Week 2

Name: _________________________ Pd: _______

Weeks of: _____________________________

Due Date: ______________________________

SOL SLO Essen al Skills Grades
11.3 ❏ Given Latin and ❏ Greek/ Latin 1. ______ / ______
❏ a) Use structural analysis of roots, affixes, Greek Roots
synonyms, antonyms, and cognates to elements and 2. ______ / ______
understand complex words. their ❏ Context Clues
❏ e) Identify literary and classical allusions and definitions, ❏ Figurative 3. ______ / ______
figurative language in text. students will Language
❏ f) Extend general and specialized vocabulary identify these 4. ______ / ______
through speaking, reading, and writing. elements in ❏ Providing
11.4 English words, evidence 5. ______ / ______
❏ b) Compare and contrast the development of match each ❏ Text Analysis 6. ______ / ______
American literature in its historical context. given word to
❏ c) Discuss American literature as it reflects its correct 7. ______ / ______
traditional and contemporary themes, motifs, meaning and
universal characters, and genres. select the 8. ______ / ______
❏ d) Analyze the social or cultural function of correct word to
American literature. complete an 9. ______ / ______
❏ e) Analyze how context and language unfinished
structures convey an author’s intent and sentence. 10. ______ / ______
viewpoint.

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 What you need to know to pass the 11 EOC Reading SOL
11.3 Vocabulary
❑ Greek/Latin Roots ❑ Allusions ❑ Figura ve language (metaphor,
❑ Context Clues ❑ Idioms simile, personifica on,
❑ Connotation and Denotation hyperbole)

11.4 American Literature
Drama-
❑ Main Idea ❑ Summarize Texts
❑ Supporting Details ❑ Connect Prior Knowledge
❑ Author’s Purpose ❑ Imagery
❑ Author’s intent and viewpoint ❑ Figurative Language (metaphor, simile,
❑ Point of View personi ication, hyperbole)
❑ Make Predictions ❑ Irony (Verbal, Situational, Dramatic)
❑ Inferences ❑ Drama Terms (Stage Directions, Comedy,
❑ Draw Conclusions Tragedy, Comic Relief, etc.)

11.4 American Literature
Poetry-
❑ Rhyme ❑ Allitera on ❑ Mood theme
❑ Rhythm ❑ Assonance ❑ Theme
❑ Onomatopoeia ❑ Parallelism ❑ Mo f
❑ Repe on ❑ Subject ❑ Archetypes
❑ Genres

11.5. Non fiction

❑ Use information from texts to clarify ❑ False premises
understanding of concepts ❑ Ambiguity
❑ Follow directions to complete applications ❑ Contradic on
❑ Draw Conclusions (Implicit and Explicit) ❑ Paradox
❑ Inference (Implicit and Explicit) ❑ Irony
❑ Analyze 2 texts (Comp/Con.) ❑ overstatement
❑ understatement
11.8 Research
❑ Collect information to support a thesis
❑ Revise writing for clarity, accuracy and depth. Edit for grammatically correct language
❑ Narrow a topic
❑ Use technology to research, organize evaluate and communicate information
❑ De ine and know consequences of plagiarism
❑ Synthesize and make sense of information gathered from diverse sources (identify misconceptions, main and
supporting ideas, con licting information, point of view, and bias.)
❑ CRITICALLY EVALUATE QUALITY ACCURACY AND VALIDITY OF INFORMATION

❑ tone ❑ rhythm ❑ verbal irony
❑ author’s purpose ❑ onomatopoeia ❑ dramatic irony
❑ synonym/ antonym ❑ repetition ❑ situational irony
❑ connotation ❑ alliteration ❑ plagiarism
❑ denotation ❑ assonance ❑ false premises
❑ idiom ❑ motifs ❑ ambiguity
❑ diction ❑ universal ❑ contradiction
❑ syntax character/archetype
❑ rhyme ❑ genre

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Date: ____________________________ Root Study Station Activity
Focus: chrom/chrome/chromo
Activity 1- Prior Knowledge Activation
Directions: Based on words in your current vocabulary containing the root, prefix, or suffix, make an inference for the definition
of each word part. Then open the “Activity 1” envelope and match the word part to its correct definition. Once you have matched
your pairs, check with the teacher BEFORE you write them down in your Root Chart.
Prefix/ Root/ Suffix Words I know with the word part What I think the words mean

Hyper-

Hypo-

Mono-

Chrom/ Chrome/ Chromo

Gen

poly*

Scop/ scope

-ia

-ic

-ium

Prefix Root Suffix

Hyper- _____________ Chrom/chrome/ ______________ -ia _______________
Chromo
Hypo- _____________ -ic _______________
Gen ______________
Mono- _____________ -ium _______________
______________
Poly ______________
Scope ______________

Activity 2- Identifying Elements

Directions: In Column A, identify the elements in each word by circling roots and underlining prefixes and suffixes.Then match
each word with its correct meaning from Column B.
Column A. Column B.

1. Chromogenic _____ a. Lack of color

2. Chromium _____ b. Optical instrument used to study various properties of color, including
value and intensity.

3. Chromoscope _____ c. excessive pigmentation (color), as of the skin

4. Hyperchromia _____ d. many-colored

5. Hypochromia _____ e. Element used for making pigments

6. Monochrome _____ f. Made of shades of a single color

7. Polychrome _____ g. Producing color

Adapted from © 2011 The Critical Thinking Co. ™

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 Activity 3- Connecting Meaning to Context
Directions: Choose the best word from Column A for each sentence. Use the vocabulary cards from your station
to help you choose the best word. Use each word only once. Highlight the context clues that helped you make your
decision BEFORE you write your answer.

1. Early photography produced a _____________________ image.

2. The fluid contained a ______________________ substance which caused it to turn green.

3. The Technician used a portable __________________ to analyze the paint on the car.

4. _________________ is a hard metal used in photographic compounds.

5. The ___________________ vase contained shades of red, blue, and yellow.

6. Aging skin is often affected with __________________.

7. The rare white rhinoceros is an animal that exhibits __________________.

Activity 4- Frankenwords
Directions: Using the prefixes, suffixes, and roots, from the first activity, create 5 new words and write their
definition. Then, use index cards to write your frankenword on the front of the card and the definition on the back of
the card. We will play a brief game next class using your frankenwords!
Frankenword Affix(es) Used (Prefix/ Root/ Definition
Suffix)

1.

2.

3.

4.

5.

6. *bonus*

7. *bonus*

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Date: ________________________
Root Study Independent Practice
Focus: derm
Prefix Root Suffix

Derm skin -al like, related to; an

Epi- on, outside action or process
Meso middle
Hypo- under, below -ic like, related to
Pachy thick
-oid resembling

Directions: In Column A, identify the elements in each word by circling roots and underlining prefixes and suffixes.
Then match each words with its correct meaning from Column B.
Column A Column B

1. ______ epidermal a. Resembling skin (Medical)

2. ______ dermoid b. Under the skin
3. ______ hypodermic c. Related to the middle layer of skin (Biology)
4. ______ mesodermic d. Related to the outer layer of skin (Biology)
5. ______ pachyderm e. Mammal with thick skin

Directions: Choose the best word from Column A for each sentence. Use each word only once. Highlight the
context clues that helped you make your decision BEFORE you write your answer.
1. The rhinoceros and the elephant are each examples of a ____________________.
2. A _________________ tumor or cyst often appears on the face.
3. The nurse gave the patient a ________________ injection to ease his pain.
4. A snake sheds its __________________ layer to reveal new skin below.
5. The knife cut through the outer layers of tissue but didn’t affect the _____________________ tissue.
Affix Toolbox
Directions: Place the root words we have learned into your Affix Toolbox!

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Date: ____________________________
Directions: Go into the hallway and observe the gallery of figurative language terms you should know for the EOC exam. As you
go around to each word, with a partner, read the term and definition out loud. Then, discuss the purpose of the device used.
Write this in your workbook, and write one example. Each device is worth 3 points for this activity.

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Pick two prompts and write your responses below.

“Create your own metaphor for How is solving an equation like Describe your city as if it were a
testing week” playing a video game? person.

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Date: ___________________________
Vocabulary in Context
Confused about how to use context clues? Have you heard your teacher say it a million times, but you still
struggle? Follow these steps to prevent skipping words you don’t know, and help you understand reading
passages!

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 Now, You Try!
Directions: Using your strategies from the guided practice, answer the following questions using context
clues.

1. When DJ got a tiny cut on his pinky finger, he got melodramatic and starting sobbing and
demanding a doctor.
The best definition for melodramatic as it is used is --
a. Easily angered
b. Reasonably upset
c. Unwilling to forgive
d. Overly emotional

2. As Tommy walked home with the money he had stolen from the church, powerful feelings of remorse
made his stomach knot
The best synonym for remorse is --
a. Unapologetic
b. Guilty
c. Sneaky
d. Illegal

3. With the field torn up by the players’ cleats, and the cold rain falling in waves, conditions on the
playing field were dismal.
Which of the following is the best definition for dismal as it is used?
a. Bad weather conditions
b. Impossible or daunting situation
c. Depressing or dreary
d. Unlikely outcome

4. If you go to the party wearing your best smile, laugh good naturedly, and try your best dance steps
out, you will attract attention with your amiable disposition.
Which of the following best defines amiable?
a. Untrustworthy
b. Thoughtful and kind
c. Displaying a friendly manner
d. Shy and aloof

5. It will take extraordinary effort for Julien to make the cheerleading team.
Which is the best definition of extraordinary?
a. Unusual
b. Purposeful
c. Careful
d. Stale

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Exercise 1:

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 Their Eyes Were Watching God by Zora Neale Hurston
Skill Application
Directions: Using the skills that you learned in class, closely read the following short passages and answer the ques ons
that follow. l) Use the chart to record your answers. 2) Use evidence and quota ons from the text in your answers.

Janie saw her life like a great tree in leaf with the things suffered, things enjoyed, things done and undone.
Dawn and doom was in the branches… (Chapter 2, pg. 8)
It was a spring a ernoon in West Florida. Janie had spent most of the day under a blossoming pear tree in the
back-yard. She had been spending every minute that she could steal from her chores under that tree for the last three
days. That was to say, ever since the first ny bloom had opened. It had called her to come and gaze on a mystery.
From barren brown stems to glistening leaf-buds; from the leaf-buds to snowy virginity of bloom. It s rred her
tremendously. How? Why? It was like a flute song forgo en in another existence and remembered again. What?
How? Why? This singing she heard that had nothing to do with her ears. The rose of the world was breathing out
smell. It followed her through all her waking moments and caressed her in her sleep. It connected itself with other
vaguely felt ma ers that had struck her outside observa on and buried themselves in her flesh. Now they emerged
and quested about her consciousness.
She was stretched on her back beneath the pear tree soaking in the alto chant of the visi ng bees, the gold of
the sun and the pan ng breath of the breeze when the inaudible voice of it all came to her. She saw a dust-bearing
bee sink into the sanctum of a bloom; the thousand sister-calyxes arch to meet the love embrace and the ecsta c
shiver of the tree from root to niest branch creaming in every blossom and frothing with delight. So this was a
marriage! She had been summoned to behold a revela on. Then Janie felt a pain remorseless sweet that le her limp
and languid. (Chapter 2, pgs. 10-11).

List in the first column below as many words and phrases that relate to the senses (sight, sound, taste, touch, smell) as
you can from these three paragraphs.
Word or phrase Type of imagery

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Now go back and iden fy the type of imagery for each word or phrase you have listed: visual (sight); auditory (hearing);
tac le (touch); gustatory (taste); olfactory (smell); or kinesthe c (movement). Write the type of imagery in the second
column.
What kinds of imagery predominate? ________________________________

1. How does the imagery affect the narra ve? Does it help you as a reader? Why might the author put in so much detail?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
2a. While nature has its idyllic side, it can also be frightening. Read the paragraph as far as “on a cosmic scale,” and list
the sensory images you find. Remember sensory imagery means it contains the 5 senses.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

They stepped out in water almost to their bu ocks and managed to turn east. Tea Cake had to throw his box
away, and Janie saw how it hurt him. Dodging flying missiles, floa ng dangers, avoiding stepping in holes and warmed
on the wind now at their backs un l they gained compara vely dry land. They had to fight to keep from being pushed
the wrong way and to hold together. They saw other people like themselves struggling along. A house down, here and
there, frightened ca le. But above all the drive of the wind and the water. And the lake. Under its mul plied roar
could be heard a mighty sound of grinding rock and mber and a wail. They looked back. Saw people trying to run in
raging waters and screaming when they found they couldn't. A huge barrier of the makings of the dike to which the
cabins had been added was rolling and tumbling forward. Ten feet higher and as far as they could see the mu ering
wall advanced before the braced-up waters like a road crusher on a cosmic scale. The monstropolous beast had le his
bed. The two hundred miles an hour wind had loosed his chains. He seized hold of his dikes and ran forward un l he
met the quarters; uprooted them like grass and rushed on a er his supposed-to-be conquerors, rolling the dikes,
rolling the houses, rolling the people in the houses along with other mbers. The sea was walking the earth with a
heavy heel. (Chapter 9, pgs. 161-162)

2b. How effec ve are these images in giving the reader a sense of what is happening? How did you come to that
decision?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
2c. Hurston’s uses the word “monstropolous” to describe the lake. What is the impact of this word choice?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
2d. How is this sec on an example of personifica on?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
2e. Write two specific examples of personifica on below. Circle what is personified and underline what makes it human.
1.________________________________________________________________________________________________________
2.________________________________________________________________________________________________________

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3. Read the following passages. Match the examples within the text to the correct figura ve language term. Use your
booklet for the defini ons! Highlight the example when you find it in the passage. What is the impact of the figura ve
language on the passage as a whole?
The people all saw her come because it was sundown.
The sun was gone, but he had le his footprints in the sky. It was
the me for si ng on porches beside the road. It was the me to
hear things and talk. These si ers had been tongueless, earless,
eyeless conveniences all day long. Mules and other brutes had
occupied their skins. But now, the sun and the bossman were
gone, so the skins felt powerful and human. They became lords
of sounds and lesser things. They passed na ons through their
mouths. They sat in judgment
Part 1:
Figura ve Language Example from passage
Personifica on
Repe on
Hyperbole
Metaphor
Most of the day she was at the store, but at night she was
there in the big house and some mes it creaked and cried all
night under the weight of lonesomeness. Then she'd lie awake in
bed asking lonesomeness some ques ons. She asked if she
wanted to leave and go back where she had come from and try to
find her mother. Maybe tend her grandmother's grave. Sort of
look over the old stamping ground generally. Digging around
inside of herself like that she found that she had no interest in
that seldom-seen mother at all. She hated her grandmother and
had hidden it from herself all these years under a cloak of pity.
She had been ge ng ready for her great journey to the horizons
in search of people; it was important to all the world that she
should find them and they find her. But she had been whipped
like a cur dog, and run off down a back road a er things. It was
all according to the way you see things. Some people could look
at a mud puddle and see an ocean with ships. But Nanny
belonged to that other kind that loved to deal in scraps. Here
Nanny had taken the biggest thing God ever made, the
horizon—for no
Part 2:
Figura ve Language Example from passage
Personifica on,
allitera on
Simile
Seeing the woman as she was made them remember the
envy they had stored up from other mes. So they chewed up the
back parts of their minds and swallowed with relish. They made
burning statements with ques ons, and killing tools out of
laughs. It was mass cruelty. A mood come alive. Words walking
without masters; walking altogether like harmony in a song.
(Chapter 1, Pgs. 1-2)
Impact on the passage.
ma er how far a person can go the horizon is s ll way beyond
you—and pinched it in to such a li le bit of a thing that she
could e it about her granddaughter's neck ght enough to choke
her. She hated the old woman who had twisted her so in the
name of love. Most humans didn't love one another nohow, and
this mislove was so strong that even common blood couldn't
overcome it all the me. She had found a jewel down inside
herself and she had wanted to walk where people could see her
and gleam it around. But she had been set in the market-place to
sell. Been set for s llbait. When God had made The Man, he
made him out of stuff that sung all the me and gli ered all over.
Then a er that some angels got jealous and chopped him into
millions of pieces, but s ll he gli ered and hummed. So they
beat him down to nothing but sparks but each li le spark had a
shine and a song. So they covered each one over with mud. And
the lonesomeness in the sparks make them hunt for one another,
but the mud is deaf and dumb. Like all the other tumbling
mud-balls, Janie had tried to show her shine.
(Chapter 9, Pgs. 89-90)
Impact on the passage.
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 Metaphor

Symbol

Simile, allitera on

Part 3:

Mrs. Turner, like all other believers had built an altar to the una ainable—Caucasian characteris cs for all. Her god would
smite her, would hurl her from pinnacles and lose her in deserts, but she would not forsake his altars. Behind her crude words was a
belief that somehow she and others through worship could a ain her paradise—a heaven of straight-haired, thin-lipped, high-nose
boned white seraphs. The physical impossibili es in no way injured faith. That was the mystery and mysteries are the chores of
gods. Beyond her faith was a fana cism to defend the altars of her god. It was distressing to emerge from her inner temple and find
these black desecrators howling with laughter before the door. Oh, for an army, terrible with banners and swords!
(Chapter 16, Pg. 145)

A. Directions: The passage above is an allegory. First, iden fy what is being compared. Then explain what words and
phrases contribute to the allegory of the passage.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________

B. What is the impact of this passage on the reader? Explain how the passage makes you feel.
Mood= emo on that the audience feels. What is the reader’s emotional response to the writing?

Sample Positive Mood Words Sample Negative Mood words

Amused Jubilant Awed Aggravated Insidious Annoyed

Libera ng light-hearted Calm In midated Anxious Irate
Loving Cheerful Mellow Apathe c Jealous Lethargic
Confident Op mis c Nostalgic Melancholic Lonely Cold

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
C. Based on the tone of the passage, what can you infer is the author’s thoughts on Mrs. Turner?
Tone= The writer’s a tude or feeling toward his or her subject. What is the tone of voice the author is writing in?

Sample Positive Tone Words Sample Neutral Tone Words Sample Negative Tone words

Admiring Hilarious Commanding Direct Hos le Impa ent

Adoring Hopeful Impar al medita ve Angry Indignant
Affec onate Humorous Objec ve Ques oning Indifferent Bi er
Approving Interested Unconcerned Understated Blunt Patronizing

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