Input
Table of Contents:
#01 Figurative Language
#02 “The Rules of the Game”
#03 Summer
#04 The Miracle
Worker
#05 Notes on Drama
#06 “The Scarlet Ibis”
#07 Theme
#08 Romeo and
Juliet
#09 Shakespeare and the Theater
#10 “A Christmas Memory” and Characterization
#11 “The Sniper”
#12 Irony
#13 “The Birds”
#14 “A Sound of Thunder”
#15 Notes on Plot
#16 “Poison”
#17 Elements of Literature
#18 Personification Worksheet
#19 Personification Activity: Listen to the Sea
#20 Idioms Worksheet
#21 “To Build a Fire” and Naturalism
#22 “The Story of an Hour”
#23 Black Boy
#24 Vocabulary Builder 1-22
#01 Figurative Language
01. Alliteration:
the repetition of a beginning consonant sound
02. Assonance:
the repetition of a vowel sound
03. Cliché:
an overused expression
04. Hyperbole:
an exaggeration used for effect
05. Idiom:
a common expression, the meaning of which is not to be taken
literally
06. Imagery:
description that appeals to the senses
07. Metaphor:
a direct comparison between unlike things
08. Onomatopoeia:
words derived from sounds
09. Personification: giving nonliving things human characteristics
10. Pun: a
play on words
11. Simile:
a comparison between unlike things using “like” or “as”
#02 “The Rules of the Game”
Vocabulary (Matching)
01. Ancestral adj. Inherited
02. Careened v.
Lurched sideways
03. Concessions n. Acts of giving in
04. Intricate adj. Complicated
05. Malodorous adj. Bad-smelling
06. Obscured adj.
Concealed
07. Prodigy n.
Extremely gifted person
08. Retort n.
Quick answer
09. Successive adj. Consecutive
10. Touted adj. Highly praised
#03 Summer
The questions and activities
below on
Hiroshima
Chapter One: “A Noiseless Flash”
Plot Summary
Each character is identified and his location at the time of the bomb is revealed.
Discussion Questions
01. When was the book written?
02. Who is Mr. B? Why do you think we give human names to inanimate objects?
03. Identify the six survivors discussed in Chapter One.
04. What do you know from this chapter about the situation in Hiroshima before the atomic bomb?
05. Why is the first chapter entitled “A Noiseless Flash”?
06. Why do you think Hersey tells us how far each survivor was from the center of the explosion?
07. What general
information is revealed about
Supplementary
Activities
01. Research: Who was John Hersey? Prepare a one-page summary identifying him.
02. Write a paragraph beginning with the following sentence: “The author of Hiroshima really grabbed my attention in the first chapter…” Explain why and how Hersey got your attention.
Chapter Two: “The Fire”
Plot Summary
The six survive the atomic explosion, remain reasonably rational and seek shelter.
Discussion Questions
01. What is the meaning of the chapter’s title?
02. How are the six survivors similar?
03. How do each of the survivors react toward family?
04. Who is Mrs. Kamai? What adjectives would you use to describe her situation?
05. Who is Yoshida? How does he react after the bomb?
06. Who is Fukai? How does he react?
07. How are the six survivors different from Kamai, Yoshida and Fukai?
Supplementary
Activities
Write a paragraph in which you explain how the aftermath of the atomic explosion is similar to the aftermath of a natural disaster like a tornado. How are they dissimilar?
Chapter Three: “Details Are Being Investigated”
Plot Summary
There is an official response to the atomic bomb. The war ends, and the survivors see the extent of the destruction as they seek to care for their injuries.
Discussion Questions
01. What encouraging news is relayed by the Japanese naval launch? When does the ship actually arrive?
02. What is the significance of the title of Chapter Three?
03. What is discovered about Mr. Fukai’s reason for running back to the burning city?
04. How did Mr. Tanimoto describe the Japanese Emperor’s surrender and notice to the Japanese people?
05. How did Dr, Sasaki deal with the fatalities at the Red Cross Hospital? Why is that a typically Japanese way of handling death?
06. How is Mr. Tanimoto’s ministering to Mr. Tanaka a study in contrasts? Chapter Three presents a large number of contrasts. Make a chart of these contrasts.
07. Hersey gives us many vivid word pictures in this chapter. Prepare a list of the descriptions with the greatest impact.
Supplementary
Activities
Writing: Hiroshima is a popular, widely-read book. Why? Answer in a short paragraph.
Chapter Four: “Panic Grass and Feverfew”
Plot Summary
Radiation disease attacks each of the survivors variously causing malaise and tiredness. These “fortunate survivors” all had lives profoundly changed.
Discussion Questions
01. When the father returned to the city in August, what did he find?
02. What were some of the symptoms of the mysterious, capricious disease which was called radiation disease?
03. What were the reactions of those who treated radiation disease and of those afflicted with the disease?
04. What were the stages of radiation disease?
05. What were some of the views about the ethics of using the atomic bomb? What was the opinion of each of Hersey’s survivors?
06. How did father Kleinsorge minister to the people of Hiroshima after the explosion?
07. How did Miss Sasaki’s fiancé react to her injuries?
08. What is the significance of the title of the chapter?
Supplementary Activities
Interview a grandparent or other adult about atomic bombs and Hiroshima. Do they remember anything of the actual bombing? Summarize the interview in a paragraph.
Chapter Five: “The Aftermath”
Plot Summary
Hersey, forty years after the atomic attack on Hiroshima, returns to chronicle the six survivors into old age.
Discussion Questions
01. What is different about the organization of this chapter?
Hatsuyo Nakamura
02. What was Mrs. Nakamura’s struggle?
03. Who were the hibakusha?
04. Why is -san added to the end of Nakamura’s name?
05. How did the A-Bomb Victims Medical Care Law affect Mrs. Nakamura?
Dr. Terufumi Sasaki
06. What does the old Japanese saying, “Check an old iron bridge well before crossing” mean?
07. What were the three crises in Dr. Sasaki’s life?
08. What prompted Dr. Sasaki to turn to geriatric medicine?
Father Wilhelm
Kleinsorge
09. What adjectives would describe Father Kleinsorge after the bombing?
10. What particularly emphasizes Kleinsorge’s admiration of Japan and the Japanese?
11. Who was Satsue Yoshiki?
12. Who was Father Makoto Takakura?
Toshiko Sasaki
13. How is Miss Sasaki’s friendship with Father Kleinsorge significant in her life planning?
14. What was Sasaki’s work as a nun?
Dr. Masakazu Fujii
15. What kind of life did Dr. Fujii have?
16. What was Dr. Fujii’s sad ending?
Kiyoshi Tanimoto
17. What are the italic paragraphs in Chapter Five?
18. How does Mr. Tanimoto spend forty of his years after the bomb?
19. Some might say Tanimoto’s peace center idea became bigger and different that he intended. Do you agree? Why?
Culminating Project
Create a project
about this book (see Project Ideas).
Consider emphasizing one of the following: the experience of each survivor, character
of the survivor, setting or conflicts faced by each one. Projects will be due three weeks into the
school year. I will give you a
specific date during the first week of school next year.
#04 The Miracle Worker, Act
01. Audible
adj. loud enough to be heard
02. Manipulates
v. handles; manages skillfully
03.
Simultaneously adv. at the same time
04. Trepidation
n. anxiety; fearful uncertainty
05.
Consummately adv. very skillfully; completely
06. Transfixed
adv. made motionless
07. Groping adj.
feeling around with the hands
08.
Resurrection n. coming back to life; rising from the dead
The Miracle Worker, Act II
01. Nettled
adj. irritated
02. Temperance
n. self-restraint; moderation
03. Nonplused
adj. bewildered; confused or embarrassed
04. Feigned
adj. pretended; faked
05. Compunction
n. remorse; guilty sorrow
06. Intractably
adv. stubbornly
07. Glower n.
an angry stare
08. Disinter v.
to remove a body from its burial place
09. Impassively
adv. without showing emotion; calmly
10. Paroxysm n.
spasm; sudden outburst
The Miracle Worker, Act I
Vocabulary
01. Oculist n.
old-fashioned term for an “eye doctor”
02.
Inarticulate adj. produced without the normal sounds of understandable
speech
03. Intimations
n. pl. hints
04. Pinafore n.
a sleeveless, apron-like garment
05. Caricature
n. an exaggerated portrait
06. Imperious
adj. overbearing; arrogant; proud
07. Acute adj.
severe; intense
08. Vivacious
adj. lively
09. Voluminous
adj. large; bulky
10. Asperity n.
anger
#05 Notes on Drama:
The most intense interrelationships take place within the
family; therefore, many playwrights make the family the subjects of their
plays.
Conflict is the basis of drama.
Protagonist: the character who drives the action,
who has a “want.”
Antagonist:
the obstacle that stands in the way of the protagonist. Obstacles may be based on race, religion, or class.
Dramatic Question:
Will the protagonist get what he wants?
In a good drama relationships change.
The audience cares about characters they can
recognize. This is called the shock
of recognition.
The action in a play may be physical or mental.
Linear style:
the conventional straightforward form of a play with a beginning, middle
and end.
Activity:
any movement onstage.
Action:
dramatically meaningful movement onstage which moves a story forward or
deepens our understanding of a character.
#06 “The Scarlet Ibis” Vocabulary
01. Rank adj.
growing vigorously; foul smelling
02. Billowed v.
swelled or surged like a wave
03. Vortex n. a
whirl of air or water
04.
Infallibility n. inability to fail
05. Reiterated
v. repeated
06.
Uncoordinated adj. not working together
07. Armada n. a
fleet of warships
08. Solder v.
join or patch with melted metal
09. Evanesced
v. vanished
10. Vermilion
adj. bright red
#07 Theme:
the central idea of a story; must be expressed in a statement of at
least one sentence.
·
Example: Civil
war tears families apart. (Theme of “The
Sniper.”)
·
Reveals a truth about human behavior
·
Not stated directly in the story (implicit)
·
Characters in the story act out the central idea or
theme of a story
The subject of a story is simply its topic
such as war, love, etc. and may not be said to be the theme.
In previous eras fiction was widely regarded as a way
to teach morality--the right and wrong way to behave. Today fiction is not usually regarded as a
way to teach morality.
The conflict between what we know would be in a perfect world and what is in a disorderly world is the central business of literature.
Think critically about theme. The wise reader makes a judgment about a
writer’s view of the world and doesn’t accept a story’s theme as valid just
because it is in print.
Slick Fiction:
stories without much depth
Formula Fiction:
stories without much depth that are written to a plan that satisfies the
general preference for happy or
upbeat stories over true-to-life ones.
Notes taken from Element
of Literature, Third Course “Theme…” by John Leggett
#08 Romeo and Juliet, Act V Vocabulary
01. Presage v.
predict; give warning; foretell
02. Beseech v.
beg
03. Penury n.
poverty
04. Loathsome
adj. repulsive; disgusting
05. Obsequies
n. funeral rites
06. Ensign n.
flag
07. Maw n.
mouth
08. Morsel n. a
small piece
09. Ground n. a
cause
10. Pallet n. a
small bed or mattress placed directly on the floor
Romeo and Juliet, Act IV
Vocabulary
01. God shield
interj. God forbid
02. Drift n.
intentions
03. Cunning
adj. skillful
04. Closet n.
private quarters
05. Orisons n.
pl. prayers
06. Rosemary n.
a fragrant herb
07. Lower n.
frown; threatening look
08. Fond nature
n. foolish human nature
09. Carry v.
endure
10. Cry you
mercy interj. Beg your pardon
Romeo and Juliet, Act
01. Doublet n.
a jacket
02. Dissemblers
n. pl. liars
03. Strange
adj. unfamiliar
04. Civil adj.
well-behaved; courteous
05. Fain adv.
gladly; eagerly; willingly
06. Fond adj.
foolish
07. Sack v. rob
a captive city of everything of value
08. Entertained
v. had in mind; considered
09. Spleen n.
anger; malice; spite
10. Estate n.
situation; condition
Romeo and Juliet, Act II
Vocabulary
01. Discourses
v. utters or speaks
02. Counsel n.
private thoughts; secret plan
03. Proof adj.
armored or protected against; able to resist
04. Discovered
v. revealed
05. Bounty n.
generosity; capacity for giving generously
06. Baleful
adj. evil; threatening harm; poisonous
07. Grace n.
favor; good will; approval
08. Bauble n.
trinket; cheap jewel
09. Stay!
Interj. Wait! Pause! Delay!
10. Confounds
v. destroys, defeats or causes to fail
Romeo and Juliet, Act I Vocabulary
01. Humor n.
mood
02. Mark v.
listen; observe; take notice of
03. Shrift n.
confession; forgiveness by a priest for confessed sins
04. Soft! (interj.) Quiet!
Hush! Wait up!
05. Withal prep. with that; with
06. Anon! (interj.) At once! Soon!
07. Good-den
(interj.) Good evening
08. Stay! (interj.) Wait!
09. Hap n. luck
10. Happy adj.
lucky
#09 Study Guide:
Shakespeare and the Theater
01. Name
Shakespeare’s wife.
02. Name the
theatrical companies Shakespeare was involved with.
03. Name the
wealthy patrons who supported Shakespeare’s theatrical companies.
04. Who built
the first permanent theater in London?
05. What was it
called?
06. Where did
touring acting companies usually perform?
07. Shakepeare
used the timbers from the first theater to build his own. What was it called?
08. By what term
did Shakespeare refer to the structure of his theater in Henry V?
09. How was the
stage lit in Shakespeare’s theater?
10. How was the
stage set?
11. What were
the members of the audience called who paid a penny for standing room in front of and around the stage?
12. What was
unusual about the casting of women’s parts in Shakepeare’s day?
13. On what
were most of Shakepeare’s plays based?
14. Define
blank verse.
15. Define
iambic meter.
16. Define
iambic pentameter.
17. Define
couplet.
18. Define
end-stopped line.
19. Define
run-on line.
20. On what did
Shakespeare base the story line of Romeo
and Juliet?
#10 “A Christmas Memory” and Characterization
Essay: (A4 excluded) Think of a person you know well,
perhaps a relative, friend, or a neighbor.
In an essay describe this person, showing us his/her character and
personality through their actions, appearance, speech, and how others react to
them. 3 pages minimum
Please be sure you have read “A Christmas Memory” pp.
310-322 in your orange literature book.
Scroll down for vocabulary and notes on Characterization.
Directions:
Copy and paste the “Clues to Characterization: Buddy’s Friend “ chart to a word document, fill in your answers,
and print a copy for next class period.
Find examples for each type of characterization, and decide what
character trait(s) are revealed. Copy
the passage, and list the character trait.
Example:
Character’s Actions: “never…read
anything except funny papers and the Bible.”
Trait
Revealed: naive, sheltered, childlike.
“killed
with a hoe the biggest rattlesnake ever seen…”
Trait Revealed: bravery
Clues to Characterization: Buddy’s
Friend
Character’s Words:
Character’s Appearance:
Character’s Actions:
Character’s Thoughts:
Responses of Others:
Writer’s Direct Comments:
Setting (Character’s Surroundings)
“A Christmas Memory” Vocabulary
01. Dilapidated adj. broken down
02. Paraphernalia n. collection of things used in
some activity
03. Accumulate v. to gather over time
04. Conspiracy n. the act of planning secretly
05. Carnage n. widespread slaughter
06. Festooned adj. decorated in curves and loops
07. Simultaneously adv. at the same time
08. Potent adj. powerful
09. Somber adj. dark; gloomy
10. Burnishes v. polishes
Character:
Revealing Human Nature
Characterization, the revelation of human
nature, is what a good story is all about.
Indirect Characterization: A writer
shows us a character by describing his speech, appearance, thoughts, actions
and the opinion of other characters. The
reader must take all that information and then interpret what the character is
like.
01. Speech
02. Appearance
03. Private
Thoughts
04. How other
characters feel about the character
05. Actions
(the most vivid way to understand a character)
Direct Characterization: The
writer tells us directly what a character is like and what the character’s
motives are. Modern writers do not often tell us too much directly about their
characters.
#11 “The Sniper” Vocabulary
01. Enveloped adj. wrapped; covered; hidden
(choose one definition)
02. Fleecy adj. soft; light; like wool
03. Beleaguered adj. harassed
04. Spasmodically adv. suddenly, violently and
temporarily
05. Ascetic adj. self-denying; extremely
self-disciplined; severe
06. Tattered adj. torn and ragged
07. Fractured v. broke; cracked
08. Paroxysm n. a spasm
09. Remorse n. deep sense of guilt; painful
regret
10. Fasting n. going without food
“The Sniper” Study Guide
Copy and paste to a word
document. Answer each question and print
a copy. Bring to your next class. (If you cannot print your work, email it to
me).
01. What facts are we told directly about the
sniper as he lies in wait?
02. What does any sniper want to do?
03. Why does the sniper kill the old woman?
04. What happens to the sniper after he fires his
weapon?
05. What trick (ruse) does the sniper use to
force his enemy from cover?
06. How does the sniper feel as he takes aim at
his enemy and fires?
07. How does the sniper feel after he has killed
his enemy and watched him fall to the ground?
08. Why do you think his feelings now change?
09. Explain the irony in the story’s last
sentence.
10. What do you think the sniper feels when he
discovers the identity of the man he has killed?
11. How does the discovery make you feel?
12. How does the author want us to feel about the
sniper?
13. Which of his actions contribute to our
feelings about him?
14. How does the author want you to feel about
war and what it can do to human beings?
15. Create a theme statement for the story.
16. This story is set in Ireland during the
1920s; in what other setting can you imagine similar events taking place?
Supplementary Activity: Two important
parts of this story are missing. One is
the opening, which tells us why the two brothers ended up on opposite sides in
the civil war. The other is the closing,
which tells what happens to the sniper after he discovers he has killed his
brother. Write two paragraphs
summarizing what you imagine these two missing parts to be.
#12 IRONY: TWISTS
Definitions:
Irony - surprise; the difference between what we expect and what actually happens.
Verbal Irony - saying one thing but meaning the opposite.
Dramatic Irony - when the audience knows something that a character onstage or in a film does not.
What Is the Purpose
of Irony?
1. It can create comedy.
2. It can create a sense of tragedy at the unexpected nature of life.
3. It can make one
think about people in a new and unexpected way.
#13 “The Birds” by Daphne du Maurier Study Guide
Copy and paste to a word document. Answer each question and print a copy. Bring to your next class. (If you cannot print your work, email it to
me).
01. What do you predict will happen next to Nat
and his family?
02. What resolution to the conflict do you think
might be suggested in the final scene by the silent radio and the burning
cigarette package?
03. Do you think the scene at the Trigg’s
foreshadows what will happen to Nat and his family or do you think they will
survive? Is this a doomsday story about
the end of human life on earth or a story in which humans will triumph over
nature? Cite details from the text to
support your interpretation.
04. Find at least five details that suggest that
an evil force might be directing the birds to turn against people.
1.
2.
3.
4.
5.
05. In this story du Maurier sometimes seems
critical of people and the way they respond to disaster. Find at least three details that show
characters behaving ignorantly or endangering themselves and others. Do you think this is how people really
behave?
1.
2.
3.
4.
06. Why do you think du Maurier chose birds to be
the attackers in this story?
07. On just a factual level, do you think nature
could suddenly turn on us like this?
Give the story a credibility rating on a scale of 1 to 5 (1 being
possible, 5 being not possible. Be ready
to support your rating with details from the text and from your own
experience. Be sure to consider the news
article “Hundreds of Birds Invade Home in California.”
Assignment: Write an ending to “The Birds” in which you resolve the conflict between Nat and the birds. You must write your story in the same style and mood as the author. Make your ending exciting but plausible. Papers with gratuitous gore or silly, improb-
able endings will not receive high grades. You may not alter incidents already recorded in the story. You may not end the story with “It was all a dream.”
Rubric: “A” paper will be well written with few misspellings or grammatical errors. It will be written in past tense and tenses will not switch back and forth. Dialogue will be punctuated correctly. In addition the student will paragraph correctly and avoid using slang expressions. The sentence structure will be varied. The paper will be free of sentence fragments and run-on sentences. The content of the story will be creative and well thought out.
“B” paper may contain some misspellings and grammatical errors. It will be written in past tense and tenses will not switch back and forth. Dialogue will be punctuated correctly, and the student will paragraph correctly and avoid slang expressions. The paper will be free of sentence fragments and run-on sentences. The content of the paper will be fairly creative.
“C” paper may contain some misspellings and grammatical errors. Tenses may switch once or twice, but most of the paper will be written in past tense. Most dialogue will be punctuated correctly and most paragraphing will be correct. Sentences will be free from many slang expressions. There may be some sentence fragments and run-ons. The content may be less creative.
“D” paper may contain many spelling and grammatical errors. Tenses may switch back and forth throughout the paper. Dialogue will be run together and there is not attempt to paragraph correctly. The paper may contain many slang expressions and fragments and run-ons. The paper will lack creativity.
“F” paper will not address the topic, contain many spelling and grammatical errors. Little attempt is made to remain in tense or to punctuate or paragraph correctly.
Requirements: 3
A cover illustration
12 font
Double spaced
“The
Birds” Vocabulary
01. Disposition n. a person’s nature or
temperament
02. Clamor n. a loud outcry
03. Misgiving n.
a feeling of fear or doubt
04. Crest n. the top or highest point
05. Trough n. a long narrow container or hollow
06. Jostle v. to come in contact with; to collide
07. Larder n. a place where food supplies are
stored; pantry
08. Gloomy adj. sad; depressed; downcast
09. Furtive adj. sneaky; secretive
10. Ruthless adj. without pity
#14 “A Sound of Thunder” Study
Guide
Copy and paste to a word document. Answer each question and print a copy. Bring to your next class. (If you cannot print your work, email it to
me).
01. What company does Eckels visit?
02. What are the penalties for disobeying instructions?
03. Before the trip starts, why does the time travel company try to scare Eckels?
04. What did some people want to do if Deutscher had won the election and why?
05. Who is the Safari Leader? Describe him.
06. How many people besides Eckels are on the trip? Name them.
07. How far back in time does the time machine take the group?
08. When the hunters arrive at their destination, what does Travis tell them hasn’t happened yet in history?
09. Why must the group stay on the antigravity metal path?
10. What happened to the machine and the men’s clothes before they made their journey?
11. What is unique about the dinosaurs that the men can shoot?
12. How does the reader know Eckels is afraid?
13. How do the men know which dinosaurs they can shoot?
14. Why does Eckels step off the path?
15. What do Billings and Kramer do after the dinosaur is dead?
16. What does Lesperance offer Billings and Kramer that they turn down?
17. What does Travis tell Eckels they are going to do to him?
18. What does Travis make Eckels do in order to go back with them?
19. What does Eckels notice about the sign on the wall upon their return?
20. What does Eckels find on the bottom of his boots?
21. What does Eckels learn about the election?
22. How do all of the changes relate to Eckels?
23. What can the reader infer that Travis does to Eckels?
24. If you had the
opportunity to travel back in time, where would you want to go? Why?
“A SOUND OF THUNDER” PROJECT: You work for Time Safari, Inc. as an
advertisement specialist. Unfortunately, sales are down. YOUR TASK: Design a new advertisement
for Time Safari, Inc. You want to appeal to the masses, so think of a
clever advertisement that will attract the attention of the general population
while still promoting the important and unique qualities of your company.
“A Sound of Thunder” Vocabulary
01. Annihilate
v. destroy
02. Expendable adj. unnecessary
03. Resilient adj. bounces back
04. Malfunction n. working incorrectly
05. Stagnate v. rot
06. Subliminal adj. below the level of
consciousness
07. Infinitesimal adj. so small that it
can barely be measured
08. Correlate v. create a relationship
between two objects or events
09. Paradox n. a statement that sounds
impossible but seems to be true
10. Undulate v. to move in waves or ripples
#15 Notes on Plot
Plot is the “hook of curiosity.” The “bare
bones” of the plot are (1) exposition:
the opening of the story when the setting, characters and conflict are
introduced, (2) complication: the
characters take action to resolve the conflict and encounter more obstacles,
(3) climax: the key scene of the
story when the conflict is resolved and (4) resolution: the end of the story.
Suspense is
our curiosity about what will happen next in the story.
Conflict is
the “fuel” of the narrative. It is a struggle between a character and an
outside force (external conflict) or
inside the character’s mind (internal
conflict). The greater the conflict the more the reader cares about the
outcome.
#16 “Poison” Vocabulary
01. Malaria n. a disease carried by mosquitoes
02. Sarcasm n. the use of cutting remarks to hurt
or criticize
03. Serum n. antitoxin
04. Intravenously adv. directly into the vein
05. Administer v. to give or apply
06. Chloroform n. anesthetic
07. Tourniquet n. a device used to stop bleeding
08. Discern v. to sense something; to detect with
the senses
09. Oppressive adj. heavy; distressing
10. Scalpel n. surgical knife
#17
I. Elements of Literature
[Element - part of a whole; basic principle(s)]
A. Elements
of a Short Story:
01. Plot - The
series of events that connects beginning of story to end. In a well-written
plot, one event leads to another,
like stairs on a staircase.
a.
1. Exposition (or opening) - 1st part of plot. Author
describes setting, introduces characters, and gives background info.
2. Rising Action – Complications: a character tries to resolve the conflict and
encounters more obstacles.
a. Conflict - A struggle between opposing characters.
1.
Internal conflict - a struggle in a
character’s mind or soul: man vs. himself
2. External conflict - a struggle between
a character and an outside source: man
vs. man, man
vs. nature, man vs. society, etc.
3. Climax - Turning point of story where the conflict is decided one
way or another, or the solution may have begun.
4. Falling Action - Author describes how problem is solved.
5. Resolution/Denouement (or ending) - Brings story to a satisfactory end.
02. Setting - Time & place (when & where); Setting can also
give you clues about mood or atmosphere of a story.
03. Characters
- Person(s), animal(s) or imaginary creature(s) that take part in the action of
a story.
a. Protagonist - Main character or the one most central to the
action of story. Usually the hero but this character
can be good or
bad.
b. Antagonist - Person, thing, or force that works against the
protagonist, or hero, of a work. One of the main
characters as well,
can be good or bad.
1. An antagonist can be another
character, a family, a society, a force of nature (such as the freezing cold or
a tornado), or a force within the main character (internal conflict: man vs.
man).
c. Static Characters - Stay the same throughout the story.
d. Dynamic Characters - Change ----They often learn something.
04. Point of View (POV) - Perspective / vantage point from which a story is told.
a. First-Person POV- Story is told by one of the characters
Pronouns
I, me, us, & my are clues to discover 1st person.
b. Third-Person POV - Told by narrator who is not a character in story.
Pronouns he, she and they are clues to discover 3rd
person.
1. 3rd person
omniscient - Narrator is all knowing
& will relate thoughts and feelings of all characters.
2. 3rd person
limited - Narrator will relate thoughts
& feelings of just one character, usually protagonist.
05. Suspense
(ongoing part of plot) - Feeling of anxious curiosity
a. Keeps reader interested
b.
Real power of story lies in its ability to create suspense.
06. Theme -
Message the writer/author wants the reader to take away from the story; the
unstated main idea.
a. Most stories have more
than one theme.
b. Some works, like many
mysteries, might have no theme. They are just for entertainment.
07. Inference
- An educated guess based on facts taken from the text to come to some sort of
reasonable judgment or
answer.
“What I learned” + “What I already know” = Inference
08. Foreshadow -
An indication, hint, or suggestion beforehand that something is going to
happen.
09. Allusion - A reference to something outside of the story with which
the reader is likely to be familiar, such as a
person, place, or event
from history or literature.
10. Mood - The feeling that a literary work gives to readers.
B. Figurative
Language and Other Descriptions
01. Simile - comparison between two unlike things using like or
as.
02. Metaphor - comparison between two unlike things usually using
the verb is. Make sure 2 things are being compared ---
just because
the verb is may be used, does not mean there is a
comparison.
03. Hyperbole - Exaggeration used to emphasize a particular point or
effect
a.
i.e. “the shot heard round the world”
04. Personification - Giving human characteristics to a nonhuman subject
05. Onomatopoeia - The use of words that sound like the noises they
describe (clang, buzz).
06. Irony - the exact opposite of a literal or normal meaning.
a. i.e. The off-duty policeman was arrested for speeding.
07. Imagery - words that create a picture in the reader’s mind; must
apply
to
three of the five senses (5 senses: sight-hear-touch-smell-taste)
a.
“The sky was dark
& gloomy; the air was damp & raw; the streets were wet & sloppy.”
08. Alliteration - repetition of beginning consonant sounds in words
a.
i.e. The truck traveled at a tremendous rate of speed.
09. Symbol - is something that stands for something else (dove =
peace)
10. Stanza - Group of lines in a poem that looks like a small
paragraph. It usually develops on idea.
11. Narrative Poetry - tells a story; It has a plot, characters, and a setting.
It uses rhythm and repetition.
12. Lyric Poetry - A poem that expresses a poet’s thoughts and feelings
about a single image or idea.
13. Figure of speech - An expression that is not meant to be taken literally.
a.
Several examples: simile, metaphor,
hyperbole, personification
14. Essay - A short literary composition on a single subject, generally
presenting the author’s point of view.
#18 Personification Worksheet
On your own paper, write the object being personified and the meaning of the personification.
1. The wind sang her mournful song through the falling leaves.
2. The microwave timer told me it was time to turn my TV dinner.
3. The video camera observed the whole scene.
4. The strawberries seemed to sing, "Eat me first!"
5. The rain kissed my cheeks as it fell.
6. The daffodils nodded their yellow heads at the walkers.
7. The water beckoned invitingly to the hot swimmers.
8. The snow whispered as it fell to the ground during the early morning hours.
9. The china danced on the shelves during the earthquake.
10. The car engine coughed and sputtered when it started during the blizzard.
#19 PERSONIFICATION Activity
Activity: "Listen to the
Sea"
Use the following lists to write a poem about nature. Choose a word from List A
or a
different word that names something in nature.
Choose a word from List B or another word that names an action. Write
this word next to the word from List A.
List A
sun
moon
stars
sky
sea
stone
night
mountain
dawn
morning
List B
tells
shows
reminds
teaches
listens
remembers
brings
looks
dances
dreams
guides
takes
Example:
stone listens
Then expand your words into a sentence.
Example:
The stone listens carefully to the grass as it grows around it.
Write on one subject, or describe other objects in nature. Select favorite
lines to put together in a poem. You may need to drop the "s" on the
end of the verbs.
Example:
Night, it reminds me of yesterday.
The sun listens to the messages of the clouds.
Moon, look for me on the field.
Sea, guide me to you.
Dawn, bring me to the new day.
#20 Worksheet on Idioms
Directions: Write the meanings of these
frequently used idioms:
01. Catch a cold _________________________
02. See eye to eye________________________
03. Under the weather_____________________
04. Stuffed to the gills_____________________
05. Out of the frying pan and into the fire________
06. Slow boat to China_____________________
07. Nose to the grindstone___________________
08. On pins and needles_____________________
09. Fly off the handle_______________________
10. Toot your own horn_____________________
11. Pie in the sky__________________________
12. Head in the sand________________________
13. Lay down the law_______________________
14. Born yesterday__________________________
15. Feel like a million________________________
16. Just what the doctor ordered________________
17. Hold your horses_________________________
18. Cat has your tongue_______________________
19. Going bananas__________________________
20. Bury the hatchet________________________
__________________________________________________________________________________________________
#21 “To Build a Fire” Vocabulary
01. Pall n. A gloomy covering
02. Undulations n. pl. Wavelike motions or forms
03. Frailty n. A weakness or fault
04. Reiterated v. Repeated
05. Gait n. A way of walking or running
06. Intervened v. Came or lay between
07. Imperative adj. Necessary or urgent
08. Agitation n. A disturbance or a motion, especially a vibration
09. Apprehension n. An anxious feeling
10. Poignant
adj. Deeply affecting the feelings;
touching or moving
Matching Vocabulary from “To Build a Fire”:
11. Intangible adj. Vague
12. Protruding adj. Sticking out
13. Solidity n. Firmness
14. Extremities n. pl. Limbs of the body, especially hands and feet
15. Recoiled v. Shrank away; drew back
16. Imperceptible adj. Not easily perceived
17. Excruciating adj. extreme; intense
18. Ensued v. Resulted
Questions: “To Build a Fire”
01. Why is the lack of imagination “trouble” for the main character?
02. Why do you think the main character unnamed?
03. Why does the dog’s instinct draw a “truer picture” than the man’s “judgment”?
04. Underline the details in lines 106-116 that suggest impending disaster.
05. Why do you think London describes the danger of the hidden pools of water in such detail?
06. Was the man justified in forcing the dog to test the ice’s surface?
07. Why does the man beat his hand “savagely across his chest”?
08. The comment “it certainly was cold” has occurred several times in the story. What is the point of repeating this understatement?
09. In lines 213-228 the dog becomes a fuller character in the story. What narrative purpose does this serve?
10. The dog represents instinct. What does the old man symbolize--not to the man, but to London?
11. What will have to happen for the man to survive “this sentence of death”?
12. Why is excruciating pain welcome to the man?
13. What does “the wires were down” mean?
14. Does London express any sympathy for the man’s suffering? Explain.
15. What reaction to fear of death is the first sign of instinct in the man?
16. How does this story reflect key naturalist beliefs?
Naturalism:
The naturalists were a group of 19th century writers who sought to portray life exactly as it is. Naturalist writers believed human behavior is determined by heredity and environment. Relying on new theories in sociology and psychology, the naturalists dissected human behavior with detachment and, they believed, with the objectivity of scientists dissecting laboratory specimens. Naturalism presents human beings as subject to forces beyond their control.
Some scientists and philosophers believe imagination to be a distinctly human trait. Humans can conceive of ideas that are not concrete.
(The personality of the main character in “To Build a
Fire” is defined by a lack of imagination that ultimately leads to his demise.)
#22
"The Story of an Hour"
Kate Chopin (1894)
Knowing that Mrs.
Mallard was afflicted with a heart trouble, great care was taken to break to
her as gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken
sentences; veiled hints that revealed in half concealing. Her husband's friend
Richards was there, too, near her. It was he who had been in the newspaper
office when intelligence of the railroad disaster was received, with Brently
Mallard's name leading the list of "killed." He had only taken the
time to assure himself of its truth by a second telegram, and had hastened to
forestall any less careful, less tender friend in bearing the sad message.
She did not hear the story as many women have heard the
same, with a paralyzed inability to accept its significance. She wept at once,
with sudden, wild abandonment, in her sister's arms. When the storm of grief
had spent itself she went away to her room alone. She would have no one follow
her.
There stood, facing the open window, a comfortable, roomy
armchair. Into this she sank, pressed down by a physical exhaustion that
haunted her body and seemed to reach into her soul.
She could see in the open square before her house the tops
of trees that were all aquiver with the new spring life. The delicious breath
of rain was in the air. In the street below a peddler was crying his wares. The
notes of a distant song which some one was singing reached her faintly, and
countless sparrows were twittering in the eaves.
There were patches of blue sky showing here and there
through the clouds that had met and piled one above the other in the west
facing her window.
She sat with her head thrown back upon the cushion of the
chair, quite motionless, except when a sob came up into her throat and shook
her, as a child who has cried itself to sleep continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke
repression and even a certain strength. But now there was a dull stare in her
eyes, whose gaze was fixed away off yonder on one of those patches of blue sky.
It was not a glance of reflection, but rather indicated a suspension of
intelligent thought.
There was something coming to her and she was waiting for
it, fearfully. What was it? She did not know; it was too subtle and elusive to
name. But she felt it, creeping out of the sky, reaching toward her through the
sounds, the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was
beginning to recognize this thing that was approaching to possess her, and she was
striving to beat it back with her will--as powerless as her two white slender
hands would have been. When she abandoned herself a little whispered word
escaped her slightly parted lips. She said it over and over under her breath:
"free, free, free!" The vacant stare and the look of terror that had
followed it went from her eyes. They stayed keen and bright. Her pulses beat
fast, and the coursing blood warmed and relaxed every inch of her body.
She did not stop to ask if it were or were not a monstrous
joy that held her. A clear and exalted perception enabled her to dismiss the
suggestion as trivial. She knew that she would weep again when she saw the
kind, tender hands folded in death; the face that had never looked save with
love upon her, fixed and gray and dead. But she saw beyond that bitter moment a
long procession of years to come that would belong to her absolutely. And she
opened and spread her arms out to them in welcome.
There would be no one to live for during those coming
years; she would live for herself. There would be no powerful will bending hers
in that blind persistence with which men and women believe they have a right to
impose a private will upon a fellow-creature. A kind intention or a cruel
intention made the act seem no less a crime as she looked upon it in that brief
moment of illumination.
And yet she had loved him--sometimes. Often she had not.
What did it matter! What could love, the unsolved mystery, count for in the
face of this possession of self-assertion which she suddenly recognized as the
strongest impulse of her being!
"Free! Body and soul free!" she kept whispering.
Josephine was kneeling before the closed door with her
lips to the keyhole, imploring for admission. "Louise, open the door! I
beg; open the door--you will make yourself ill. What are you doing, Louise? For
heaven's sake open the door."
"Go away. I am not making myself ill." No; she
was drinking in a very elixir of life through that open window.
Her fancy was running riot along those days ahead of her.
Spring days, and summer days, and all sorts of days that would be her own. She
breathed a quick prayer that life might be long. It was only yesterday she had
thought with a shudder that life might be long.
She arose at length and opened the door to her sister's
importunities. There was a feverish triumph in her eyes, and she carried
herself unwittingly like a goddess of Victory. She clasped her sister's waist,
and together they descended the stairs. Richards stood waiting for them at the
bottom.
Some one was opening the front door with a latchkey. It
was Brently Mallard who entered, a little travel-stained, composedly carrying
his grip-sack and umbrella. He had been far from the scene of the accident, and
did not even know there had been one. He stood amazed at Josephine's piercing
cry; at Richards' quick motion to screen him from the view of his wife.
When the doctors came they said she had died of heart
disease--of the joy that kills.
Reading response:
Pick out at least five phrases which you think are especially important to the
story (what you might mark on a printed text.) Briefly describe why you chose
each.
What questions about character or motivation or plot does this story leave in
your mind?
Surprise endings are usually
ironic. Irony is a contrast between what is expected and what actually happens.
There are three types of irony in literature.
Ø
Verbal irony occurs when a character states one thing
and means another.
Ø Dramatic irony occurs when the reader knows more about
a situation or character than the characters in the story do.
Ø Situational irony is a contrast between what the reader
expects to happen and what actually happens.
01. Why are Mrs. Mallard's relatives
concerned about her hearing the news of her husband?
02. What is Mrs. Mallard's reaction when she
hears about her husband?
03. Why does Mrs. Mallard eventually lock
herself in her room?
04. What is Josephine afraid Louise will
do? Why?
05. What true feelings does Mrs. Mallard have
concerning her husband's death?
06. Explain why she would feel this way.
07.
What literary element is
utilized predominantly in this selection?
08.
Discuss how this selection
is an example of naturalism.
09. What possibilities occur to
us for what might have been the real roots of the "heart trouble"
with which Mrs. Mallard has evidently been for some while "afflicted"?
Is it possible that the doctors have misdiagnosed the problem in the first
place? And if so, what factors may have
prevented them from guessing the truth?
10. What would have to be
different if Mrs. Mallard's bedroom were located on the main floor of the house
instead of upstairs?
ANALYSIS
Author:
_____________________________________________________
Setting:
_____________________________________________________
Characters:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Conflicts:___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Mood:
___________________________________________________________________________________________________________________________
Literary
Devices:____________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
Plot
Summary:______________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Themes:___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
Key
Quote:
________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Key
Quote
Explanation:______________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Reading and Discussion
Questions on Kate Chopin's "The Story of an Hour"
01. What is the nature of Mrs. Mallard's "heart trouble," and
why would the author mention it in the first paragraph? Is there any way in
which this might be considered symbolic or ironic?
02. The setting of the story is very limited; it is confined largely to
a room, a staircase, and a front door. How does this limitation help to express
the themes of the story?
03. In what ways is this passage significant? "She could see in the
open square before her house the tops of trees that were all aquiver with the
new spring life. The delicious breath of rain was in the air. In the street
below a peddler was crying his wares. The notes of a distant song which some
one was singing reached her faintly, and countless sparrows were twittering in
the eaves." What kinds of sensory images does this passage contain, and
what senses does it address? What does the vision through the open window mean
to her? Where else does she taste, smell, or touch something intangible in the
story?
04. What kind of relationships do the Mallards have? Is Brently Mallard
unkind to Louise Mallard, or is there some other reason for her saying
"free, free, free!" when she hears of his death? How does she feel
about him?
05. Mrs. Mallard closes the door to her room so that her sister
Josephine cannot get in, yet she leaves the window open. Why does Chopin make a
point of telling the reader this? How might this relate to the idea of being
"free" and to the implicit idea that she is somehow imprisoned? Do
other words in the story relate to this idea?
06. What does Josephine represent in the story? What does Richards
represent?
07. Mrs. Mallard is described as descending the stairs "like a
goddess of Victory." In what ways does she feel herself victorious?
08. The last line of the story is this: "When the doctors came they
said she had died of heart disease-of joy that kills." In what ways is
this an ironic statement? What is gained by having the doctors make such a
statement rather than putting it in the mouths of Josephine or Richards?
09. What view of marriage does the story present? The story was
published in 1894; does it only represent attitudes toward marriage in the
nineteenth century, or could it equally apply to attitudes about marriage
today?
10. If this is, in some sense, a story about a symbolic
journey, where does Mrs. Mallard "travel"?
#23 Study Questions: Black Boy
Chap. 1
01. Discuss the impact of Richard’s first memory. What is he doing? Why has he been warned? Why does Richard “play with fire”? What are the results? What does the punishment tell you about the family’s approach to discipline? Does Richard feel the discipline is unfair?
02. Explain how and why Richard first triumphs over his father. How does this adversely affect Richard?
03. How and why does Richard’s life change shortly after the cat incident?
04. What first places the seeds of discontent in Richard’s heart toward white people?
05. How does Richard entertain himself while his mother works? What are the repercussions from this? How does his mother handle the situation?
06. Discuss Richard’s early education.
07. What events further deteriorate Richard’s relationship with his father? What happens to the family?
Chap. 2
01. Explain how Richard’s life changes when he is taken from the orphan home. Where does he live? What happens to him there?
02. What is unusual about Granny? Why is this confusing to Richard?
03. How does the train trip to Arkansas reveal to Richard the clearly drawn lines between blacks and whites? In Arkansas what strengthens Richard’s knowledge of this distinction?
04. Explain the significance of Richard’s encounter with the two groups of white men: soldiers and chain gang.
05. Why does Richard’s mother decide to leave Granny? What new experiences does Richard encounter because of this move?
Chap. 3
01. What is the “touchstone of fraternity” that binds the black boys together? How do Richard and the other boys demonstrate this?
02. Explain the importance of church life to the family.
03. What happens to Richard’s mother, and how does this affect the family?
04. Explain the effect of the move on Richard.
05. What happens to Ella after Richard returns to Granny’s? Explain its impact on Richard.
Chap. 4
01. Describe the regimen of life in Granny’s home.
02. Describe Richard’s experiences at the Seventh-Day Adventist school and his relationship with the teacher, Aunt Addie.
03. Examine Richard’s religious paradox and its effect on others in his life.
Chap. 5
01. Why do Aunt Addie and Granny change toward Richard? How does this alienation affect him?
02. What does Granny do that isolates Richard from his peers? What job does this lead him to take?
03. What leads to Richard’s second knife confrontation with Aunt Addie?
04. After Richard quits selling papers, what job does he take, and how does this affect the family?
05. Explain Grandpa’s bitterness toward the government.
06. What does Richard do that establishes his independence from Granny? Why is his mother pleased with him?
Chap. 6
01. What types of white people does Richard encounter in his work for them?
02. Why does Richard finally consent to baptism?
03. What two events cause changes in Richard’s home life?
04. Analyze the paradox of Richard’s statement about the Methodist church, “I liked it, and I did not like it.”
Chap. 7
01. Explain the conflict within Richard concerning his future?
02. Discuss Richard’s job at the brickyard.
03. How does Richard first have a book published? What is the effect?
Chap. 8
01. What is the “white death”? How does this affect Richard?
02. What discovery in his home alters the course of his life?
03. Explain the events that culminate Richard’s last year of school.
Chap. 9
01. Discuss Richard’s first job after graduation from the ninth grade.
02. Explain Grigg’s advice to Richard.
03. Discuss Richard’s job at the optical company.
Chap. 10
01. How does the loss of his job at the optical company affect Richard?
02. Although Richard has never stolen anything, what ultimately drives him to do so?
03. Analyze the irony of Richard’s black neighbor who steals and Richard’s reaction to stealing.
Chap. 11
01. What is Richard's first stop on his journey north? What happens to him there?
Chap. 12
01. Discuss Richard's job with the optical company in Memphis?
02. What happens to his relationship with Mrs. Moss and Bess?
Chap. 13
01. How does Richard become acquainted with the writings of H.L. Mencken? How does he pursue his desire to read more of Mencken's works?
02. What effect does Richard's love of reading have on his life?
Chap. 14
01. Explain Richard's and his family's plan to go north.
02. Analyze the last sentence of the last paragraph in Chap. 14: "This was the culture from which I sprang. This was the terror from which I fled."
Chap. 15
01. What is the most important thing Richard finds when he arrives in Chicago?
02. After he arrives at Aunt Cleo's, what disturbs Richard?
03. Discuss Richard's first job in Chicago.
04. Explain Richard's view of racial discrimination.
05. What experiences in Richard's job as a dishwasher clearly differentiate the treatment of Negroes in the North and in the South?
06. What happens to Richard in his search for success and self-identity?
Chap. 16 (Page numbers may not be accurate for some editions.)
01. Explain the Wright’s improved way of life. What happens to once again plunge them into poverty? (pp. 284-288)
02. Explain Richard’s involvement with gangs and groups. (pp. 285-287)
03. Explain Richard’s job as an insurance agent. (pp. 288-294)
04. What effect do the Negro Communists have on Richard? How do they contradict his feelings about his people? (pp. 294-298)
Chap. 17
01. When Richard goes to the relief station for food, what does he sense happening among the Negro people? How does this change him? (pp. 300-302)
02. What effect does Richard’s job at the medical research institute have? (pp. 303-307)
03. Explain the results of the fight between Brand and Cooke. (pp. 310-311)
Chap. 18
01. What is Richard’s initial involvement with the Communist party? How does his mother react? (pp. 315-319)
02. Why is Communism the antithesis (opposite) of the ideals of Richard’s mother? (p. 319)
03. What is Richard’s goal as a writer for Communist publications? (pp. 320-322)
04. What leads to Richard’s election as executive secretary of the John Reed Club? What is the result of his election? (pp. 322-323)
05. Why does the incident involving Young’s charges against Swann trouble Richard? (pp. 326-328)
Chap. 19
01. How is Richard accepted by the Negroes in the Communist unit in the Black Belt of the South? How does Richard react to them? (pp. 329-332)
02. Who is Ross, and how does Richard’s involvement with him further alienate Richard from the Communist party? (pp. 332-341)
03. Where does Richard find relief from his political problems? (p. 341)
04. Explain Richard’s involvement in the demise of the Chicago John Reed Club. (pp. 342-346)
05. Discuss Richard’s trip to New York to attend a Communist writers’ conference. (pp. 346-350)
06. Identify Buddy Nealson, and explain his relationship to Richard. (pp. 352-362; 367-375)
07. Explain Richard’s job with the Federal Negro Theater. (pp. 363-366)
Chap. 20
01. Explain how Richard’s job at the Federal Writers’ Project becomes a retaliation tool against him by the Communist party. How does he react? (pp. 376-379)
02. Explain the Communist party’s final blow to Richard’s dignity. (pp. 379-381)
03. Discuss
Richard’s final decision. (pp.
380-381)
#24 Vocabulary Builder
Lesson 22 Vocabulary
01. Asunder adv. Into separate parts or pieces
02. Bastion n. A part projecting from the main fortification that allows the defenders a wider range of fire
03. Citadel n. A fortress or stronghold built to overlook a city
04. Expedient adj. Suitable or convenient
05. Formidable adj. Difficult to defeat, deal with, or do
06. Neutralize v. To make powerless or counteract the effect or force of
07. Ration v. To give out in fixed portions
08. Rebuff v. To reject or drive away
19. Tactic n. A plan for achieving a goal
20. Untenable
adj. Not capable of being supported or
defended
Lesson 21 Vocabulary
01. Eradicate v. To get rid of; remove; destroy completely
02. Erosion n. The gradual wearing, washing, or eating away, especially of rock or soil, by wind, water, or glaciers
03. Estrange v. To cause someone to change from friendly or kind feelings to unfriendly or unkind feelings
04. Evolve v. To develop gradually
05. Exacerbate v. To make worse or more severe; aggravate
06. Excel v. To be better or greater than; outdo; surpass
07. Expatriate v. To remove someone from his native country; a person who voluntarily lives in a foreign country
08. Exterminate v. To destroy completely; to wipe out
09. Extinct adj. No longer living or in existence
10. Extremity
n. The farthest or outmost part; the
hands and feet
Lesson 20 Vocabulary
01. Bilateral adj. Two sided.
02. Bulbous adj. Bulb-shaped
03. Concave adj. Curved inward, like a bowl
04. Convex adj. Curved outward, like a dome
05. Elliptical adj. Oval
06. Linear adj. Related to lines or length
07. Polygon adj. A geometric shape with three or more straight sides
08. Serpentine adj. Having many bends and curves
09. Statuesque adj. Tall, stately and well proportioned
10. Symmetry
n. Perfectly balanced on two sides
Lesson 19 Vocabulary
01. Abound v.
To exist or be available in large numbers; plentiful
02. Addendum n.
Something that is added; addition
03. Contrived adj. Obviously or carefully planned
04. Disparity n.
Lack of similarity or agreement; inequality; difference
05. Enhance v.
To make greater or better, as in value, reputation, or quality
06. Impair v.
To weaken or make worse the quality, strength, or quantity; damage
07. Impassive adj. Not showing or feeling emotion
08. Proliferation n. A rapid increase in number or growth
09. Recount v.
To tell in detail; relate; narrate
10. Stimulate v.
To rouse or stir to greater action or effort
Lesson 18 Vocabulary
01. Subconscious adj. Existing in the mind with only partial
awareness
02. Subdue v.
To bring under control; conquer
03. Submission n.
The act of yielding or surrendering
04. Subordinate adj. Lower in rank, importance, or order
05. Subservient adj. Overly willing to obey or yield to others
06. Subversion n.
The act of overthrowing or destroying something
07. Superficial adj. Shallow
08. Superimpose v. To lay or place something over or on top of
something else
09. Superlative adj.
10. Supernatural adj. Relating to existence beyond the power of the
natural world, specifically involving something spiritual or divine
Lesson 17 Vocabulary
01. Egotistical adj. Too self-centered
02. Indignant adj. Angry because of something unfair or mean
03. Reluctant adj. Unwilling
04. Self-effacing adj. Modest; content to stay in the background
05. Skeptical adj. Doubtful
06. Snobbish adj.
Looking down on others of lower social standing
07. Sociable adj.
Friendly
08. Stolid adj.
Hard to excite; lacking in emotion
09. Sullen adj.
Sulky and silent
10. Vindictive adj. Looking for revenge
Lesson
16 Vocabulary
01. Abhorrent adj. Causing disgust or hatred; horrible;
detestable
02. Comprehensive adj. Covering a great deal; thorough; complete
03. Desecration n. The harming, violation, or destruction of
something sacred
04. Differentiate v. To tell the difference between; distinguish
between
05. Dissection n.
The act of cutting apart for study or scientific examination
06. Lethal adj.
Causing or capable of causing death; deadly
07. Mutation n.
A change in genes or chromosomes of living things that can be inherited
by
their
offspring
08. Repugnant adj. Causing dislike or disgust; offensive;
distasteful
09. Sophisticated adj. Highly complex; elaborate; complicated
10. Symptom n.
A sign or indication that a disease or disorder exists
Lesson 15 Vocabulary
01. Antebellum adj. Existing before a war
02. Antecedent n.
A person, thing, or event that comes before another
03. Antedate v. To come before in time
04. Anteroom n.
A waiting room
05. Anticlimax n.
Anything viewed as a letdown from what has come before it
06. Antidote n.
A remedy that counteracts the effects of poison
07. Antipathy n.
A strong feeling of dislike
08. Antiseptic adj. Free from germs; Very clean
09. Antisocial adj. Unwilling to associate with others
10. Antitoxin n.
A serum that acts against poison in the body
Lesson 14 Vocabulary
01. Biannual adj.
Happening twice a year; semiannual
02. Biennial adj.
Happening once every two years
03. Human adj.
Having the qualities of a living person; n. A
person
04. Humane adj. Having kindness, mercy,
compassion, or sympathy
05. Marital adj.
Relating to marriage
06. Martial adj.
Relating to war, the armed forces, or military life
07. Meddle v. To interfere in the business
or affairs of others
08. Mettle n.
Courage; daring; spirit
09. Moral n.
A lesson taught by a story; adj. Relating to a
standard of right and wrong
10. Morale n.
The state of a person’s or group’s spirit or attitude
Lesson 13 Vocabulary
01. Alienate v.
To cause the loss of friendship or support
02. Antagonize v.
To cause dislike or anger; to make unfriendly
03. Breach n.
A violation of the law, promise or obligation
04. Cultural adj.
Of or relating to the way of life, customs, beliefs and arts of a
particular group of people
05. Eliminate v.
To get rid of; remove
06. Etiquette n.
The rules and forms of proper behavior required in society or business
07. Offensive adj. Causing resentment, anger, or displeasure;
insulting
08. Pitfall n.
Hidden or unsuspected danger or difficulty
09. Potential n.
Possibility
10. Universal adj. Present or existing everywhere
Lesson 12 Vocabulary
01. Ambidextrous adj. Able to use both hands equally well
02. Ambivalent adj. Having or showing conflicting feelings about
something
03. Bicentennial adj. Happening once every 200 years
04. Bilingual adj. Able to speak two languages equally well
05. Trilogy n.
A group of three related literary works that make up a series
06. Tripod n.
An adjustable three-legged stand or support
07. Triumvirate n. Government by three persons who share
authority
08. Unification n. A joining together into a single unit
09. Unilateral adj. Of, affecting, or done by only one side
10. Unique adj.
One of a kind; without equal
Lesson 11 Vocabulary
01. Basilica n.
a type of church building
02. Clergy n.
people authorized to conduct religious services
03. Koran n.
the sacred writings of Islam
04. Kosher adj.
meeting the standards of Jewish dietary law
05. Laity n.
members of a religious group who are not officials
of the group
06.
07. Menorah n.
candleholder used in Jewish worship
08. Mosque n.
Muslim house of worship
09. Mullah n.
a religious teacher
10. Sanctuary n.
sacred chamber or room; a safe place
Lesson 5 Vocabulary
01. Apprentice n. someone learning a trade
02. Aptitude n. ability or talent
03. Drudgery n. unpleasant, dull work
04. Journeyman adj. skillful and experienced
05. Laborious adj. difficult and demanding
06. Lackey n. humble servant
07. Laggard n. slow worker
08. Menial adj. simple and low paying
09. Nepotism n. favoritism toward relatives
10. Seniority n. length of service in a job
Lesson 4 Vocabulary
01. Automation n. the use of machines to do work
02. Dominate v. control
03. Expansion n. growth
04. Flexible adj. able to change to meet new
conditions
05. Insignificant adj. unimportant
06. Preponderance n. largest number
07. Retail n. the sale of things in small
individual amounts
08. Temporary adj. short-lived
09. Tendency n. trend or direction
10. Tolerate v. accept
Lesson 3 Vocabulary
01. Appeal n. request or plea
02. Compel v. to force or demand
03. Expel v. to force to leave
04. Impulse n. a sudden urge
05. Peal n. a loud ringing of bells
06. Propel v. to cause to move forward
07. Propulsion n. a force that drives forward
08. Pulse n. the regular expansion and
contraction of the arteries
09. Repeal v. to cancel or withdraw officially
10. Repulse v. to drive back
Lesson 2 Vocabulary
01. Amicable adj. Friendly
02. Berserk adv.
Into a wild rage
03. Defiant adj. Resistant and unyielding
04. Despondent adj. Discouraged
05. Disgruntled adj. Very displeased
06. Exuberant adj. Wildly joyful
07. Lascivious adj. Containing sexual material
08. Loathsome adj. Extremely hateful
09. Meddlesome adj. Interfering
10. Melancholy adj. Sad
Lesson 1 Vocabulary
01. Accomplished adj. Skillful
02. Amorous adj.
Involving love
03. Bedeck v.
Decorate
04. Brawny adj.
Strong and muscular
05. Disguise v.
Hide the appearance of something
06. Enchanted adj. Under a spell
07. Invariably adv. Constantly without change
08. Physique n.
The appearance of the body
09. Protrude v.
Stick out
10. Ransack v.
To search thoroughly