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ELA Unit 5
| Question | Answer |
|---|---|
| archetype (n) | a universal, recurring symbol, character type, setting, or plot pattern in literature that evokes a deep, instinctive response across cultures and time periods (The hero archetype appears in many stories) |
| era (n) | a distinct span of time in history defined by shared intellectual, artistic, cultural, or social characteristics in literature (We are studying the Victorian Era in social studies class right now) |
| movement (n) | a collective trend in literature where a group of authors, often within a specific time frame or location, share common philosophies, artistic styles, themes, or goals (The young authors started a movement to get more recognition for their books) |
| historical account (n) | a narrative or record documenting past events, often focusing on accuracy, evidence, and chronological order (The students had to write a historical account of a war in Europe) |
| position (n) | an authors stance or relationship to the topic and audience (The students had to clearly state their position in the argument so the audience could see their side of the argument) |
| coherent (adj) | a logically organized piece of writing where ideas, sentences, and paragraphs connect clearly to create an easily understood whole (In order to get all the points on the rubric, your writing must be coherent) |
| focus(n) | the central controlling idea, theme, or topic that anchors a text, ensuring coherence by directing the audience's attention to essential details (You need a clear focus to make a research paper coherent) |
| connotation (n) | the emotional, cultural, or associative meanings attached to a word beyond its literal definition (In the lesson, the teacher pointed out that the word "curious" had a positive connotation) |
| curate (v) | to select, organize, and present content, items, or artistic works, often using expert knowledge to provide context or a specific theme (The teacher will curate a folder with resources to help with our project) |
| text feature (n) | a component of a text that helps readers locate, understand, and organize information, particularly in nonfiction. For example, indexes, page numbers, headings, illustrations, and captions (The text features helped the students better understand the book |
| co- (collapse) (v) | to fall down (The tower of blocks will collapse if the toddler kicks it) |
| arch- (archipelago) (n) | a group of islands (The Hawaiian archipelago is a tropical paradise in the Pacific Ocean) |
| herded (v) | moved a group of people or animals in a particular direction (The teacher herded the students towards the library to find a book to read) |
| sharp (adj) | highly intelligent, perceptive, and able to understand complex situations rapidly (The students sharp reasoning allowed him to win the argument) |
| boarded (v) | lived and ate a location (often someone's home) for payment (The exchange student boarded with a family to live there for a year) |
| drafted (v) | involuntarily and mandatorily enlisted into military service (During the Vietnam War, many Americans were drafted into the military) |
| ignorant (adj) | lacking knowledge or awareness; uneducated or unsophisticated (The student was ignorant with the schools phone policy, so he got his phone taken for the day) |
| flung (v) | threw with force (The students flung their paper airplanes across the room to see who's would fly the farthest) |
| catapulted (v) | launched forward with machine-like force (During kickball, the kids catapulted the ball across the field to make to harder to chase) |
| lurched (v) | staggered; moved unsteadily (The student lurched after tripping on a chair) |
| struggling (v) | trying to do with difficulty (The students were struggling on the problem because it was a trick question) |
| impairments (n) | injury; damage (He had hearing impairments, so it was harder for him to hear the teacher's instructions) |
| frustrated (adj) | prevented from accomplishing (The teacher go frustrated when the projecter wouldn't turn on |
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