEND - A non-historical or unverifiable story handed down by tradition from earlier times and popularly accepted as historical. The body of stories of this kind, esp. as they relate to a particular people, group, or clan: the winning of the West in American legend.

· ORAL TRADITION - Cultural memory passed orally, generation to generation.

· CULTURE - Refers to the cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations through individual and group striving.

Allusion—a reference to something from history, literature, mythology, etc., that a writer expects the reader to recognize without explanation.

Parody—a mockery of a serious work of literature. A modern version copying the style—the diction and syntax—but often adding one’s own ideas.

Simile—a comparison using the words “like” or “as” (I am “like” a transparent eyeball.)

Metaphor—a direct comparison that does not use “like” or “as” (“I am a transparent eyeball.”)

Propaganda—Information, ideas, or rumors spread widely to help or harm a person group, movement, institution, nation, etc.

Persuasion—One of the four forms of discourse, which uses reason and emotional appeals to convince a reader to think or act in a certain way. Persuasion is used in the Declaration of Independence and in Patrick Henry’s speech “Give me Liberty or Give me Death.”

Pathos—an appeal in which words produce an emotional effect on the readers, moving them to sadness or pity, used to persuade people to follow a certain course (emotional appeal)

Logos—an appeal that uses logical ideas and facts to persuade others to believe the same way (logical appeal)

Parallel structure/Parallelism—The repetition of words or phrases that have similar grammatical structures. Martin Luther King uses parallel structure when he repeats “I have a dream” in his famous speech.

Rhetorical question—a question asked for an effect, not actually requiring an answer. In his speech to the Virginia Convention, Patrick Henry asks several rhetorical questions. Such questions presume the audience agrees with the speaker on the answers.

Elegy—a lyrical poem about death

Imagery—words (diction) evoke a picture, for example using words like “flown,” “soar,” “warbler” and “wings” in a description but never mentioning the word “bird.” The words state the idea, creating the image.

Aphorism—a brief, cleverly worded statement that makes a general truth or wise observation, as “Power tends to corrupt, and absolute power corrupts absolutely…”

Narrative—a story in fiction, non-fiction or poetry that tells about a series of events. Usually a narrative is told in chronological order, in the order in which the events occurred.

Culture—Refers to t e cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, rules, spatial relations concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations, achieved through both individual and group striving.

Legend—a non-historical or unverifiable story handed down by tradition from earlier times and popularly accepted as historical—like the story of Pocahontas.

Folklore—Sayings, verbal compositions, stories, and social rituals passed along by word of mouth rather than written down in a text.

Resolution—the conclusion of a story, when all or most of the conflicts have been settled. The resolution often is called the denouement.

The ROMANTIC PERIOD TERMS

TERMS

1. What are the characteristics of American Gothic Literature?

2. What are the characteristics of American Transcendental Literature?

3. How did the historical and social forces shape American Transcendentalism?

4. How does Romantic literature affect transcendental writers and their writings?

5. What American values are represented by American folktales?

Extended Thinking Lesson(s):

1. What are the different roles and functions characters play (e.g. antagonist, protagonist, foil, tragic hero)?

2. How do the elements of motifs, setting, mood, character traits, and plot develop the abstract themes found in

American Gothic literature?

3. Untitled Acquistion Lesson

4. How do authors use literary devices and figurative language to reinforce key ideas, events, and themes and create

multiple layers of meaning?

Vocabulary of the Romantic and Renaissance Periods

· TRANSCENDENTALISM - A nineteenth-century movement in the Romantic tradition, which held that every individual can reach ultimate truths through spiritual intuition, which transcends reason and sensory experience.

· CHARACTERIZATION - The process by which the writer reveals the personality of a character.

· AMERICAN HERO - One who is youthful, innocent, intuitive, and close to nature.

· MOTIF - A reoccurring subject, theme, idea, etc. especially in literary, artistic, and musical work.

· APOSTROPHE - A technique by which a writer addresses an inanimate object, an idea, or a person who is either dead or absent.

· INTUITION - A direct perception of truth, fact, etc., independent of any reasoning process.

· UNIVERSAL BEING/ OVER-SOUL - The concept of God, man, and nature united as one.

· UTOPIA - An ideal place or state.

· SATIRE - A type of writing that ridicules the shortcomings of people or institutions in an attempt to bring about a change.

· CONCEIT - An elaborate metaphor or other figure of speech that compares two things that are startlingly different.

· VIRTUE - Conformity to one's life and conduct to moral and ethical principles.

· IDEALISM - The cherishing of high or noble principles, purposes, goals, etc.

· SELF-RELIANCE - Personal independence; reliance on one's own capabilities, judgment, or resources.

· SYMBOL - A person, place, thing, or event that has meaning in itself and that also stands for something more than itself.

· GOTHIC - Exhibits the darker, rational side of man and sometimes having supernatural elements.

· DICTION - Word choice; choosing appropriate words to convey meaning, mood, tone, etc.

· OPTIMISM/ IDEALISM - Optimism refers to a sense of well-being. Idealism refers to the adherence of perfection.

· FABLE - A very short story told in prose or poetry that teaches a practical lesson about how to succeed in life.

· PARABLE - A relatively short story that teaches a moral or lesson about how to lead a good life.

· LOADED WORDS - Words or phrases which have strong, emotional overtones.

· UNIVERSAL THEME - Common thematic elements of the human experience; a sample universal theme would be the battle between good and evil.

· RATIONALIST - One who uses logical thinking for the basis of decisions.

· MOOD - Mood or feeling in a work of literature (also called atmosphere).

· SETTING - Time and place of a story or play.

· SUPERNATURAL - Of, pertaining to, or being above or beyond what is natural; unexplainable by natural law or phenomena; abnormal.

· ROMANTICISM - An artistic and literary movement beginning in Europe and prevalent in art, music, and literature which focused on and was a reaction against Rationalism.

· FREE VERSE - Verse that has neither regular rhyme nor regular meter. Free verse often uses cadences rather than uniform metrical feet.

· SYMBOLISM - Frequent use of words, places, characters, or objects that mean something beyond what they are on a literal level. Often the symbol may be ambiguous in meaning.

· CONCRETE - Something that is real, an actual thing or event that could be detected using one of the five senses. A concrete poem is a poem in which the words are arranged on a page to suggest a visual representation of the subject.

· ABSTRACT - Language that describes qualities that cannot be perceived with the five senses.

· ALLEGORY - A story or poem in which characters, settings, or events stand for other people or events or for abstract ideas or qualities

· PARABLE - A relatively short story that teaches a moral or lesson about a good life.

· SLANT RHYME - Rhymes created out of words with similar but not identical sounds.

· FIGURATIVE LANGUAGE - A deviation from what speakers of a language understand as the ordinary or standard use of words in order to achieve some special meaning or effect.

· MOOD - In literature, a feeling, emotional state, or disposition of mind--especially the predominating atmosphere or tone of a literary work.

· RENAISSANCE - "rebirth" -A renaissance is any period in which a people or nation experiences a period of vitality and explosive growth in its art, poetry, education, economy, linguistic development, or scientific knowledge.

· CONSONANCE - A special type of alliteration in which the repeated pattern of consonants is marked by changes in the intervening vowels.

· ASSONANCE - The repetition of internal vowel sounds in nearby words that do not end the same

· COUPLET - Two lines--the second line immediately following the first--of the same metrical length that end in a rhyme to form a complete unit.

· TONE - The apparent emotional state or "attitude" of the speaker/narrator/narrative voice as conveyed through the language of the text.

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HISTORICAL PERIODS OF AMERICAN LITERATURE

**The Beginning of the nation**

1607 ***Colonial Period (1607-1765)***

1607 Jamestown founded, beginning of Colonial America

1608 Captain John Smith writes True Relation, about his experiences in Virginia (propaganda)

1611 King James Bible introduced

1620 Puritan Pilgrims land at Plymouth

1628 The Great Puritan Migration (1628-1643)

1630 William Bradford, History of The PlymouthPlantation; John Winthrop, History of New England 1636 HarvardCollege founded

1650 Anne Bradstreet, The Tenth Muse, first published volume of poetry by any English settler

***Neo-Classical Period (1660-1798)***

1692 Salem witchcraft executions

1721 American Smallpox epidemic

1732 First issue of Poor Richardâ€™s Almanac by Benjamin Franklin published

1741 Jonathan Edwards, Sinners in the Hands of an Angry God

1751 Benjamin Franklin, Experiments and Observations in Electricity; aphorisms by Silence Dogood

1755 French and Indian Wars (1755-1763)

1765 Stamp Act

. .

***Revolutionary and Early National Period (1765-1830)***

1770 Boston Massacre

1773 Boston Tea Party

1773 Phillis Wheatley, On Being Brought from Africa to America, demonstrated that blacks weren’t inferior human beings

1774 Intolerable Acts; first Continental Congress meets

1774 *Revolutionary War (1774-1783)

1776 Thomas Jefferson, Declaration of Independence

1776 Thomas Paine, The Crisis and Patrick Henry "Give me LIberty or Give me Death"

***Romanticism movement, Developing a New Nation 1800-1850***

1807 Washington Irving: Letters of Jonathan Old style and Gent and Salmagundi

1818 William Cullen Bryant: “To a Waterfowl”1820

James Fenimore Cooper (first American Novelist) The Spy, The Last of the Mohicans

1827 Edgar Allan Poe: Tamerlane and Other Poems

1841 Ralph Waldo Emerson: Essays: First Series, “Self Reliance” (Transcendentalist Movement-the Oversoul, understanding of self)

1845 Edgar Allan Poe: The Raven and Other Poems (Romantic, Gothic)

*** Renaissance Period***

1845 Frederick Douglass: Narrative of the Life of Frederick Douglass, An American Slave

1849 Henry David Thoreau: “Civil Disobedience” ; Transcendentalist who spent 2 years observing nature; wrote book of experiences called Walden (on Walden Pond)

1850 Nathaniel Hawthorne: The Scarlet Letter (Romantic, Gothic)

1850 Ralph Waldo Emerson: (Transcendentalism)

1851 Herman Melville: Moby Dick, symbolic story of a quest

1955 Frederick Douglass, Slave narratives

***1860-1865 The Civil War***

CIVIL WAR ERA & REALISM NOTES

Age of Realism—the result of the Civil War *(1860-1865)

REALISM—Aftermath of the Civil War and the rise of the Industrial Age, with bustling cities, slums, factories, railroads, the telegraph, and mining camps. The move from Romanticism to realism in American fiction occurred mainly as a response to historical and social change.

With the rise of the railroad and industrialism, America lost “regionalism” and became more urbanized and indifferent.

WALT WHITMAN ( Born 1819)---Lived in the Civil War era

n Dates of the Civil War—1860-1865

n Whitman was an anachronism because he wrote about issues that were not acceptable during his time period—equal rights for men and women, North and South, White and Black, old and young. He believed in the goodness of man and nature. He was mostly self-taught.

n Most famous book is Leaves of Grass. Most famous poem is “Song of Myself.”

n Celebrated Abraham Lincoln in a famous poem “When Lilacs Last in the Dooryard Bloomed”

n Used imagery, cataloguing (listing), and figurative language (similes, metaphors, personification)

==============================================================================

EMILY DICKINSON (1830-1886)

n Recluse who wrote slant rhyme. Many poems personified death or aspects of death. Lived in a time when many died from diseases like tuberculosis and malaria. (no antibiotics)

n Poems had no titles, so when they were published posthumously (after death), editors made the titles from the first lines.

n Used unusual punctuation for her day—many dashes and words in capitals for emphasis (syntax)

FREDERICK DOUGLASS

n Was a slave under a man named Mr. Covey

n Learned to read and write secretly to record his mistreatment

n Escaped to the North and fought for human rights.

MARK TWAIN (pen name for Samuel Clemens)

n Wrote using regional color, mainly of the Mississippi River. This story tells of his early adventures piloting a steamboat—how his views of the river changed as a result.

n Used a humorous tone, figurative language, and puns (plays on words).

n Wrote novels Tom Sawyer and Huckleberry Finn.

AMBROSE BIERCE

n Wrote “An Occurrence at Owl Creek Bridge,” from an unusual narrator point of view

STEPHEN CRANE (1871)

n Never fought in a battle but wrote the realistic war novel Red Badge of Courage and the short story “A Mystery of Heroism."

a work full of situational irony

JACK LONDON

n Wrote the short story “To Build a Fire”

TERMS

· ANACHRONISM—Something happening out of its place in time (Abraham Lincoln sitting in Munn Park)

· APOSTROPHE—Figurative language that addresses an inanimate object or something else unable to be addressed. Example: Emily Dickinson’s poem “Heart! we will forget him!”

· BIAS - A particular tendency or inclination in favor of one opinion over another.

· CAUSE-AND-EFFECT RELATIONSHIPS - The relationship between two things when one thing makes something else happen.

· CULTURAL IMPACT - The influence of culture on writing.

· CULTURAL BIAS - Cultural bias is interpreting and judging phenomena in terms particular to one's own culture. This is a danger in any field of knowledge that claims objectivity and universality, such as philosophy and the natural sciences.

· CONFEDERATE/ CONFEDERACY - Pertains to the Civil War era South.

· DIALECT - The variety of language that is characteristic of a particular district, class, or group of persons.

· DISILLUSIONMENT - Freeing from false beliefs.

· EMANCIPATION -The act of gaining freedom.

· FREEMAN - A person who enjoys personal, civil or political liberties.

· FREE VERSE—Poetry that uses no end rhyme, just repetition of sounds, imagery, and figurative language

· FORESHADOWING—the prediction of what is to occur later, a hint of what is to come later in a story

· IRONY—The obvious of what one would expect

· LOCAL COLOR - The distinct customs, dialect, behaviors and historical background of people in a particular geographic area.

· NATURALISM - A literary movement seeking to depict life as accurately as possible, without artificial distortions of emotion, idealism, and literary convention.

· REGIONALISM - Literature that accurately seeks to portray or is associated with a particular geographic region or people.

· SATIRE - A type of writing that ridicules the shortcomings of people or institutions in an attempt to bring about awareness and/or change.

· SECESSIONIST - A person who leaves an organized group.

· SENSITIVITY - The act of considering other people's feelings.

· SLANT RHYME—Poetry that has line ending that almost rhyme but not completely (Emily Dickinson)

· STYLE - The author's words and the characteristic way that a writer uses language to achieve certain effects.

· SYNTAX - the way in which words are put together to form phrases, clauses, or sentences. The study of the rules for the formation of grammatical sentences in a language.

· TRANSFORMATION—a change characters undergo during a story ( Mark Twain’s Life on the Mississippi)

· UNION - Pertains to the Civil War era North.

· VERNACULAR - The everyday or common language of a geographic area or the native language of commoners in a country as opposed to a prestigious dead language maintained artificially in schools or in literary texts.

Study Guide: The Rise of Realism (1850-1900)

Major Authors:

Frederick Douglass: The Narrative of the Life of Frederick Douglass
Kate Chopin: Bayou Folk, The Awakening, “A Pair of Silk Stockings”
Sojourner Truth: Narrative of Sojourner Truth
Harriet Beecher Stowe: Uncle Tom’s Cabin
Stephen Crane: The Red Badge of Courage
Mark Twain: The Adventures of Tom Sawyer, The Adventures of Huckleberry Finn

Short answer questions for the exam:

(American Dialects)

How is dialect a part of American Literature?

How does language change according to the purpose and situation?

(Historical Narratives)

How does culture impact style, theme, and tone of historical narratives?

(Short Story Elements)

How are short story elements used in fictional writings of realistic literature?

How does the author’s use of style and form determine the impact upon the reader?

(Civil War Literature)

What are the characteristics of Civil War Literature

How did the literature of the period impact culture and historical events?

(Regionalism)

What are the characteristics of Regional Literature?

2. How is the literature from various regional areas different in language, style, and theme?

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ENGLISH III SUNSHINE STATE STANDARDS TO BE COVERED OVER THE YEAR:

Grades 11–12: Reading Process Fluency Standard:

The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression.

LA.1112.1.5.1 The student will adjust reading rate based on purpose, text difficulty, form, and style. Access Points for Students with Significant Cognitive Disabilities Independent: The student will read text with accuracy and adjust reading rate based on purpose (e.g., for pleasure, information, task completion) and difficulty. Supported: The student will read text with accuracy and adjust reading rate based on difficulty. Participatory: The student will: - accurately and consistently identify pictures or symbols paired with words in stories and in real-world activities; and - identify pictures or symbols paired with words to indicate the next step in a familiar real-world activities.

Vocabulary Development Standard: The student uses multiple strategies to develop grade appropriate vocabulary. The student will:

LA.1112.1.6.1 - use new vocabulary that is introduced and taught directly;

LA.1112.1.6.2 - listen to, read, and discuss familiar and conceptually challenging text;

LA.1112.1.6.3 - use context clues to determine meanings of unfamiliar words;

LA.1112.1.6.4 - categorize key vocabulary and identify salient features;

LA.1112.1.6.5 - relate new vocabulary to familiar words;

LA.1112.1.6.6 - distinguish denotative and connotative meanings of words;

LA.1112.1.6.7 - identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words;

LA.1112.1.6.8 - identify advanced word/phrase relationships and their meanings;

LA.1112.1.6.9 - determine the correct meaning of words with multiple meanings in context;

LA.1112.1.6.10 - determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools: and

LA.1112.1.6.11 - identify the meaning of unfamiliar terms in political science and medicine derived from Greek and Latin words (e.g., oligarchy, homeopathic). Continued on next page Florida K-12 Reading and Language Arts Standards 171 Vocabulary Development Standard: The student uses multiple strategies to develop grade appropriate vocabulary. Continued from previous page Access Points for Students with Significant Cognitive Disabilities Independent: The student will: - use new vocabulary that is introduced and taught directly; - listen to, read, and discuss a variety of text; - use context clues and graphics to determine meaning of unknown words; - categorize key vocabulary; - relate new vocabulary to familiar words; - use phonics skills to decode unknown words; - recognize and use prefixes, suffixes, and root words; - identify word relationships (e.g., common analogies); - determine the meaning of a word with multiple meanings (e.g., homographs) in text; and - determine the meaning of unknown words using a dictionary and digital tools. Supported: The student will: - use new vocabulary that is introduced and taught directly; - listen to, read, and discuss a variety of text; - use context clues and graphics to determine meaning of unknown words; - categorize key vocabulary; - relate new vocabulary to familiar words; - use phonics skills to decode unknown words; - recognize and use common prefixes, suffixes, and root words; - determine the meaning of a word with multiple meanings (e.g., homographs) in text; and - determine the meaning of unknown words using a dictionary and digital tools. Participatory: The student will: - identify new vocabulary that is introduced and taught directly; - listen and respond to stories and informational text; - identify persons, objects, and actions by name or characteristic; - select and respond to objects, pictures, or symbols paired with words in the context of familiar real-world situations; and - seek assistance to clarify the meaning of vocabulary. Reading Comprehension Standard: The student uses a variety of strategies to comprehend grade level text. The student will:

LA.1112.1.7.1 - use background knowledge of subject and related content areas, prereading strategies (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection;

LA.1112.1.7.2 - analyze the author’s purpose and/or perspective in a variety of text and understand how they affect meaning;

LA.1112.1.7.3 - determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details and facts;

LA.1112.1.7.4 - identify cause-and-effect relationships in text;

LA.1112.1.7.5 - analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text; LA.1112.1.7.6 - analyze and evaluate similar themes or topics by different authors across a variety of fiction and nonfiction selections;

LA.1112.1.7.7 - compare and contrast elements in multiple texts; and Continued on next page Florida K-12 Reading and Language Arts Standards 172 Reading Comprehension Standard: The student uses a variety of strategies to comprehend grade level text. Continued from previous page The student will:

LA.1112.1.7.8 - use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources. Access Points for Students with Significant Cognitive Disabilities Independent: The student will: - use background knowledge of the subject, guided previewing strategies (e.g., previewing, discussing, generating questions), graphic representations, and text features to - make and confirm predictions of content and purpose of reading selections; - identify how the author’s purpose (e.g., inform, entertain, persuade) and point of view are used in a variety of text and media (e.g., stories, letters, reports, periodicals, advertisements); - determine the main idea or essential message in real-world text through retelling, guided summarizing, and identifying relevant details and facts; - identify cause and effect relationships in stories and informational text; - identify a variety of text structures (e.g., comparison/contrast, cause/ effect relationships, chronological order, lists, question/answer) in realworld text using strategies, including graphic organizers and structured note-making, and describe how they impact meaning in text; - identify text with similar topics or themes by different authors; - identify similarities and differences in characters, actions, settings, or problems and details in two texts; and - use strategies to repair comprehension of real-world text, including but not limited to rereading, checking context clues, predicting, structured note-making, using graphic organizers, questioning, and requesting assistance for clarification. Supported: The student will: - use background knowledge of the subject, graphic representations, and text features (e.g., title, graphics, table of contents, headings, text styles, simple charts, maps, glossary) to make - and confirm predictions of content and purpose of reading selections; - identify the author’s purpose (e.g., inform, entertain, persuade) in a variety of text and media; - determine the main idea or essential message in real-world text through guided retelling and identifying the topic and supporting details; - identify explicit cause/effect relationships in stories and informational text; - identify explicit text structures (e.g., lists, similarities and differences, sequence of events, cause/effect) in real-world text using strategies, including graphic organizers; - identify stories with similar topics or themes by different authors; - identify similarities and differences in characters, actions, or settings and details in two texts; and - use strategies to repair comprehension of real-world text, including but not limited to rereading, checking context clues, predicting, using graphic organizers, and requesting assistance for clarification. Participatory: The student will: - identify persons, objects, settings, and events in read-aloud narrative and informational text; - respond purposefully to pictures or symbols paired with words in school and real-world situations; - recognize topic and details in readaloud stories and informational text used in daily activities in school and real-world situations; - use pictures or symbols paired with words to achieve desired cause/effect outcomes in school and real-world situations; and - use resources when necessary to clarify meaning of pictures, symbols, or words in school and real-world activities.

Florida K-12 Reading and Language Arts Standards 173 Grades 11–12: Literary Analysis Fiction Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. The student will:

LA.1112.2.1.1 - analyze and compare historically and culturally significant works of literature, identifying the relationships among the major genres (e.g., poetry, fiction, nonfiction, short story, dramatic literature, essay) and the literary devices unique to each, and analyze how they support and enhance the theme and main ideas of the text;

LA.1112.2.1.2 - analyze and compare a variety of traditional, classical, and contemporary literary works, and identify the literary elements of each (e.g., setting, plot, characterization, conflict);

LA.1112.2.1.3 - analyze, compare, evaluate, and interpret poetry for the effects of various literary devices, graphics, structure, and theme to convey mood, meaning, and aesthetic qualities;

LA.1112.2.1.4 - analyze the way in which the theme or meaning of a selection represents a view or comment on life, providing textual evidence for the identified theme;

LA.1112.2.1.5 - analyze and discuss characteristics of subgenres (e.g., satire, parody, allegory) that overlap or cut across the lines of genre classifications such as poetry, novel, drama, short story, essay or editorial;

LA.1112.2.1.6 - create a complex, multi-genre response to the reading of two or more literary works using multiple critical perspectives (e.g., historical, archetypal, social), describing and analyzing an author’s use of literary elements (e.g., theme, point of view, characterization, setting, plot), figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery), and analyzing an author’s development of time and sequence (e.g, through the use of complex literary devices such as foreshadowing and flashback);

LA.1112.2.1.7 - analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts with an emphasis on how they evoke reader’s emotions;

LA.1112.2.1.8 - explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written;

LA.1112.2.1.9 - describe changes in the English language over time, and support these descriptions with examples from literary texts; and

LA.1112.2.1.10 - select a variety of age and ability appropriate fiction materials to read based on knowledge of authors’ styles, themes, and genres to expand the core foundation of knowledge necessary to connect topics and function as a fully literate member of a shared culture. Continued on next page Florida K-12 Reading and Language Arts Standards 174 Fiction Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. Continued from previous page Access Points for Students with Significant Cognitive Disabilities Independent: The student will: - describe distinguishing features of various works of literature, including genre (e.g., short story, novel, biography, poetry, drama), word choice, and theme; - identify elements (e.g., character development, setting, plot structure, theme, word choice) in a variety of literary wokrs; - explain how various literary devices (e.g., sound, figurative language, graphics) convey mood and meaning in poetry; - identify universal themes found in works of literature; - write a literary response that includes a description of the literary elements (e.g., character development, setting, plot structure, theme, word choice); - write a reflection that describes how literary elements and the use of literary devices (e.g., sound, figurative language, graphics) in a selection - connects to life experiences and impacts the reader based on support from the text, personal experiences, or other sources; - describe the use of literary devices (e.g., point of view, figurative language, idioms) in a literature selection; - identify ideas and theme in historical literary works; - identify common examples of language that have been influenced by history and culture; and - select a variety of fiction materials and genres based on interest or recommendations to expand the core foundation of knowledge necessary to connect topics and function as a member of a shared culture. Supported: The student will: - identify similarities and differences in characteristics of works of literature of various genres (e.g., fiction, poetry, and drama); - identify characters, setting, problem/ solution, and theme in literary works; - identify literary devices (e.g., sound, descriptive language, line length, illustrations) used in poetry; - identify a common theme in more than one literary work; - write a literary response that identifies characters, setting, problem/solution, and theme; - write a reflection that describes how the characters, setting, problem/ solution, or theme and the use of descriptive language or illustrations in a selection connect to life experiences; - identify common literary devices (e.g., point of view, figurative language, idioms) in stories; - recognize the theme in historical literary works; - recognize common examples of language that have been influenced by history and culture; and - select a variety of fiction materials based on interest or recommendations to expand the core foundation of knowledge necessary to connect topics and function as a member of a shared culture. Participatory: The student will: - identify characters, objects, actions, and settings in read-aloud literature from various genres (e.g., fiction, poetry, drama); - recognize sounds, symbols, and words that describe people, objects, actions, and feelings in read-aloud literature; - use pictures, symbols, and words to identify characters, objects, actions, and settings in read-aloud literature; and - select fiction materials based on interest or recommendations to expand the core foundation of knowledge necessary to function as a member of a shared culture.

Florida K-12 Reading and Language Arts Standards 175 Nonfiction Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented. The student will:

LA.1112.2.2.1 - analyze and evaluate information from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, headings, charts and graphs, illustrations, subheadings);

LA.1112.2.2.2 - use information from the text to answer questions or to state the main idea or provide relevant details;

LA.1112.2.2.3 - organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, outlining);

LA.1112.2.2.4 - identify and analyze the characteristics of a variety of types of text (e.g., references, reports, technical manuals, articles, editorials, primary source historical documents, periodicals, job-related materials, practical/functional text); and

LA.1112.2.2.5 - select a variety of age and ability appropriate nonfiction materials (e.g., biographies and topical areas, such as science, music, art, history, sports, current events) to expand the core knowledge necessary to connect topics and function as a fully literate member of a shared culture. Access Points for Students with Significant Cognitive Disabilities Independent: The student will: - locate information provided in text features (e.g., table of contents, headings, subheadings, charts and maps, text styles, index, glossary); - use information from nonfiction text to identify the main idea and supporting details; - organize information to show understanding (e.g., using graphic organizers, guided retelling, and summarizing); - identify basic characteristics of variety of nonfiction text (e.g., reference materials, dictionaries, newspapers, magazines, instructions, manuals with diagrams, job-related materials); and - select a variety of nonfiction materials based on interest or recommendations to expand the core foundation of knowledge necessary to connect topics and function as a member of a shared culture. Supported: The student will: - identify information in text features (e.g., title, illustrations and graphics, table of contents, headings, various text styles, simple charts and maps, glossary); - use information from read-aloud nonfiction text to identify the main idea and supporting details; - organize information to show understanding (e.g., using simple graphic organizers, guided retelling); - identify a variety of nonfiction text (e.g., easy-to-read reference materials, dictionaries, magazines, newspapers, instructions, manuals, job-related materials); and - select a variety of nonfiction materials based on interest or recommendations to expand the core foundation of knowledge necessary to connect topics and function as a member of a shared culture. Participatory: The student will: - recognize persons, objects, and actions in read-aloud informational text; - respond purposefully to pictures or symbols paired with words used to guide classroom, school, and realworld activities; - identify pictures or symbols paired with words depicting a sequence in familiar activities; and - select nonfiction materials based on interest or recommendations to expand the core foundation of knowledge necessary to function as a member of a shared culture.

Florida K-12 Reading and Language Arts Standards 176 Grades 11–12: Writing Process Prewriting Standard: The student will use prewriting strategies to generate ideas and formulate a plan. The student will prewrite by:

LA.1112.3.1.1 - generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests;

LA.1112.3.1.2 - making a plan for writing that addresses purpose, audience, a controlling idea, logical sequence, and time frame for completion; and

LA.1112.3.1.3 - using organizational strategies and tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style. Access Points for Students with Significant Cognitive Disabilities Independent: The student will prewrite by: - generating ideas through a variety of sources (e.g. brainstorming, notes, graphic organizers, discussion, printed materials); - determining the purpose (e.g., inform, entertain, persuade, explain), intended - audience, and central idea and related main ideas and supporting details for writing; and - using graphic organizers, charts, and outlines to create an organizational plan for writing. Supported: The student will prewrite by: - generating ideas through a variety of sources (e.g., discussions, lists, printed materials); - identifying the purpose (e.g., inform, entertain, persuade), intended audience, and main idea and - supporting details for writing; and - using graphic organizers, charts, or outlines to arrange main ideas and relevant supporting details into a logical sequence. Participatory: The student will select information about a real-world topic for communication. Florida K-12 Reading and Language Arts Standards 177 Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose. The student will draft writing by:

LA.1112.3.2.1 - developing ideas from the prewriting plan using primary and secondary sources appropriate to the purpose and audience;

LA.1112.3.2.2 - establishing a logical organizational pattern with supporting details that are substantial, specific, and relevant; and

LA.1112.3.2.3 - analyzing language techniques of professional authors (e.g., figurative language, denotation, connotation) to establish a personal style, demonstrating a command of language with conviction of expression. Access Points for Students with Significant Cognitive Disabilities Independent: The student will draft writing by: - using a prewriting plan to develop central idea, main ideas, and supporting details; and - arranging ideas in a logical sequence with clear patterns of organization. Supported: The student will draft writing by: - using a prewriting plan to develop the main ideas and supporting details; and - organizing ideas with a logical sequence and a clear beginning, middle, and end according to the purpose and plan for writing. Participatory: The student will draft a product that communicates information about a real-world topic using pictures, symbols, or words. Florida K-12 Reading and Language Arts Standards 178 Revising Standard: The student will revise and refine the draft for clarity and effectiveness. The student will revise by:

LA.1112.3.3.1 - evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation;

LA.1112.3.3.2 - creating clarity and logic by maintaining central theme, idea, or unifying point and developing meaningful relationships among ideas;

LA.1112.3.3.3 - creating precision and interest by elaborating ideas through supporting details (e.g., facts, statistics, expert opinions, anecdotes), a variety of sentence structures, creative language devices, and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus) to select more effective and precise language; and

LA.1112.3.3.4 - applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics). Access Points for Students with Significant Cognitive Disabilities Independent: The student will revise the draft by: - reviewing for content, focus, organization, word choice, and use of simple and compound sentences; - improving connections between main ideas and details by using transitional words, phrases, or sentences to clarify meaning and modifying details as needed to communicate the purpose; - rearranging or changing words and sentences to clarify meaning or add interest using resources and reference materials to select vocabulary; and - using tools and strategies (e.g., checklists, rubrics dictionary, teacher review, peer review) to improve writing. Supported: The student will revise the draft by: - reviewing for content, organization and word choice and use of complete sentences to express ideas; - improving connections between main idea and details; - adding descriptive words or details using resources to change word choices or select new vocabulary; and - using tools, strategies, and resources to improve the writing (e.g., teacher review, peer review, dictionary). Participatory: The student will revise a draft product that communicates about a real-world topic when necessary by changing or rearranging pictures, symbols, or words. Florida K-12 Reading and Language Arts Standards 179 Editing for Language Conventions Standard: The student will edit and correct the draft for standard language conventions. The student will edit for correct use of:

LA.1112.3.4.1 - spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, knowledge of Greek, Latin, and Anglo-Saxon root words, and knowledge of foreign words commonly used in English (laissez faire, croissant);

LA.1112.3.4.2 - capitalization, including names of academic courses and proper adjectives;

LA.1112.3.4.3 - punctuation, including commas, colons, semicolons, apostrophes, dashes, quotation marks, parentheses, ellipses, brackets, and underlining or italics;

LA.1112.3.4.4 - grammar and usage, including but not limited to parts of speech, verb tense, noun/ pronoun agreement, subject/verb agreement, pronoun/antecedent agreement, parallel structure, modifier placement, comparative and superlative adjectives and adverbs, and unintended shift in person or tense; and

LA.1112.3.4.5 - varied sentence structure, including the elimination of dangling or misplaced modifiers, run-on or fused sentences, and unintended sentence fragments. Access Points for Students with Significant Cognitive Disabilities Independent: The student will edit for correct use of: - spelling of high frequency words and phonetically regular words using spelling rules, orthographic patterns, and knowledge of common root words, prefixes, and suffixes; - capitalization, including proper nouns and titles, the pronoun “I,” days of the week and months of the year, initial word in sentences, and titles of books; - end punctuation, quotation marks, and commas; - subject and verb agreement; and - complete sentences. Supported: The student will edit for correct use of: - spelling of phonetically regular and high frequency words using a word bank, dictionary, or other resource as necessary; - capitalization, including initial word in sentences, proper names, the pronoun “I,” days of the week, and months of the year; - end punctuation for sentences and commas in dates; - singular and plural nouns; and - complete sentences. Participatory: The student will revise a draft product that communicates about a real-world topic when necessary by changing or rearranging pictures, symbols, or words. Florida K-12 Reading and Language Arts Standards 180 Publishing Standard: The student will write a final product for the intended audience. The student will:

LA.1112.3.5.1 - prepare writing using technology in a format appropriate to the purpose (e.g., for display, multimedia);

LA.1112.3.5.2 - include such techniques as principle of design (e.g., margins, tabs, spacing, and columns) and graphics (e.g., drawings, charts, graphs); and

LA.1112.3.5.3 - sharing with others, or submitting for publication. Access Points for Students with Significant Cognitive Disabilities Independent: The student will: - prepare writing in a format appropriate for the purpose and audience; - use required spacing and margins to indicate paragraphs and other key features of text and include graphics or illustrations as needed to enhance writing; and - share finished writing with intended audience. Supported: The student will: - prepare writing appropriate to the purpose; - use required spacing and margins and include graphics or illustrations as needed; and - share writing with the intended audience. Participatory: The student will produce final products that effectively communicate information about a realworld topic using pictures, symbols, or words.

Grades 11–12: Writing Applications Creative Standard: The student develops and demonstrates creative writing. The student will: LA.1112.4.1.1 - write in a variety of expressive and reflective forms that uses a range of appropriate strategies and specific narrative techniques, employs literary devices, and sensory description; and

LA.1112.4.1.2 - incorporate figurative language, emotions, gestures, rhythm, dialogue, characterization, plot, and appropriate format. Access Points for Students with Significant Cognitive Disabilities Independent: The student will: - write narratives about events or experiences using clear language and format appropriate to the purpose and intended audience with a main idea, descriptive details, a logical sequence of events, setting, and plot; and - write expressive forms (e.g., poems, plays, songs) appropriate to the purpose and intended audience that include rhythm and rhyme, dialogue, appropriate format and figurative language. Supported: The student will: - write a narrative about real or imagined events that includes a main idea, descriptive details, characters, sequence of events, and setting; and - write expressive forms (e.g., poetry, skits). Participatory: The student will: - communicate information that tells about persons, objects, and events according to the audience and purpose; and - recognize patterns and images in familiar poetry, dialogue, songs, and rhymes.

Florida K-12 Reading and Language Arts Standards 181 Informative Standard: The student develops and demonstrates technical writing that provides information related to real-world tasks. The student will:

LA.1112.4.2.1 - write in a variety of informational/expository forms, including documents using precise technical and scientific vocabulary (e.g., manuals, procedures, directions);

LA.1112.4.2.2 - record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information;

LA.1112.4.2.3 - write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs;

LA.1112.4.2.4 - write a business letter and/or memo that presents information purposefully and succinctly to meet the needs of the intended audience following a conventional format (e.g., block, modified block, memo, email);

LA.1112.4.2.5 - write detailed travel directions and design an accompanying graphic using the cardinal and ordinal directions, landmarks, streets and highways, and distances; and

LA.1112.4.2.6 - write a work-related document (e.g., application, resume, meeting minutes, memo, cover letter, letter of application, speaker introduction, letter of recommendation). Access Points for Students with Significant Cognitive Disabilities Independent: The student will: - write in a variety of expository forms (e.g., summary, newspaper article, log, journal, brief report); - record information (e.g., observations, notes, lists, charts, labels, legends) related to a topic; - write expository paragraphs that contain a topic sentence, supporting details, and relevant information; - write a formal letter using a conventional business letter format (e.g., heading, salutations, body, closing, signature) and address an envelope; - write functional text for real-world situations (e.g., lists, instructions, reminder notes, telephone messages); and - complete work-related documents (e.g., job applications, personal resume, memos). Supported: The student will: - write in a variety of expository forms (e.g., daily journal, log, brief article); - record information (e.g., observations, notes, lists, labels, charts) related to a topic; - write an expository paragraph that includes a topic sentence, supporting details, and relevant information about the topic; - compose a friendly or formal letter and address an envelope using resources (e.g., model or template, dictionary, adult assistance); - write functional text for real-world situations (e.g., lists, reminder notes, telephone messages); and - complete work-related documents (e.g., job application, personal resume). Participatory: The student will: - communicate information about topics using pictures, symbols, or words; - communicate information about activities and tasks in a real-world situation; - communicate a message or invitation to the intended person or group in a real-world situation; - express preferences and choices for activities; and - communicate preferences for possible career or adult activities.

Florida K-12 Reading and Language Arts Standards 182 Persuasive Standard: The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader. The student will:

LA.1112.4.3.1 - write essays that state a position or claim, present detailed evidence, examples, and reasoning to support effective arguments and emotional appeals, and acknowledge and refute opposing arguments; and

LA.1112.4.3.2 - include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole, appeal to authority, celebrity endorsement, rhetorical question, irony, symbols, glittering generalities, card stacking, testimonials, bandwagon, image association, transfer). Access Points for Students with Significant Cognitive Disabilities Independent: The student will select a favorite topic or activity and write persuasive text (e.g., advertisement, sentences, paragraph) that includes detailed evidence to support why the topic or activity is important. Supported: The student will select a favorite topic or activity and write persuasive text (e.g., advertisement, poster, message) that shows why the topic or activity is important. Participatory: The student will communicate preferences or feelings about familiar persons, objects, or actions in a variety of daily activities in real-world situations.

Grades 11–12: Communication Penmanship Standard: The student engages in the writing process and writes to communicate ideas and experiences.

LA.1112.5.1.1 The student will use fluent and legible handwriting skills. Access Points for Students with Significant Cognitive Disabilities Independent: The student will use legible handwriting. Supported: The student will use legible handwriting. Participatory: The student will use pictures, symbols, or words to communicate meaning.

Florida K-12 Reading and Language Arts Standards 183 Listening and Speaking Standard: The student effectively applies listening and speaking strategies. The student will:

LA.1112.5.2.1 - demonstrate effective listening skills and behaviors for a variety of purposes, and demonstrate understanding by critically evaluating and analyzing oral presentations;

LA.1112.5.2.2 - apply oral communication skills in interviews, formal presentations, and impromptu situations according to designed rubric criteria;

LA.1112.5.2.3 - use research and visual aids to deliver oral presentations that inform, persuade, or entertain, and evaluates one’s own and others’ oral presentations according to designed rubric criteria;

LA.1112.5.2.4 - use appropriate eye contact, body movements, and voice register for audience engagement in formal and informal speaking situations; and

LA.1112.5.2.5 - research and organize information and demonstrate effective speaking skills and behaviors for a variety of formal and informal purposes. Access Points for Students with Significant Cognitive Disabilities Independent: The student will: - use effective listening skills and behaviors for a variety of purposes and demonstrate understanding by asking and answering relevant questions about oral presentations; - apply oral communication skills in interviews with familiar persons, brief presentations, and other real-world situations; - use information from multiple sources and visual aids to deliver oral presentations that inform, persuade, or entertain; - adjust voice, tone, and language to match requirements of real-world situations; and - organize information and deliver speeches to entertain, inform, and persuade for a variety of purposes. Supported: The student will: - use effective listening skills and behaviors for a specified purpose and demonstrate understanding by answering relevant questions about oral presentations; - apply oral communication skills in interviews with familiar persons and other real-world situations; - locate and use information in familiar sources for oral presentations for specific occasions; - adjust conversational language to match requirements of real-world settings; and - organize ideas and give informal oral presentations about real-world situations using appropriate eye contact, body language, and gestures. Participatory: The student will: - listen and demonstrate understanding of information in real-world situations; - communicate information and requests in familiar activities in real-world situations; and - communicate information and preferences to a variety of individuals in real-world situations.

Florida K-12 Reading and Language Arts Standards 184 Grades 11–12 : Information and Media Literacy Informational Text Standard: The student comprehends the wide array of informational text that is part of our day to day experiences. The student will:

LA.1112.6.1.1 - explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding;

LA.1112.6.1.2 - analyze the structure and format (e.g., diagrams, graphics, fonts) of functional workplace consumer, or technical documents; and

LA.1112.6.1.3 - use the knowledge to create workplace, consumer, or technical documents. Access Points for Students with Significant Cognitive Disabilities Independent: The student will: - locate information provided in text features (e.g., table of contents, headings, subheadings, charts and maps, text styles, index, glossary); - identify specific features of consumer, workplace, or other real-world documents or manuals (e.g., diagrams, instructions, organization of content) and use the information to follow procedures, solve problems, and make decisions; and - create a personal job aid (e.g., checklist, pictured directions, step-bystep procedures). Supported: The student will: - identify information in text features (e.g., title, illustrations, graphics, table of contents, headings various text styles, simple charts and maps, glossary); - use easy-to-read consumer, workplace, or other real-world documents or manuals for consumer, workplace, and real-world tasks; and - create a personal job aid (e.g., pictured directions). Participatory: The student will use familiar pictures, symbols, or words to make choices and complete consumer, workplace, or other real-world tasks.

Research Process Standard: The student uses a systematic process for the collection, processing, and presentation of information. The student will:

LA.1112.6.2.1 - select a topic and develop a comprehensive flexible search plan, and analyze and apply evaluative criteria (e.g., objectivity, freedom from bias, topic format) to assess appropriateness of resources;

LA.1112.6.2.2 - organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations;

LA.1112.6.2.3 - write an informational report that integrates information and makes distinctions between the relative value and significance of specific data, facts, and ideas; and

LA.1112.6.2.4 - understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law. Continued on next page Florida K-12 Reading and Language Arts Standards 185 Research Process Standard: The student uses a systematic process for the collection, processing, and presentation of information. Continued from previous page Access Points for Students with Significant Cognitive Disabilities Independent: The student will: - identify a problem and develop a search plan to select resources for information; - locate and obtain information from multiple references or resources (e.g., digital or print texts, maps, charts, graphs, photographs) and use appropriate sources to check the accuracy of information; - write a report that includes a main idea and relevant details in an organized sequence that supports the topic, with direct quotations, a concluding statement, and a list of sources used; and - identify and use legal and ethical practices for the use of information in media and other sources in compliance with the law. Supported: The student will: - select a topic and use a predetermined search plan to locate information in references or other sources; - locate information (e.g., digital or print texts, charts, photographs) to answer search questions and determine whether content in informational materials is accurate; - write a report that includes a title, main idea and organized details, relevant illustrations and graphics, a closing statement, and a list of sources used; and - follow ethical practices when using media and other sources for information. Participatory: The student will: - select a topic of interest to explore; - use teacher-recommended sources to obtain information about the topic and seek assistance to clarify meaning of pictures, symbols, or words; - communicate information about selected topic using pictures, symbols, or words; and - identify sources of information used in communication. Media Literacy Standard: The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making. The student will:

LA.1112.6.3.1 - distinguish between propaganda and ethical reasoning strategies in print and nonprint media;

LA.1112.6.3.2 - ethically use mass media and digital technology in assignments and presentations, citing sources according to standardized citation styles; and LA.1112.6.3.3 - demonstrate the ability to select print and nonprint media appropriate for the purpose, occasion, and audience to develop into a formal presentation. Access Points for Students with Significant Cognitive Disabilities Independent: The student will: - identify persuasive techniques in mass media and determine if media messages are from reliable sources; - use media with graphics, sound, or color to communicate information on a topic; and - select print and nonprint media to use in oral presentations. Supported: The student will: - recognize persuasive techniques in mass media and identify information that is obviously not correct; - use media with graphics to communicate information; and - select print and nonprint media to use in an oral presentation. Participatory: The student will: - recognize persuasive information presented in mass media; - use media to obtain information; and - use print or nonprint media to communicate information.

Florida K-12 Reading and Language Arts Standards 186 Technology Standard: The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes. The student will:

LA.1112.6.4.1 - select and use appropriate available technologies (e.g., computer, digital camera) to enhance communication and achieve a purpose (e.g., video, presentations); and

LA.112.6.4.2 - routinely use digital tools for publication, communication and productivity. Access Points for Students with Significant Cognitive Disabilities Independent: The student will: - use appropriate available technologies to enhance communication; and - select and use technology tools to publish and present information on a variety of topics. Supported: The student will: - use appropriate available technologies to enhance communication; and - use technology tools to publish and present a topic or story with text and graphics. Participatory: The student will: - use appropriate available technologies to enhance communication; and - use a technology tool to communicate information in real-world situations. Florida K-12 Reading and Language Arts Standards 187

**ENGLISH III**

· Provenance—an origin or source

JAC/JEC—throw or hurl

TRACT—drag or draw

DUC—to lead

SEC/SEQU—to follow

EP/EPI—Greek for upon, beside, or attached to

HYPO/HYP—under, beneath, below normal

THERM/THERMO—warm

POLY—many

PRIM—first

DIS—apart

VOR—to eat

CARN—flesh

CRED—believe

FID—faithful

CURR/CURS—to run, to move

FLECT/FLEX—to bend

POST—after or behind

MAL—bad

CATA—down

PROTO—first in time or first formed

ANTE—before, in front of

ORTH/ORTHO—Greek for straight, right or true

RECT—from Latin for straight or right

EU—Greek for good, well, or true

DYS—bad, difficult, or impaired

ROG—to ask or propose

VID/VIS—dealing with seeing and sight, the eyes

SPIC/SPEC—to look at or behold

VOC/VOK—having to do with speaking, use of the voice

PHON—sound, voice, or speech

CUR—to care for

PERI—going around something

TEND/TENT—to stretch, extend, or spread

PEND/PENS—to hang, weigh, or cause to hang down

PAN—all in Greek

EXTRA—beyond limits of usual or routine territory

LUC—light

MOR/MORT—death

HER/HES—to stick

FUG—to flee

SCI—to know or understand

MIT/MISS—to send

PATH—suffering, a feeling for

PEN/PUN—to penalize, to punish

VER—truth

VOL—turn, roll, or twist around

THEO—Greek for god

DEI/DIV—god, divine

DEMO—people

CIRCU/CIRCUM—around

CULP—guilt

TRANS—across, through, or beyond

PON/POS—to put or place

TEN/TIN/TAIN—to hold on to

MONO—one, only

UNI—one

1692 Salem witchcraft executions

1773 Boston Tea Party

ENGLISH III