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CLASSROOM ACTIVITIES AND HOMEWORK FOR
ENGLISH 10 AND A.P. LITERATURE AND COMPOSITION FOR WEEK OF
September 6, 2010 to September 10, 2010
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| DATE |
ACTIVITIES/ASSIGNMENTS |
LEARNING TARGET |
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MONDAY,
SEPTEMBER 6, 2010
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* NO SCHOOL: LABOR DAY
HOMEWORK: 1) COMPLETE PERSONAL NARRATIVE RELATING TO "THE JOURNEY"
BY WEDNESDAY, SEPTEMBER 8, 2010 2) BRING SUPPLIES TO CLASS
BY TOMORROW, TUESDAY, SEPTEMBER 7
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*
*
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***NOTE: PLANS ARE SUBJECT TO CHANGE***
| DATE |
ACTIVITIES/ASSIGNMENTS |
LEARNING TARGET |
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TUESDAY,
SEPTEMBER 7, 2010
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* PRESENT VOCABULARY OF THE WEEK
* SMALL GROUP NATIVE AMERICAN TRIBE LISTINGS
* BEGIN BACKGROUND ON NATIVE AMERICAN LITERATURE WITH WHOLE CLASS NOTES
AND DISCUSSION
* GRAMMAR EXERCISE: BASIC ELEMENTS OF SYNTAX--IDENTIFYING MAIN VERBS
* BEGIN BACKGROUND ON MARK TWAIN
HOMEWORK: 1) COMPLETE PERSONAL NARRATIVE RELATING TO "THE JOURNEY"
BY TOMORROW ,WEDNESDAY, SEPTEMBER 8, 2010 2) STUDY
FOR VOCABULARY QUIZ TO BE GIVEN FRIDAY, SEPTEMBER 10,
2010
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* READING CONTENT GENRES: SETTING FOUNDATION FOR IDENTIFYING CHARACTERISTICS OF PRE-COLONIAL AND COLONIAL LITERATURE AS WELL AS REGIONAL REALISM
* VOCABULARY DEVELOPMENT
* PRACTICE RECOGNITION OF PARTS OF SPEECH TO STRENGTHEN CORRECT USE IN SYNTAX/SENTENCE STRUCTURE
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***NOTE: PLANS ARE SUBJECT TO CHANGE***
| DATE |
ACTIVITIES/ASSIGNMENTS |
LEARNING TARGET |
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WEDNESDAY,
SEPTEMBER 8, 2010
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* VOCABULARY PRACTICE
* CONTINUE BACKGROUND ON NATIVE AMERICAN LITERATURE WITH WHOLE
CLASS NOTES AND DISCUSSION
* WHOLE CLASS READING OF "SKY TREE"; SMALL TO WHOLE GROUP
DISCUSSION OF ELEMENTS IN SKY TREE THAT RELATE TO N.A. LITERATURE
CHARACTERISTICS IN GENERAL AND TO EARTH DIVER MYTHS SPECIFICALLY
* CONTINUE BACKGROUND ON MARK TWAIN
HOMEWORK: 1) STUDY FOR VOCABULARY QUIZ TO BE GIVEN FRIDAY,
SEPTEMBER 10, 2010 2)
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* READING CONTENT GENRES: SETTING FOUNDATION FOR IDENTIFYING CHARACTERISTICS OF PRE-COLONIAL AND COLONIAL LITERATURE AS WELL AS REGIONAL REALISM
* UTILIZE READING STRATEGIES TO DETERMINE TEXT CONTENT AND AUTHOR'S PURPOSE; IDENTIFY LITERARY ELEMENTS
* VOCABULARY DEVELOPMENT
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***NOTE: PLANS ARE SUBJECT TO CHANGE***
| DATE |
ACTIVITIES/ASSIGNMENTS |
LEARNING TARGET |
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THURSDAY,
SEPTEMBER 9, 2010
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* VOCABULARY PRACTICE
* REVIEW N.A. LITERATURE CHARACTERISTICS AND EARTH DIVER
IN SMALL GROUPS, STUDENTS READ AND ANALYZE "EARTH NAMER AND
THE CREATION" OF THE MAIDU TRIBE--STUDENTS CREATE A T-CHART TO
ORGANIZE N.A.L. AND EARTH DIVER MYTH ELEMENTS RELATED TO
SPECIFIC EXAMPLES IN THE MYTH
* FINISH BACKGROUND ON MARK TWAIN
* PRESENT DEFINITIONS AND EXAMPLES OF HYPERBOLE, UNDERSTATEMENT,
METAPHOR, SIMILE, AND REPRESENTATION OF VERNACULAR IN WRITING
* WHOLE CLASS READING OF TWAIN'S "THE JUMPING FROG OF CALAVARAS
COUNTY"; FOLLOW WITH SMALL GROUP WORK ON IDENTIFYING, RECORDING,
AND LABELING HYPERBOLES, UNDERSTATEMENTS, METAPHORS, SIMILES,
AND REPRESENTATIONS OF VERNACULAR PRESENT IN "THE JUMPING FROG"
HOMEWORK: 1) STUDY FOR VOCABULARY QUIZ TO BE GIVEN FRIDAY,
SEPTEMBER 10, 2010 2)
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* READING CONTENT GENRES: IDENTIFYING CHARACTERISTICS OF PRE-COLONIAL AND COLONIAL LITERATURE
* UTILIZE READING STRATEGIES TO DETERMINE TEXT CONTENT AND AUTHOR'S PURPOSE
* VOCABULARY DEVELOPMENT
* IDENTIFY/DETERMINE POETIC DEVICES UTILIZED IN PROSE WRITING
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***NOTE: PLANS ARE SUBJECT TO CHANGE***
| DATE |
ACTIVITIES/ASSIGNMENTS |
LEARNING TARGET |
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FRIDAY,
SEPTEMBER 10, 2010
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* VOCABULARY QUIZ
* FINISH SMALL GROUP WORK ON IDENTIFYING, RECORDING,
AND LABELING HYPERBOLES, UNDERSTATEMENTS, METAPHORS, SIMILES,
AND REPRESENTATIONS OF VERNACULAR PRESENT IN "THE JUMPING FROG"
* BACKGROUND ON N.A. PERSONAL SONGS/POEMS; WHOLE GROUP READING AND
DISCUSSION OF USED-AS-A-SHIELD'S "THE EARTH ONLY"; REFLECT ON WHAT
WISDOM THE SPEAKER FEELS HE HAS HARVESTED AS EXPRESSED THROUGH THE
POEM
* GRAMMAR EXERCISE: BASIC ELEMENTS OF SYNTAX--IDENTIFYING MAIN VERBS
* HOMEWORK: 1) HAVE A LOVELY, FUN, PEACE-FILLED SUMMER; DO
GOOD UNTO OTHERS WITHOUT LOOKING FOR A
REWARD IN RETURN 2) 3)
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* VOCABULARY DEVELOPMENT
* READING CONTENT GENRES: SETTING FOUNDATION FOR IDENTIFYING CHARACTERISTICS OF PRE-COLONIAL AND COLONIAL LITERATURE
* UNDERSTAND AND EMPLOY ELEMENTS OF PROPER PARAGRAPH AND ESSAY STRUCTURE; REFINE CONTROL OF LANGUAGE AND COMPOSITION IN WRITING
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***NOTE: PLANS ARE SUBJECT TO CHANGE***
| DATE |
ACTIVITIES/ASSIGNMENTS |
LEARNING TARGET |
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MONDAY,
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*
*
*
*
* HOMEWORK: 1) 2) 3)
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*
*
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***NOTE: PLANS ARE SUBJECT TO CHANGE***
| CREATIVE WRITING--TUESDAY |
| DATE |
ACTIVITIES/ASSIGNMENTS |
LEARNING TARGET |
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TUESDAY,
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*
*
* HOMEWORK: 1) 2) 3) 4)
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*
*
*
*
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***NOTE: PLANS ARE SUBJECT TO CHANGE***
| CREATIVE WRITING--WEDNESDAY |
| DATE |
ACTIVITIES/ASSIGNMENTS |
LEARNING TARGET |
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WEDNESDAY,
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*
*
*
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***NOTE: PLANS ARE SUBJECT TO CHANGE***
| CREATIVE WRITING--THURSDAY |
| DATE |
ACTIVITIES/ASSIGNMENTS |
LEARNING TARGET |
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THURSDAY,
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*
*
*
* HOMEWORK: 1) 2)
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*
*
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***NOTE: PLANS ARE SUBJECT TO CHANGE***
| DATE |
ACTIVITIES/ASSIGNMENTS |
LEARNING TARGET |
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FRIDAY,
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*
*
*
*
* HOMEWORK: 1) HAVE A LOVELY, FUN, PEACE-FILLED WEEKEND; DO GOOD UNTO OTHERS WITHOUT LOOKING FOR A REWARD IN RETURN 2)
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*
*
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***NOTE: PLANS ARE SUBJECT TO CHANGE***
| A.P. LITERATURE AND COMPOSITION--MONDAY |
| DATE |
ACTIVITIES/ASSIGNMENTS |
LEARNING TARGET |
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MONDAY,
SEPTEMBER 6, 2010
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* NO SCHOOL: LABOR DAY
*
*
*
HOMEWORK: 1) BRING SUPPLIES TO CLASS BY TUESDAY, SEPTEMBER 7 2) LOCATE AND
BRING TO CLASS THE/A PERSONAL ESSAY PROMPT ACCOMPANYING
COLLEGE APPLICATION FORMS--BRING TO CLASS FOR THURSDAY,
SEPTEMBER 9, 2010 3) COMPLETE FORMAL RESPONSES FOR
CHAPTER ONE OF BLOOD BROTHERS BY THURSDAY, SEPTEMBER
9, 2010 4) STUDY FOR VOCABULARY QUIZ TO BE GIVEN FRIDAY,
SEPTEMBER 10, 2010
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*
*
*
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***NOTE: PLANS ARE SUBJECT TO CHANGE***
| A.P. LITERATURE AND COMPOSITION--TUESDAY |
| DATE |
ACTIVITIES/ASSIGNMENTS |
LEARNING TARGET |
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TUESDAY,
SEPTEMBER 7, 2010
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* RECORD VOCABULARY DEFINITIONS FOR CHAPTER ONE OF BLOOD BROTHERS
* BEGIN BACKGROUND ON ANGLO-SAXON LITERATURE
* BASIC GRAMMAR REVIEW EXERCISE
* HOMEWORK: 1) LOCATE AND BRING TO CLASS THE/A PERSONAL ESSAY PROMPT
ACCOMPANYING COLLEGE APPLICATION FORMS--BRING TO CLASS
FOR THURSDAY, SEPTEMBER 9, 2010 2) COMPLETE FORMAL
RESPONSES FOR CHAPTER ONE OF BLOOD BROTHERS BY THURSDAY,
SEPTEMBER 9, 2010 3) STUDY FOR VOCABULARY QUIZ TO
9, 2010
3) STUDY FOR VOCABULARY QUIZ TO BE GIVEN FRIDAY,
SEPTEMBER 10, 2010
4)
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* VOCABULARY DEVELOPMENT
* LAYING FOUNDATION FOR DEVELOPING UNDERSTANDING OF IMPORTANCE OF ORAL LITERATURE TRADITION AND OF LEGENDS TO PARTICULAR CULTURES
* REINFORCING BASICS OF AMERICAN ENGLISH GRAMMAR TO SUPPORT IDENTIFYING AND WRITING CLEAR RELATIONSHIPS BETWEEN COORDINATE IDEA
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***NOTE: PLANS ARE SUBJECT TO CHANGE***
| A.P. LITERATURE AND COMPOSITION--WEDNESDAY |
| DATE |
ACTIVITIES/ASSIGNMENTS |
LEARNING TARGET |
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WEDNESDAY,
SEPTEMBER 8, 2010
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* STUDENTS FREE-WRITE ON PERSONAL UNDERSTANDING/BELIEF OF WHAT "HUMAN RIGHTS" MEANS; FOLLOW WITH WHOLE CLASS DISCUSSION OF SHARING AND REFLECTIONS RELATING TO THEIR FREE-WRITE
* INFORM STUDENTS OF ASSIGNMENT TO RESEARCH FOR A ONE OR TWO PAGE BIOGRAPHY OF ELIAS CHACOUR--BRING TO CLASS FRIDAY, SEPTEMBER 3, 2010
* INFORM STUDENTS OF ASSIGNMENT TO LOCATE AND BRING TO CLASS THE/A PERSONAL ESSAY PROMPT ACCOMPANYING COLLEGE APPLICATION FORMS--BRING TO CLASS FOR TUESDAY, SEPTEMBER 7, 2010
* SMALL GROUP WORK ON CREATING VOCABULARY DEFINITIONS
* INFORM STUDENTS OF CLASS SUPPLIES NEEDED FOR DURATION OF THIS COURSE: 2 OR 3 INCH THREE RING BINDER; FOUR ONE-SUBJECT NOTEBOOKS OR STACK OF LOOSE-LEAF LINED PAPER DIVIDED INTO 4 PARTS; THREE TWO-POCKET FOLDERS; BLUE OR BLACK PEN(S) AND GRAPHITE PENCIL(S)
* HOMEWORK: 1) BRING SUPPLIES TO CLASS BY TUESDAY, SEPTEMBER 7--THE SOONER THE BETTER 2) RESEARCH FOR A ONE OR TWO PAGE BIOGRAPHY OF ELIAS CHACOUR--BRING TO CLASS FRIDAY, SEPTEMBER 3, 2010 3) LOCATE AND BRING TO CLASS THE/A PERSONAL ESSAY PROMPT ACCOMPANYING COLLEGE APPLICATION FORMS--BRING TO CLASS FOR TUESDAY, SEPTEMBER 7, 2010 4)
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* LAYING FOUNDATION FOR COMPREHENSION OF AND AUTHOR INTENTION OF NOVEL TO BE READ INDEPENDENTLY
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***NOTE: PLANS ARE SUBJECT TO CHANGE***
| A.P. LITERATURE AND COMPOSITION--THURSDAY |
| DATE |
ACTIVITIES/ASSIGNMENTS |
LEARNING TARGET |
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THURSDAY,
SEPTEMBER 9, 2010
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* BEGIN BACKGROUND ON ANGLO-SAXON LITERATURE
* BASIC GRAMMAR REVIEW EXERCISE
*
*
* HOMEWORK: 1) BRING SUPPLIES TO CLASS BY TUESDAY, SEPTEMBER 7--THE SOONER THE BETTER 2) RESEARCH FOR A ONE OR TWO PAGE BIOGRAPHY OF ELIAS CHACOUR--BRING TO CLASS FRIDAY, SEPTEMBER 3, 2010 3) LOCATE AND BRING TO CLASS THE/A PERSONAL ESSAY PROMPT ACCOMPANYING COLLEGE APPLICATION FORMS--BRING TO CLASS FOR TUESDAY, SEPTEMBER 7, 2010 4)
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* LAYING FOUNDATION FOR DEVELOPING UNDERSTANDING OF IMPORTANCE OF ORAL LITERATURE TRADITION AND OF LEGENDS TO PARTICULAR CULTURES
* REINFORCING BASICS OF AMERICAN ENGLISH GRAMMAR TO SUPPORT IDENTIFYING AND WRITING CLEAR RELATIONSHIPS BETWEEN COORDINATE IDEA
*
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***NOTE: PLANS ARE SUBJECT TO CHANGE***
| A.P. LITERATURE AND COMPOSITION--FRIDAY |
| DATE |
ACTIVITIES/ASSIGNMENTS |
LEARNING TARGET |
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FRIDAY,
SEPTEMBER 10, 2010
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* INDIVIDUALLY READ BIOGRAPHIES OF ELIAS CHACOUR; HIGHLIGHT CONCEPTS INFLUENTIAL TO HIS LIFE AND WRITING CHOICES AND HIGHLIGHT DETAILS OF HIS BELIEFS AND ACTIONS IN RESPONSE TO THOSE INFLUENCES; SHARE HIGHLIGHTS WITH WHOLE CLASS
* CONTINUE BACKGROUND ON ANGLO-SAXON LITERATURE
* HOMEWORK: 1) HAVE A LOVELY, FUN, PEACE-FILLED WEEKEND; DO GOOD UNTO OTHERS WITHOUT LOOKING FOR A REWARD IN RETURN 2) BRING SUPPLIES TO CLASS BY TUESDAY, SEPTEMBER 7--THE SOONER THE BETTER 3) LOCATE AND BRING TO CLASS THE/A PERSONAL ESSAY PROMPT ACCOMPANYING COLLEGE APPLICATION FORMS--BRING TO CLASS FOR TUESDAY, SEPTEMBER 7, 2010 4)
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* LAYING FOUNDATION FOR COMPREHENSION OF AND AUTHOR INTENTION OF NOVEL TO BE READ INDEPENDENTLY
* LAYING FOUNDATION FOR DEVELOPING UNDERSTANDING OF IMPORTANCE OF ORAL LITERATURE TRADITION AND OF LEGENDS TO PARTICULAR CULTURES
*
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***NOTE: PLANS ARE SUBJECT TO CHANGE***
| English 10 Vocabulary ( words in light blue will be on the class' Friday vocabulary quiz) |
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lamentable: (adj.) regrettable; distressing
entreated: (verb) asked for sincerely; begged for
affliction: (noun) pain; hardship
appease: (verb) to calm; to satisfy; to please
abhors: (verb) hates; greatly dislikes
persevere: (verb) to continue despite obstacles
indiscreet: (adj.) morally careless in speech and/or actions
eradicate: (verb) to eliminate; to get rid of
vigilant: (adj.) watchful
inevitable: (adj.) unavoidable
candid: (adj.) unbiased; fair
amiable: (adj.) agreeable; like able
placid: (adj.) calm; quiet
torpor: (noun) inactive time
perpetual: (adj.) constant; unchanging
derelict: (noun) degraded social outcast
cur: (noun) worthless dog
dexterity: (noun) skill in using hands and/or body
sublime: (adj.) majestic; awe inspiring
blithe: (adj.) joyful-like; carefree
integrity: (noun) solid/sound, moral principles
pervaded: (verb) something spreading throughout
volition: (noun) will power
ferocity: (noun) fierce cruelty
apparition: (noun) ghost-like figure suddenly appearing
incapacitated: (adj.) disabled
render: (verb) to make
demeanor: (noun) behavior; conduct
morbid: (adj.) diseased; unhealthy
similitude: (noun) a similarity; a likeness
comply: (verb) to obey an order; to fulfill a request
veritable: (adj.) genuine; true
recluse: (noun) one who withdraws from society
quaff: (verb) to drink heartily
perilous: (adj.) dangerous
conflagration: (noun) huge fire
indolent: (adj.) lazy
provisional: (adj.) temporary
highfalutin: (adj.) vain; fancy
temperance: (noun) avoidance of alcohol/drugs
benevolence: (noun) a kindness
void: (verb; noun; adj.) to empty; an emptiness; to be empty
obsequies: (noun) funeral rites
resolute (adj.) having a determined attitude
disdain: (verb; noun) to despise; a feeling of hate
bequeath: (verb) to give away
imperative: (adj.) absolutely necessary
ensued: (verb) resulted
languid: (adj.) weak as from exhaustion
surmise: (noun; verb) a guess; to guess
malicious: (adj.) intentionally cruel
mirth: (noun) joyfulness
rancor: (noun) anger
convened: (verb) got/gathered together
subside: (verb) settle down; diminish
pandemonium: (nun) wild confusion
distraught: (adj.) troubled
insolent: (adj.) arrogant; stuck-up
ceremonial: (adj.) formal
solemn: (adj.) serious
deference: (noun) respect
malign: (adj.) harmful; evil
blanched: (adj.; verb) drained of color
judicious: (adj.) cautious; wise
acute: (adj.) keen; sharp
preposterous: (adj.) ridiculous
serene: (adj) calm
somber: (adj) gloomy; dark
innate: (adj) describing characteristic possessed at birth
treacherous: (adj) betrayal of trust
misgiving: (noun) doubt: worry
complacence: (noun) self-satisfaction
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| A.P. Literature and Composition Vocabulary (words in orange will be on next vocabulary quiz) |
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