Greek and Latin Affixes Mini Unit

Week of 11/18/13
English I HonorsDay 1 (11/19/13)- Pre-Test and Introduction
Suggested Homework: Students can begin to work through their attached study guide to help prepare
them for their post-test, and to have an opportunity for extra practice.
Day 2 (11/20/13)-Review and Practice of Greek and Latin Affixes/Group Assignment Introduction
Homework: Finalize your individual line that will be applied in your group assignment.
Day 3 (11/22/13)- Greek and Latin Affixes Practice/Group Assignment Work
Homework: Make sure that your group assignment is ready to present in class on Monday, and be
ready to take you post-test on Monday as well (You will receive extra credit for completing the Mini
Unit Practice Set below.
Day 4 (11/26/13)- Assignment Presentations/Post-Test
Homework: None (Have a Happy Thanksgiving!!)
Set to be mastered for this unit:
Set 2
In, Im
Ex
In, Im, Il, Ir
A, An
Gnosis
Sci, Scio
Omni
Pan
Para
Pseudo
Cise, Cide
-ance, -ence
-ant, -ent
Standards covered for this unit (SC Standards that will be covered on the EOC):

E1.3- Building Vocabulary

o Students will use context clues, along with Greek and Latin affixes and roots, from
various excerpts to determine the meaning of technical terms and other vocabulary
terms. They will learn to spell and define new words based upon the affixes and roots
presented this week through various tasks and processes.

Greek and Latin Affixes Mini Unit 1 Pre-Test

Part 1- Match the affix listed below on the left with its appropriate meaning on the right.
1) In, Im

A) Adjectival ending

2) Ex

B) Beside, alongside

3) In, Im, Il, Ir

C) State, quality, condition (noun)

4) A, An

D) In, into, on

5) Gnosis

E) Not, without

6) Sci, Scio

F) Out of, away from

7) Omni

G) Not, negation

8) Pan

H) Knowledge

9) Para

I)

Knowledge

10) Pseudo

J)

All

11) Cise, Cide

K) All

12) -ance, -ence

L) Fake, false

13) -ant, -ent

M) To cut, kill

Part II- Identify from the affixes above their type (Prefix, Suffix, or Root) and one word that contains the affix
or root.
1) In, Im

Type:

2) Ex

Type:

3) In, Im, Il, Ir

Type:

4) A, An

Type:

5) Gnosis

Type:

6) Sci, Scio

Type:

7) Omni

Type:

8) Pan

Type:

9) Para

Type:

10) Pseudo

Type:

11) Cise, Cide

Type:

12) -ance, -ence

Type:

13) -ant, -ent

Type:

Part III- On the back of this sheet define the word you listed above and use it in a sentence.

Greek & Latin Roots/Affixes

Mini Unit Flocabulary Assignment
Awesome news English I Archers! We have been chosen to help
Flocabulary write their next rap or song for their Latin and
Greek Affixes/Roots selection! Flocabulary is trying to help
English teachers across the country find a solution to what has
been deemed the boring roots unit. It is up to you to help
develop a new, fun, interesting way to help other students get
excited about learning their word parts!
You didnt want to do boring worksheets anyway, right?
You can work individually or in groups to write a unique and
exciting song, rap, or lyrical poem that can be presented to
myself and your peers. Your product should contain the
following:
- Definition of a root
- Definition of a prefix and suffix
- At least 8 prefixes, suffixes, and roots from Set 2
with their meaning and an example word
The links below will be essential when completing your
assignment:
- The Basics of Hip-Hop Songwriting
o On this link you can find 50 free song beats that
you will use with your lyrics.
- Rhyme to Master Vocabulary Handout
o This link contains a worksheet you need to
complete your individual line for your Day 2
homework. You will use this to practice writing

and developing your rhyme, and this can be used

to develop your finished song product.
- Flocabulary Song Example 1
- Roots, Prefixes, and Suffixes Song Example 2
o You can use the examples listed above the help you
draw inspiration from others who have completed this
task.
By the end of this task I want you to not only be able to use
your creativity to help you understand what has received the
title as boring stuff, but also I want you to be able to reflect
on how you think your song or rap could potentially help
other students who might be having difficulty with retaining
and understanding this specific topic.
Click here for your assignment rubric <<CLICK HERE>>>
Happy Rapping! ;)

DUE DATEMonday
November 25

th

Mini Unit Practice- Set II

Prefixes
in, imin, into, on, toward
implodeto force inward
inciseto cut into, scratch
inflateto fill with air
injectto throw into
infuseto dissolve into
internalinside of
exout of, away from
explodeto force outward
exciseto cut out
ejectto throw out
extinguishto put out (fire)
exsanguinateto remove the blood from
externaloutside of
in, im, il, irnot, negation
ingratesomeone lacking gratitude
inhibitto hold back
indiscreetlacking prudence or care with secrets
imprecisenot accurate
illegalnot legal
irreverentnot showing proper respect
a, annot, without
anaerobicoperating without oxygen
anesthesiawithout feeling
apathylacking passion
anarchywithout any government or control
amoralhaving no morals
atomnot able to be cut
atheistwithout God
omniall
omnivorewill eat anything
omnipotentall powerful
omniscientall knowing
panall
pantheistworshipper of all gods

panaceaa cure-all
pandemica world-wide epidemic (all the people)
Pangaeathe continent of all continents
pandemoniuma riot (place of all the demons)
Pan-Americancovering all of the Americas
parabeside, alongside
paramilitaryan unofficial, non-governmental army
parallelside by side
paralegalworks side by side with lawyers
parasiteeats side by side with its host
paradigma philosophical framework, pattern, or example (to show side by side)
pseudofake, false
pseudonymfake name, a pen name
pseudo intellectualfeigning interest in artsy or highly abstruse subjects
pseudopoda fake foot, by means of which certain single-celled organisms move or
take in food
pseudosciencea fake science, quackery, like astrology or phrenology
Roots
gnosisknowledge
agnosticwithout knowledge of (God)
diagnosisknowledge through examination
prognosisforeknowledge, expected outcome
cognizantto be aware; with knowledge
sci, scioknowledge
sciencebody of knowledge
omniscienceknowing all
prescientforeknowledge, to see into the future
consciousnesswith knowledge
conscienceyour internal voice, internal knowledge
cise, cideto cut, to kill
scissorsimplements for cutting
concisenot wordy; to really cut (con=intensifier)
preciseexact; to cut before, early
incisivecutting into; very perceptive
excisionthe cutting out of
exorciseto drive out evil spirits; to cut out
homicideto kill a human being (to cut him down?)
insecticidebug spray

regicidekilling of the king

genocidethe killing of a people (a whole ethnic or national group)
Suffixes
-ance, -encestate, quality, condition; noun ending
opulencequality of being lavish and luxurious
benevolencequality of being generous and kind
nonchalancequality of being cool and casual
omniscienceknowledge of everything
negligencestate of being uncareful, neglectful
-ant, -entadjective ending
opulentlavish, expensive, bougie
benevolentgenerous, kind, concerned
nonchalantcool and casual, unconcerned
omniscientall-knowing
negligentcareless, imprudent, neglectful
Part IDirections: Locate words from this unit whose constituent parts form the following meanings.
1. worshipper of all gods __________________________________
2. unsure about the existence of God __________________________________
3. does not believe in God __________________________________
4. will eat anything __________________________________
5. to cut out __________________________________
6. to cut into __________________________________
7. being accurate and exact __________________________________
8. all knowing __________________________________
9. not a real science __________________________________
10. to drive out (cut out) evil spirits __________________________________
11. to dissolve into, like tea __________________________________
12. a magic cure for all ailments __________________________________
13. lacking passion; uncaring __________________________________
14. killing a human __________________________________
15. killing an infant __________________________________
16. total chaos __________________________________
17. all powerful __________________________________
18. all of Europe __________________________________
19. cut away all unnecessary words __________________________________
20. to throw out forcefully __________________________________
____________________
____________________

___________________________________________
___________________________________________

Part IIDirections: Utilize roots and affixes from this unit to create and define an original word:
____________________
___________________________________________
____________________
___________________________________________
____________________
___________________________________________
Part IIIDirections: Choose the word from this units list of roots and affixes to complete the following
sentences.
1. The Federal governments budget has become so ___________________ and all-consuming that
many citizens are demanding that waste and fraud be __________________.
2. If you make yourself ___________________ of the roots and affixes that come from Greek and
Latin, youll appear to others as a(n) ___________________ scholar for whom no word is too
obscure to ascertain its etymology and meaning.
3. It is ___________________ to ___________________ or otherwise breath in or swallow
recreational drugs; the government has a compelling interest in keeping its populace safe.
4. Many science fiction writers were quite ___________________ in predicting technology that
would later come to pass; Ray Bradbury predicted robots, dialysis, and flat screen TVs in the 1950s .
5. Since zombies are already dead, killing one wouldnt be ____________________, would it? Of
course, most educated folk would consider zombies and their like a(n) _________________ , not a
phenomenon worthy of serious scientific study.
6. The ___________________ of the public, their disinterest in politics, led to the ___________ that
engulfed the country and its eventual fall into chaos.
7. If we could but find a(n) ___________________ for poverty and hunger, such a cure would
___________________ , or prevent, all the worst ills of the world.
Part IVDirections: In the space provided, compare and contrast, with appropriate examples, how
in- might be a confusing prefix.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Part VDirections: Examine the different grammatical forms of the same word, then choose the correct form
to complete each sentence.
incise verb omnipotence noun
incision noun omnipotent adj
incising adj (causing cutting into) cognizance noun
incised adj (that which has been cut into) cognizant adj
1. ____________________ that students were unhappy with the cafeteria situation, the principal
looked for ways to turn ____________________ into action with new menu items and choices.
2. The engraver utilized a special tool to ____________________ the metal blanks; the
____________________ would then fill with ink and transfer the design to the printing paper.
3. Instead of using a scalpel, the surgeon used a(n) ____________________ laser whose
____________________ was clean, precise, and virtually bloodless.
4. If I were ____________________, I would use my limitless power for good; I would never use my
____________________ for my own personal gain, Im sure.
Part VIOn Your Own: Explore the meaning of the following root and cite several English words built with it,
with definitions.
vert = ___________________ Spelling Variants: ___________ Language: ________
Word Meaning
_____________ = ______________________________________________________
_____________ = ______________________________________________________
_____________ = ______________________________________________________
_____________ = ______________________________________________________
_____________ = ______________________________________________________
_____________ = ______________________________________________________

Important Unit Documents

(click blue link to open)

Introduction to Greek and Latin Roots

Greek and Latin Roots Set 2 PowerPoint