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ELA final
| Term | Definition |
|---|---|
| Who is the Author of Little Woman? | Louisa May Alcott |
| When was little woman published? | Part 1: 1868 Part II: 1869 |
| Primary Location: | Primary Location: Concord, Massachusetts (New England) --> home of transcendentalism |
| Secondary location: | Secondary Locations: New York, New York Jo works as a governess and pursues her writing career Various European towns/cities, especially France Amy travels with Aunt March and continues her artistic development |
| Time: | During and immediately after the American Civil War (1861-1865) Slavery still existed in some states Mr. March serves as a chaplain in the Union Army. Women were expected to marry, raise children, and manage homes. Careers for women were limited. |
| Family Values of Time: | Hard work, Self-sacrifice, Charity, and Morality |
| Duration: | 10 years Begins when Jo is 15 and ends when she is 25. |
| point of view: | 3rd person omniscient, including authorial commentary (moral guidance) |
| 3rd person omniscient | readers see multiple characters perspectives --> reveals conflict , suspense, turmoil |
| Where does the narrator teach? How would the story change if only told from Jo’s perspective? | Morality while coming of age. We would loose suspense and morals and it would be bias |
| Mood definition: | atmosphere created |
| Mood in Little woman: | Comforting, nostalgic, inspirational, emotional. Often cozy and domestic, but shifts from light and playful to serious (illness, sacrifice) |
| Tone definition: | Authors perspective |
| Tone in little woman: | Warm, didactic, moralizing but affectionate, hopeful |
| didactic: | intended to teach something, particularly in having moral instruction as a motive |
| Genre: | Coming of age ,Domestic Fiction |
| Coming-of-Age (Bildungsroman): | A novel that follows a character's growth from childhood to maturity. Example: The March sisters learn from mistakes and develop morally and emotionally. |
| Domestic Fiction: | Literature focusing on family life, home, relationships, and moral values. Example: Much of the novel centers on the March family's daily experiences and struggles. |
| Literary Movements: | Realism,Romanticism,Transcendentalism,Didactic Literature |
| Realism: | Depicts lifea as it is, focusing on the everyday, contemporary life, and social realities. Includes ordinary characters, social realities, and social critiques. |
| Romanticism: | Emphasizes emotion , imagination , individuality, and personal growth. Often nature and the past will be glorified, and there is emotional intensity, supernatural elements, and a focus on the individual’s journey. |
| Transcendentalism: | branch of Romanticism and American intellectual movement, emphasizes self-reliance, personal morality, the inherent goodness of people&nature, & individual growth. suggests individuals can trust their intuition, or “divine spark.” believed nonconformity. |
| Didactic Literature: | Frames life as moral improvement, teaching moral lessons, correcting behaviors, and guiding characters by emphasizing virtues such as humility, generosity, patience, and self-discipline. |
| What is each characters struggle? | Beth: shyness Meg: between wealth and simplicity Jo: Conforming to feminine standards, Anger Amy; vanity |
| How was the novel influential and meaningful for young readers? | relatable, shapes moral compass |
| Themes: | Coming of Age, Womanhood, Role of Women, Traditional Femininity, Women’s Economic & Financial Dependence on Men (also challenged), Morality, Goodness & Self-Improvement, Work & Social Class, Independence, |
| Themes continued: | Love & Relationships, Family, Sacrifice,Wealth and Happiness, Contentment, Genuineness, Simplicity, and Natural Beauty, Ambition, Materialism |
| Does the novel challenge gender roles? | Yes, Jo believes that woman can go out into the world , dress how they want etc |
| Direct Characterization: | The author directly tells readers about a character. |
| Indirect Characterization: | Readers learn about a character through actions, thoughts, speech, and interactions. |
| Protagonist: | The main character, Jo. |
| Antagonist: | A force that opposes the protagonist, like Jo’s temper or social expectations. |
| Dynamic Character: | A character who changes. |
| Static Character: | A character who remains mostly unchanged. |
| Characters | Meg Jo Beth Amy Marmee Mr. March: Chaplain for Union Army Hannah Laurie / Teddie Mr. Laurence Mr. John Brooke Aunt March Mr. Bhaer Daisy & Demi Brooke Ned Moffat, Sallie Moffat Fred Vaughn |
| March Sisters: act as foils | or characters who contrast each other to highlight their differences |
| Symbolism | something that represents something |
| Allegory: | parable, Pilgrim’s Progress, an allegorical novel about Christian morals |
| Allusion | reference to something |
| Foreshadowing | Hinting what is going to happen |
| irony | verbal ( s/t u said) , dramatic (s/t readers know not characters), Situational (opposite of expected) : Scene between Jo and Black wigmaker, who is reluctant to buy her hair Amy initially appears superficial but becomes one of the most mature sisters. |
| Imagery | paints a picture in your mind |
| examples of symbolism | Jo’s writing,Amy’s artwork(ambition),The March Home(belonging, comfort),Jo’s hair(sacrifice),gloves(vanity), turquoise ring(overcoming challenges),birds(renewal), umbrellas(protection), |
| more examples of symbolism | flowers(renewal), piano(passion), fire (warmth, destruction), Pilgrim’s Progress(morally) |
| Singular Noun: | One person, place, thing, or idea. Examples: Student Teacher Book |
| Plural Noun: | More than one person, place, thing, or idea. Examples: students teachers Books |
| Possessive Nouns: | Add apostrophe + s Examples: girl's book teacher's desk |
| Plural Possessive: | Add apostrophe after the s Examples: girls' books teachers' lounge |
| Pronouns: | A word that replaces a noun Examples: he she they them we us it |
| Subject Pronouns: | I, you, he, she, it, we, they |
| Object Pronouns: | me, him, her, us, them |
| Possessive Pronouns: | mine, yours, his, hers, ours, theirs |
| Reflexive Pronouns: | myself, yourself, herself, themselves |
| Wordiness/Redundancy | Due to the fact that it was raining, we stayed inside.>Because it was raining, we stayed inside. Each and every student completed the assignment. >Every student completed the assignment. The final outcome was successful.> The outcome was successful. |
| Vague Language: | She got stuff from the place. > She purchased art supplies from the craft store. |
| Vague Pronouns: | When Sarah talked to Emma, she was upset. When Sarah talked to Emma, Sarah was upset. |
| Specific Word Choice: | The dog went fast. The dog sprinted across the yard. |
| MLK’s “I Have a Dream” and Amanda Gorman’s “The Hill We Climb” | MLK’s “I Have a Dream” and Amanda Gorman’s “The Hill We Climb” |
| Rhetoric: | Language used to persuade an audience. |
| Repetition: | Deliberate reuse of the same word(s), phrase(s), or idea(s) for emphasis. Examples: "I have a dream..." "Let freedom ring..." |
| Parallelism: | Repeating similar grammatical structures |
| Epistrophe: | Repetition of words at the beginning of successive clauses, phrases, or sentences. |
| Anaphora: | the repetition of words at the end of successive clauses, phrases, or sentences. |
| Allusion: | Reference to a famous person, event, text, or document. Examples: Constitution, Declaration of Independence, Bible |
| Metaphor: | Comparison without using "like" or "as." Examples: "The manacles of segregation." “Blank check” |
| Imagery: | Descriptive language that creates mental pictures. |
| Juxtaposition: | Placing contrasting ideas side by side. Examples: Darkness and light Division and unity |
| Internal Conflict: Man vs. Self | Individuality vs. Conformity: Jo struggles with conforming to feminine standards. Duty vs. Desire Wealth vs. Poverty: Meg struggles between wealth and simplicity. Vanity vs. moral values: Amy struggles with vanity. Beth struggles with shyness. |
| Will the March sisters learn to live meaning lives as loving and virtuous women? | yes |
| Does wealth equate to happiness? | no |
| External Conflict | Man vs. Man, Man vs. Society ex: The family's financial hardships. Mr. March's absence during the war. Amy and Jo's frequent disagreements. |
| Alcott was heavily influenced by Transcendentalist thinkers such as | Ralph Waldo Emerson and Henry David Thoreau, both of whom lived near her hometown. |
| what are examples of transcendentalism | Examples: Jo seeks independence and self-discovery, Characters are encouraged to follow their conscience rather than society's expectations. The sisters constantly strive for self-improvement. |
| example of romanticism; | For instance, Jo's passion for writing. |
| didactic literature example: | Pilgrim’s Progress by John Bunyan, acts as a guide for their behavior where their lives are a moral journey. |
Created by:
ZC1234