Module 1: Back to Basics

The guided notes for English 4 are designed to be completed as you move through the course. You will find
a variety of different fill in the blank responses and visuals that correlate with each lesson and all
information needed can be found in the lessons of the module. These guided notes may act as a study
guide for your DBAs, tests, and exams. Remember, all FLVS assessments are open notes! These guided
notes are not required, but highly recommended.

You will see 3 different symbols in these guided notes. Their descriptions are below:
The thought bubble will prompt you
The light bulb The dictionary represents the key
to reflect on your learning so far or
represents the main vocabulary of the lesson. The last
make connections. These responses
ideas of the lesson and page of the guided notes is a fill
are a vital part of your DBA! You can
highlights the major in the blank glossary. Complete
use these responses to help you
takeaways. the glossary as you move through
lead the conversation with your
the lessons.
teacher.

Module 1 Pace Plan

Use the chart below to create a pace plan for yourself. The recommended pace for module 1 is 4 weeks.
Determine when you’d like to be finished with this module and then assign yourself due dates to complete
each lesson and assignment. If you need help, please contact your instructor!

I need to have this module completed by: ______________

Lesson & Assignment Due Date

1.00 Back to Basics Introduction (Pre-test)

1.01 Structurally Sound

1.02 Get My Point

1.03 Put it in Context

1.04 Purposeful Writing

1.05 Figuring out Figurative Language

1.06 Evaluating Writing

1.07 Evaluating Digital Presentations

1.08 Making Improvements

1.09 Discussion Based Assessment

Lesson 1.01: Structurally Sound
Main Ideas:
● Determine the purpose of text structures
● Identify text features
● Evaluate how text features make analyzing nonfiction more effective

Directions: Fill in the descriptions for each type of text structure. At the bottom, list the internal
text structures.

Cause and Effect:

Description:

Chronological Order:

Problem and Solution:

Sequence:

What are the

internal text
structures?
Lesson 1.02: Get My Point
Main Ideas:
● Evaluate how an author develops the central idea
● Identify how the author could make the support more effective
● Effectively paraphrase and summarize a text

Directions: Fill in the diagrams and free responses below.

Topic Central Idea

Definition:

Example: Daisy’s relationship Having wealth does not mean

having happiness.

In your own words, what is the difference between a text’s topic and the central idea?
 Directions: Using the information in the lesson, complete the missing information in the chart
below.

Paraphrasing Summarizing
● involves putting text in your own words ● putting the ___________________
___________________________ in your own
words
● changes the wording and phrasing of
the original text without ● presents a more general overview
________________________________________
________________________________________
● considerably _______________ than the
________________________________________ original text
● at, or slightly less than, the same length
as the original text
● requires an intext citation (in MLA
format)
● requires an __________________________
_______________________________________

Lesson 1.03: Put it in Context

Main Ideas:
● determine the significance of denotation and connotation
● identify the mood and tone of a text
● apply context clues to determine the meaning of an unknown word
Key Terms (add to the glossary as you find them in the module):
● Mood
● Tone

Directions: Fill in the graphic organizers and free responses below.

Types of Context Clues

Synonym Antonym Definition Explanation Word
Structure

Your Answer:
What is the difference
between tone and mood?
Lesson 1.04: Purposeful Writing
Main Ideas:
● explain how authors establish and achieve their purpose when writing a text

Key Terms (add to the glossary as you find them in the module):
● Antithesis, asyndeton, chiasmus, irony, metonymy, synecdoche, zeugma

Directions: Using the information from the lesson, fill in the definition of each rhetorical appeal
and provide an example.

The use of rhetorical appeals in writing is an essential part of the writer's toolbox.
By adding information for the reader to consider, appeals make the argument
persuasive. To make a convincing argument, the writer or speaker can appeal to
the audience in several ways.

Ethos

Kairos

Logos

Pathos
Lesson 1.05: Figuring Out Figurative Language
Main Ideas:
● explain how authors use figurative language to help them achieve their purpose
for writing
● identify common types of figurative language
Key Terms (add to the glossary as you find them in the module):
● Alliteration, allusion, idiom, hyperbole, meiosis, metaphor, metonymy,
onomatopoeia, oxymoron, paradox, personification, simile

NOTE: The notes for this lesson are what you add to your glossary.

Midpoint Check In!

You’re halfway through module 1! Consider all the topics you’ve learned
about so far. Which ones do you feel the most confident in? Rate your
knowledge of each topic (without having to peak at your notes!)

1 = need to review | 2= I’m almost there | 3= I’ve got it!

______ Text structures ______ Using context clues

______ Topic vs. central Idea ______ The rhetorical appeals

______ Summarizing vs. paraphrasing ______ Types of figurative language

Go Beyond for your DBA!

Choose 1 question below to answer. You can use these answers to help
jump start your discussion based assessment.

Who would you say is the most important Consider how social media has evolved into a
person of our lifetime? Who has made the space for sharing information. Do you think
biggest impression on humanity? What it’s important for people to properly
rhetorical appeals do they commonly rely on paraphrase/summarize and cite their
to create their impact? sources when sharing information on social
media?
What was the last thing you read or watched?
Articulate both the topic and the central
idea. What topics do you tend to enjoy
reading about or watching the most?

Your Answer:
Lesson 1.06: Evaluating Writing
Main Ideas:
● evaluate a text using figurative language and text features to identify the central
idea

Directions: Fill in the missing information below.

Guided Questions for Evaluating Writing::

○ What idea(s) are presented?

○ Is it clearly organized?
1. How it is effective (rhetorical appeals & figurative language)
○ Did the author get their point across successfully?

2. How it is said (diction & syntax)

○ What type of sentences did the author use?

Directions: For each type of syntax, articulate the effect.

Types of Syntax

Sentence Definition Example Effect

Staccato A sentence I'm bored. So. Very. Bored.

that's 1–2
words long

Telegraphic Sentences I'm bored to tears. There's nothing to do.

shorter
than 5
words

Short Sentences I'm bored completely out of my mind.

about 5–10 Please send help as soon as you can!
words

Medium Sentences Bored, she threw herself onto her bed

about 18 and angrily kicked her legs like a toddler
words having a tantrum.

Sentences She wasn't sure how to escape her

more than boredom; she'd tried reading, taking a
Long
30 words walk, organizing her closet, playing a
song on her piano, and bouncing a ball
against her bedroom door—nothing was
working.

Your Answer:
What are the 8 types of
sentences?
Lesson 1.07: Evaluating Digital Presentations
& Lesson 1.08: Making Improvements
Main Ideas:
● evaluate presentations for effectiveness
● proofread presentations
● make improvements after evaluating a presentation

The Elements of a Great Presentation

A Clear and Simple
Consistent Look & Feel Font Decisions Using Images
Message

Use the same colors,
font style, and imagery
across your slides.
Use keywords so The images should After each major sub
the audience can speak strongly point in your
follow along, but about the concept presentation, you'll
not so much that you're talking about want to tie it back to
they can read —unrelated images the central idea.
instead and don't may confuse your
have to listen to audience
you.

Review vs. Critique

Critique
Review

Purpose the piece is either good or the author was successful or unsuccessful
bad

Questions to ● Was it good or bad? ● Is the central idea communicated

● What did you like about objectively or subjectively?
Answer
it? ● What are the objectives? Did the author
● What did you not like meet them?
about it? ● What is the design/organization? Is it
● Your recommendations effective?
on reading or watching ● What assumptions does the author make?
the piece Does it affect the conclusions?

Your Answer:

Which types of situations are

appropriate for a review? A
critique? How do you
determine the difference?
Lesson 1.09: Discussion Based Assessment
Contact your instructor to book your DBA! Remember, you can use these
guided notes to help you during the conversation. Take a look at the
optional questions and prompts below to help you prepare.

Something new I’ve learned

during this module is…

What’s one word to describe

your experience with FLVS so
far?

I need help/clarification with…

Now that you’re almost done

with module 1, revisit the goals
you set during your welcome
call. Are they still realistic?

Review the feedback in your

gradebook! How are you doing?

I want my instructor to know…

You read a few different texts this

module. Can you choose one to
make a connection to? You can
connect it to yourself, another
text/media, or the world.
 Module 1 Glossary

Term: Definition:

Alliteration

Allusion

Antithesis

Asyndeton

Chiasmus

Hyperbole

Idiom

Irony

Meiosis

Metaphor

Metonymy

Mood

Onomatopoeia

Oxymoron

Paradox

Personification

Simile

Synecdoche

Tone