WELCOME,
ENGLISH III HONORS STUDENTS!
ABSENTEES?
** If you are
absent, YOU must schedule with me to do make-up work. You have 2 days in
addition to the number of days you missed. After that, the work becomes a zero.
You must make up
work quickly, or the grade becomes a zero. You may come in before or after
school, but you must schedule with me first. If
you have unexcused absences, what are you thinking?
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SYLLABUS-- English III Honors
.
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.
Week of OCTOBER 12-- You will participate in the grammar tests,
but the scores will be curved a little more. You should try to take all 4
mastery tests. You will be working on the editorial contest along with
the other students. You also will be reading The Scarlet Letter.
You will have essays to write on the book and will have a slightly easier
test. You will engage in class discussion along with the rest. This week you
will have a vocabulary test on the first list of words (below) on FRIDAY.
***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.
--You will pick a topic from American Literature and write a research paper.
You may need to get help from student tutors. You may see samples of former
papers. Two past copies of AP Lit papers make good samples to study. They
are located on the downloads under AP English Literature.
--Continue an hour's work each week on Number 2.com
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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:
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
.
.
THINGS TO REVIEW § § § § § § § § § §
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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
Richard’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?
===================================================================================
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
