7 TH GRADE ENGLISH LITERATURE PACKET. Name: Period:

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1 7 TH GRADE ENGLISH LITERATURE PACKET Name: Period: 1

2 Literary Terms Alliteration: Repetition of the consonant sound, particularly the initial consonants Used for poetic effect- for example, s sounds create a feeling of softness, k sounds create a harsh feeling- that should reinforce the meaning of the lines. Allusion: An indirect reference to a person, place, event, or literary work Used to connect the alluding work to the themes of the previous work to enrich the meaning. Assonance: Repetition of vowel sounds without repeating consonants Used to create a specific sound quality in the lines that should reinforce the meaning of the text. Aside: An actor directly addresses the audience but is not supposed to be heard by actors on stage Used for stage effect so that the audience can be shown the actor s thoughts Autobiography: Literature about the author s life; written subjectively Used to record the memories of an author s life so that the writer can convey personal, internal knowledge that cannot be researched as no one can get into another person s mind Biography: Story of a person s life written by another person; written objectively Used record researched details and stories of someone s life Blank Verse: An unrhymed form of poetry. Each line normally consists of 10 syllables with every other stressed. Used to create a measured rhythm to the piece that is meant to be subtler than metered and rhymed poetry. Characterization: Building a character using words to create appearance, speech, private thoughts, feelings and actions Used to create imaginary persons so they seem life-like Flat character: Character constructed around a single idea or quality; undeveloped; stereotype Round character: Complex character; fully developed; may be static or dynamic Static character: Character who does not change or grow despite events in the story Dynamic character: Character who changes or develops as a result of actions of the plot Comedy: A lighter form of drama that ends happily Used to entertain or amuse 2

3 Conflict: External or internal struggle with forces that trigger action; man vs. man, man vs. nature; man vs. himself; man vs. supernatural; man vs. society/world; man vs. technology Necessary in telling a story; used to keep a reader s interest; sometimes invites readers to examine their own true-life conflicts Connotation: Meaning or feeling that is implied or suggested beyond the dictionary definition Used to call up associations and emotional responses from one s life experience Couplet: Consecutive lines of verse with end rhymes; usually of the same length. Two line stanza Used to create a lilting rhythm to the poem; for emphasis; to show exits and entrances, particularly in Shakespeare Denotation: Dictionary definition, literal meaning of the word Necessary for precise understanding of a literary text Dialect: Way of speaking that is characteristic of a particular region or a particular group of people; characterized by colloquialisms and slang Used to show a region s special grammar, expressions, and pronunciations; helps to breathe life into characters; develops characterization Drama: A story that is written to be acted for an audience. Used to provide a visual rendition of a story Excerpt: A short piece or section of literature taken from a longer piece Used for the purpose of literary analysis work; provides a glimpse into a writer s larger work Fantasy: A break from reality; takes place in an unreal world Provides an escape from real-life drama, but may also teach morals and values Fiction: Writing drawn from imagination Allows a writer to use creativity while working within the confines of plot elements Figurative Language: Departure from normal language or literal language Used to create layers of meaning, special effects or feelings, and to help the reader make connections to specific ideas and themes. Flashback: Refers back in history or mentions one specific instance or person from the past Used to break the normal time sequence of events in the narrative, to give the readers or viewers some background information that helps them make sense of the story Foreshadowing: The use of clues to hint at events that will occur later in a plot Used to build suspense and, sometimes, anxiety in the reader. Genre: Category or type of literature based on style, form and content Used to distinguish literary types for analysis and comparisons 3

4 Hyperbole: A figure of speech in which an exaggeration is made for emphasis or humorous effect Creates an unbelievable or humorous image within a poem to emphasize a specific theme or meaning; to intensify a description Imagery: Vivid descriptions that appeal to the reader s senses Used to create pictures in the reader s mind by appealing to the senses; to provoke certain emotional or intellectual responses from the reader in connection to the theme Irony: Contrast or discrepancy between expectation and reality between what is said and what is really meant, between what is expected to happen and what really does happen, or between what appears to be true and what is really true Used to create an element of surprise or humor Dramatic Irony: Knowledge held by an audience that is hidden from a character Situational Irony: Outcome of an event that is opposite of what is expected Verbal Irony: The speaker s meaning is the opposite of what is written Metaphor: Figure of speech that makes a comparison between two unlike things, in which one things becomes another thing without the use of the word without using like, as or than Used to create imaginative comparisons to create striking images Mood: Feeling in the reader created by the author in a literary work Used to affect the way a reader feels Moral: A particular value or lesson the author is trying to teach Used to invite the reader to think about a particular message or idea Motif: Repetition of a theme in a work of literature Allows a reader to see main points and themes that the author is trying to express, in order to interpret the work more accurately Narrator: Person telling the story A narrator provides a direct window into the characters and events of a story. Non-fiction: Writing based on fact, including read people, things, events, and places Used to explain or inform, to create a mood or stir an emotion, to tell about an event, or to persuade a reader to believe in an idea Novel: An extended fictional narrative with a plot Used to develop a story more fully Onomatopoeia: A word which sounds like its meaning (Bang! Crash! Buzz!) Often used for a comic effect or to emphasize a certain aspect of the meaning. Oxymoron: Combination of contradictory terms Used to reveal a truth by making a comparison 4

5 Paradox: A statement which seems contradictory but is nonetheless true; contain elements that are both true and false Often used to show multiple meanings of an idea; can be used to show conflicting emotions. Plot: Main action or sequence of events in a story Used to create the various details of a story Exposition: Setting up of a plot including characters, setting, time Rising Action: Conflict is known; tension builds in a story Climax: Often most intense point in a story; turning point; point of no return Falling Action: Comes after the turning point in a story and leads to a resolution; explanation Resolution/Denouement: Point in which the problem is solved or understanding is gained Personification: When human traits are given to inanimate objects and ideas Used to create a more personal connection between the reader and the personified object or animal. Poetry: composition in verse; can be free verse or rhymed; can be written in stanzas Used to appeal to the reader s emotions and imagination Point of View: Vantage point from which an author presents a story Used to develop characters, including the narrator, in the case of first-person point of view First Person: Written from an author s point of view using I, me, we, us, my Third Person: Point of view often used in formal essays using he, she, they, them, it Third Person Limited: Told in third person yet restricting information to what one character sees, hears, feels, and thinks Third Person Omniscient: Author is all-knowing; tells feelings, thoughts, views of all characters Prose: All forms of written or spoken expressions, including a sentence, not having a regular rhythmic pattern Used when ordinary pattern of speech is desired, rather than the more artificially developed poetic forms Pun: A play on multiple meanings of a word (flies, club) or one two words that sound alike but have different meanings (pause/paws) Used for humorous effect; often in the context of the time period since the meaning of words may change over time Rhyme: Repetition of accented vowel sounds, and all sounds following them in words that are close together in a poem Used to audibly connect the lines of the poem and provide a rhythm to the piece. The rhymed words may often be significant, which is why they are emphasized by the rhyme. 5

6 Short Story: Short, concentrated, fictional prose narrative Writing which concentrates on a single purpose or idea Simile: Figure of speech that makes a comparison between two unlike things using like, as, or than Used to emphasize a certain characteristic of a thing; helps the reader to form a mental image of the comparison Soliloquy: A long speech delivered alone on stage by an actor; as though the character is expressing his thoughts out aloud Used to reveal a character s private thoughts and feelings Sonnet: a poem consisting of 14 lines of iambic pentameter, 3 quatrains, 1 couplet Used to express a single idea generally about love, in a short, lyrical format Suspense: Anticipation for the outcome of events especially in relation to a character for whom we feel sympathy Used to keep the reader on the edge of their seats, anxious for what may be ahead in the story Symbolism: Person, place, thing or event that is used to represent something else Used to increase the significance of a specific image by creating meaning on multiple levels Tragedy: Play, novel or other narrative that depicts serious and important events in which the main character comes to any unhappy end. Used to show man s vulnerability against the various conflicts in life; may show a decline from happiness to misery because of some flaw or error of judgment Theme: Underlying idea or message the author tries to get across in the story Used to develop an abstract concept or to express some opinion on a topic Tone: Attitude a writer takes toward the audience, a subject, or a character; conveyed through word choice; a quality of language that is suggested, not stated Use to reveal an author s mood or moral view Verse: A metric line of poetry that has the same significance as a stanza or line Used to convey an idea through a combination of literary devices 6

7 Words to Describe Tone Adoring Discouraged Instructive Questioning Afraid Disgusted Inventive Reflective Aggravated Disheartened Ironic Regretful Aggressive Disinterested Irrational Rejuvenated Agitated Dismal Irritated Remote Agreeable Disturbed Jealous Resigned Alarmed Dominating Joyful Revengeful Amazed Domineering Joyous Reverent Ambiguous Dramatic Laconic Romantic Amiable Dreamy Lethargic Rude Angry Ecstatic Lighthearted Sad Apathetic Effervescent Lonely Sarcastic Apologetic Effusive Loud Sardonic Appreciative Elated Loving Seductive Arrogant Embarrassed Ludicrous Sensuous Artificial Encouraging Majestic Serious Audacious Enthusiastic Malicious Sharp Authoritative Envious Manipulative Shocked Baffled Euphoric Meek Shrewd Banal Evil Melancholic Sincere Benevolent Excited Miserable Skeptical Bewildered Explosive Morbid Snooty Bitter Exuberant Mournful Solemnly Bleak Facetious Mystical Somber Bored Fearful Nervous Soothing Boring Friendly Numb Spiteful Calm Frightened Obnoxious Stern Caustic Frivolous Obsessive Strong Cautious Frustrated Oppressive Sultry Chaotic Furious Optimistic Superficial Chauvinistic Gentle Outraged Superior Cheerful Giddy Overbearing Surreptitious Cheery Happy Overwhelmed Surprised Childish Harsh Pained Suspicious Coarse Hateful Paranoid Sweet Complacent Haughty Passionate Sympathetic Concerned Hollow Passive Threatening Condescending Hostile Patronizing Timid Confident Humble Peaceful Tired Confused Humorous Persuasive Tragic Consoling Hurt Perturbed Uncertain Content Hypnotic Pessimistic Unalterable Contradictory Hypocritical Petulant Upset Convincing Impatient Pitiful Vexed Critical Impious Playful Vibrant Curious Indolent Pleading Vicious Cynical Incredulous Pleasant Vituperative Dejected Indecisive Positive Weary Depressed Indifferent Presumptuous Witty Desperate Informative Proud Wrathful Disappointed Infuriated Zealous 7

8 Levels of Questioning Students use different levels of thinking every day. These varied levels allow a student to understand concepts, solve problems, or make judgments. Being aware of the thinking skills that are used to approach different tasks, allows a student to pose different types of questions and to consider several different perspectives when giving a response. Level Explanation Key Words Possible questions Level 1 Recall The answers to Level 1 Questions are already who, what, when, where, find, define, Who was? What were the three? in the text. list, name, recall, List two. select When did? They establish: Select the best Who? answer. What? When? Where? Level 2 Analysis, Inference Ex: What was the construction of Cinderella s shoes? The answers to Level 2 Questions are implied. They explain: How? Why? Ex: Why don t the stepsisters like Cinderella? compare, contrast, interpret, explain, show, categorize, examine, distinguish, infer, conclude, hypothesize Compare/contrast? Interpret the following? Find evidence to support? Examine the following? Draw conclusions based on? Why is significant? Level 3 Synthesis, Evaluation The answers to Level 3 Questions require consideration of values and morality. They go beyond the text and apply themes to parallel situations. Ex: In today s world, what does it mean to live happily ever after? propose, solve, improve, adapt, criticize, defend, determine, judge, justify, prioritize, prove, assess, decide What is your opinion of? Why? How would you select? Why? How would you judge? Why? Assess and determine why is better or worse. What is the most important? Justify your answer. 8

9 Annotating A Conversation with the Text Literature The Seven Steps of Annotating Literature Ideally, reading should be a conversation with the text. In conversation there are times when thoughts and ideas must be repeated or even held up for scrutiny and questioning. The same is true for literature. Entering a conversation when reading is most effective when the text is marked with either questions or various types of responses. This process is called annotating. When annotating, the following seven steps should prove helpful. These steps are part of a process that will help to reference notable information in class discussions and to provide a written log of any questions that may have been posed during the reading. Each of the following steps MUST be completed, in order to earn full credit, when an annotation assignment is given. Note: You are required to mark and highlight in assigned colors; you will also make responses in the margins using pen or pencil. 1. Vocabulary: In blue, circle three to five (3-5) words that you do not know or understand, especially if you cannot make an inference about the meaning based on context clues. Locate the definitions in a dictionary and write the meaning in the margin near the word. If a literature piece is written using lower level diction and does not require you to find definitions, explain why this would be the case. You might think about the audience or the tone. 2. Imagery: Underline in red at least two (2) examples of imagery and write in the margin which of the five senses (see, feel, taste, smell, touch) is indicated by those words/images. Then explain the effect of that image and why it is significant to the literature. 3. Tone/Diction: In the margin, write down one (1) tone word from your tone list in your Literature Packet or one you have selected yourself which reflects the tone of the piece. Box in purple at least three words or phrases in the literature that support the tone you have selected. Draw a purple arrow from the words or phrases to the tone word in the margin. Remember, a shift in tone can occur within a piece of literature, so you may need to list the tone for one section and connect the words/phrases to that word and then list the tone for a second section and do the same. 4. Figurative Language: In green, bracket two (2) or more examples of figurative language or literary devices which could be alliteration, assonance, consonance, symbolism, personification, onomatopoeia, allusions, simile, or metaphor. Analyze the effect of each example of figurative language you note by using the DEE method. Note the literary Device, bracket the Example and write down its Effect on the reader. 9

10 5. Repetition: In yellow, highlight examples of repetition, including words, phrases, sentence patterns and unusual punctuation marks. Try to find at least one (1) example. In the margin, write down the effect of the repetition. 6. Questions: Draw orange lines with arrows to at least one (1) section of the text that may cause you to wonder or question. Then write down the questions you have in the margins about the material that seems confusing. Provide a possible answer to each question. Locate online sources to help address your questions by reviewing scholarly comments on credible websites typically followed with.edu or.org to get the best content. 7. Connections/Theme: At the end of the reading, write in pen or pencil an overall reaction to the content. Box this response in black. This section should include: a. A thorough explanation of how this event may connect to or affect your life or society. b. Address the theme of the poem or piece of literature in this section as well. What is the central idea? What is the moral? Current Events Guidelines for the article: News articles may be selected from the Internet or a newspaper. Articles may be from local, national or international news. Acceptable websites include: cnn.com, foxnews.com, nytimes.com, latimes.com, csmonitor.com, iht.com, npr.org, bbc.co.uk An opinion/editorial or blog may not be used. Completely read the article and be prepared to discuss it with the class. The Five Steps of Annotating a Current Event Diction/Vocabulary: In blue, circle three to five (3-5) words that you do not know or understand, especially if you cannot make an inference about the meaning based on context clues. Locate the definitions in a dictionary and write the meaning in the margin near the word. Key Information: Use red to underline at least five (5) different facts that offer key information and explain why each is important. Make sure to underline the main idea, which is usually the first or second sentence of the article. Related Information: Bracket in green at least two (2) different pieces of information that may relate to other sources; then, explain how they relate. Related information may include other readings, connections to other classes, historical events, or personal experience Questions: In orange, draw vertical lines by at least two (2) sections of the text that invoke higher-level questions. Near those lines in the margins, write down a question about the material you would ask the article s author. Also, develop at least two (2) questions you might ask your classmates or instructor during a class discussion. 10

11 Reflect: At the end of the reading, write an overall reaction to the content. Box this response in black. This reflection should include: a thorough explanation of how this event may connect/affect your own life. a reason why you, the class, or society should care at all about the event. Be specific and comprehensive in your explanation. This is the most crucial part of this assignment. Note: While you are required to mark and highlight in assigned colors, you are encouraged to make responses in the margin using either pen or pencil. 11