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| A piece of trickery or manipulation intended to alter a result of dishonesty. |
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| A passage between parts of a building, often a series of rooms opening onto it. |
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| A dim perception, inkling. |
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| To have an unpleasant affect on ones nerves, feelings, and thoughts. |
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| To return like for like, especially evil for evil. |
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| A cave, especially one that is large and underground. |
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| Something given special attention. |
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| To associate, take part with others or participate. |
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| A distinctive phrase or motto, a catch word or phrase. |
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| To walk, move, or stand uneasily. |
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| To think or to consider thoroughly. |
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| For the most part, almost wholly, just about. |
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| A part of a drama in which a single actor speaks alone. |
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| To compose, preform, or deliver without previous preparation. |
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| To live in one place for a long time. |
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| Not understandable, unable to comprehend. |
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| Lying with face down; likely to do. |
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| Overcome with water, flooded. |
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| Lack of skill, lack of ability. |
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| A feeling of fear or dread. |
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| Deliberately harmful, mean spirited, intending to cause harm/ hurt, spiteful. |
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| Thinking, pondering, reflecting. |
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| Uncontrolled growth, prevailing, and unchecked; unrestrained. |
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| Real and actual, possible to feel, touchable. |
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| Unembarrassed, unashamed. |
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| Cruel and unjust rule or use of power. |
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| Unable to speak, unable to understand. |
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| With anger caused by something felt to be unjust. |
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| Great enthusiasm devotion to a cause. |
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| Person,, place, ting, or idea. |
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| Not specific and non-capitalized. (school, team, teacher, seasons, etc.) |
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| Very specific and capitalized. (Victor Junior High, Anna, etc.) |
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| Takes place of a noun or another pronoun. (she, he, we, us, I, it, them, him, her, myself, itself, their, etc.) |
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| Never stands alone. Always used with a noun/ pronoun. Object of preposition noun/ pronoun usually follows. [Anywhere a mouse can go] (near, past, under, next to, from, etc.) |
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| A word which expresses emotion and which is not related grammatically to other words in the sentence. [Usually followed by an exclamation point] (Wow! Oh no! Yikes! What?! Ouch! Ew! yay!) |
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| It joins words or groups of words. [Remember FANBOY] (For, And, Nor, But, Or, Yet, So, etc.) |
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| Word described or modified by a noun or pronoun. Answers 3 questions- What kind? Which one? and How many/much? |
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| Formed from a proper noun and begins with a capital letter. (American, Mexican, Herculean, African, etc.) |
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| Expresses action or otherwise helps to make a statement. |
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| Many important verbs do not express action. They act as a link between the subject and the word in the predicate. [Most common is be.] (Am, is, are, being, been, was, appear, remain, become, etc.) |
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| Describe or modify a verb, an adjective, or another adverb. Answers these questions- Where? When? How? To what extent? How much? [Usually ends in ly.] |
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| The central or main character in a literacy work. |
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| The perspective in which the story is told. 1st person- I 3rd person- He She |
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| The sequence of events that happen on a literacy work. **know plot diagram** |
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| A type of metaphor that gives animals, objects, abstract ideas human characteristics. |
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| A form of paradox that combines a pair of opposite terms into a single expression. |
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| The use of words that mimic the sounds they describe. (Bang! Splat!) |
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| The predominate emotion or atmosphere in the literacy work that the reader feels. (Happy, sad, excited, etc.) |
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| A comparison between 2 unlike things, not using like or as. |
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| Occurs when speaker says one thing but does the opposite. |
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| Occurs when a character/ speaker says something that has a different meaning from what he/ she thinks. |
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| Occurs when a situation turns out differently than you would expect. |
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| Consists of words or phrases an author selects and uses to represent people, actions, feelings, and ideas, descriptively by appealing to the senses. |
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| A deliberate, extravagant and somewhat outrageously extravagant. |
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| An author gives either hints or clues of upcoming events. |
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| A scene that interrupts the action (plot) of a literacy work to show a previous event. |
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| All the events that follow the climax and lead to the resolution to the story. |
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| The part of a novel or play where the characters and setting are introduced often 1st part of plot, introduced before the story. |
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| The choice intended to give a certain effect or style of speaking or writing intended to create an effect on the reader. |
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| The struggle between 2 opposing forces in a piece of literature. |
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| Struggle between the protagonist and another character or outside force. |
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| Struggle in character mind or self leads to self discovery, personal understanding. |
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| The point of greatest tension or suspense in a literacy work. -Turning point |
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| The way the author develops, creates, or reveals convincing characters in literature. (STEAL- Speech, Thoughts, Effects on other characters, Actions, Looks.) |
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| The character who stands opposed to the protagonists. |
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| A reference to a mythological, literacy, or historical person, place, or thing. |
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| The repetition of the same sound at the beginning of several, consecutive words. (At least 3 in a row.) |
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| Person,, place, ting, or idea. |
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| Not specific and non-capitalized. (school, team, teacher, seasons, etc.) |
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| Very specific and capitalized. (Victor Junior High, Anna, etc.) |
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| Call of the Wild: Characters |
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| Buck, John Thorton, Spitz, Curly, Man in the red sweater, Francios, Perrault, Charles, Hal, Mercedes, Judge Miller. |
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| Survival, adventure, historical fiction, classic. |
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| Call of the Wild: Main Conflicts, Man VS Man- |
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| Buck mainly kills Spitz the others finish him off to try and take Spitz's role as leader. buck went for the neck relized that didn't work then went for the legs. Spitz was looking for the kill. Spitz was more defensive and buck was more offensive. Team was tired of Spitz as leader. Buck had to use his MENTAL INTELLIGENCE. |
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| Call of the Wild: Main Conflicts, Man VS Nature- |
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| When Buck has to adapt to the wild and survive. He would have to burry himself at night to keep warm, break the ice to get water, learn the law of club and fang, feet had to grow accustomed to the trails, and had to steal/ kill for food. |
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| Call of the Wild: Main Conflicts, Man VS Self- |
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| Buck wondered if he should go to the wild or stay with John Thorton. When John Thorton dies he has no connect left with man. |
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| Call of the Wild: who is the Antagonist? |
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| Call of the Wild: Main Events |
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| Buck and Spitz fight, first meets wolf, first meet John Thornton, John Thornton dies, Hal, Charles, Mercedes die by crossing the ice, Buck goes to the wild, saves John Thornton, when buck gets sold, being attacked by huskies, getting caught stealing food, and getting moccasins from Perrault. |
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| Author of Call of the Wild |
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| In order to survive you have to focus on what you have to do. Buck had to steal food from other dogs so he wouldn't starve and would have to eat fast so the other dogs wouldn't steal his food. |
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| A verb expresses an _________ and a ___________. |
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| Action and a state of being. |
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| Jumping, wearing, leap, stabbing, running, laughing, smiling, blogging, eating, smooching, beating, typing, drawing, swimming, skipping, sniffing, etc. |
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| *Be*, being, am , was, are, is, were, been, have, etc. |
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| What is the complete subject in a sentence? |
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All the words that tell WHO or WHAT the sentence is about.
**hint look for nouns** |
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| The complete predicate of a sentence includes... |
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| The verb, plus all the other words in the sentence that tell what the subject is doing. |
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