IT’S A 2–DAY TEST! : IT’S A 2–DAY TEST! DON’T MISS A SECTION!
Session 1
Thursday, June 16, 2005
9:15 AM Session 2
Friday, June 17, 2005
9:15 AM
THE TEST AT A GLANCE : THE TEST AT A GLANCE Session 1
2 hours estimated; 3 hours given
Part A: Listening and writing for information and understanding Written response to a speech
5–6 multiple choice questions on key ideas
THE TEST AT A GLANCE : THE TEST AT A GLANCE Session 1
2 hours estimated; 3 hours given
Part B: Reading and writing for understanding Written response to text and related visual
8–10 multiple choice questions on key ideas
Slide4 : Session 2
2 hours estimated; 3 hours given
Part A: Reading and writing for literary response Written response to two paired literary texts
8–10 multiple choice questions on key ideas THE TEST AT A GLANCE
Slide5 : Session 2
2 hours estimated; 3 hours given
Part B: Reading and writing for
critical analysis Written response to two works of literature read in class THE TEST AT A GLANCE
THE TEST ON THE WEB : THE TEST ON THE WEB www.regentsreviewlive.net Links to:
NYSED: Recent Tests & Answers
Regents study help
RRL shows and slides Print PDF Files for Further Study
THE RRL AGENDA : THE RRL AGENDA 1. Explain New Terms
2. Quick Tour of the Test
3. Hints and Techniques TAPE US NOW! STUDY US LATER!
THE RUBRIC : THE RUBRIC Your test is scored on five QUALITIES MEANING
DEVELOPMENT
ORGANIZATION
LANGUAGE
CONVENTIONS Each quality receives a SCORE from 1–6
A FORMULA translates the score (+ score on Multiple Choice) into a GRADE
THE RUBRIC : THE RUBRIC MEANING
The extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text(s)
HUH? What Was That? : HUH? What Was That? • Did you understand what you heard or read?
• Did you understand what they asked you to do?
• Did you draw some conclusions from the text (“interpret”) and not just copy?
THE RUBRIC : THE RUBRIC DEVELOPMENT
The extent to which the ideas are elaborated using specific and relevant evidence from the text(s)
Slide12 : HUH? What Was That? • Did you use specific details from the text?
• Did the details fit the task you were asked to do?
• Did you USE the details to build your argument and make your points (not just list them)?
THE RUBRIC : THE RUBRIC ORGANIZATION
The extent to which the response exhibits direction, shape, and coherence.
Slide14 : HUH? What Was That? • Did you write an introduction that states your point?
• Did you write a conclusion that restates your point?
• Did you keep restating your point throughout?
• Did you use transitional words & phrases?
THE RUBRIC : THE RUBRIC LANGUAGE USE
The extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety.
Slide16 : HUH? What Was That? • Did you write for the intended audience?
• Did you use words that fit your ideas and audience?
• Did you vary sentences for good rhythm?
• Did you write in a natural, individual “voice?”
THE RUBRIC : THE RUBRIC CONVENTIONS
The extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage.
Slide18 : HUH? What Was That? • Did you spell words correctly?
• Did you use correct punctuation?
• Did you use correct grammar?
• Did your usage agree with Standard Written English?
• Did you capitalize correctly?
• Did you divide the essay into logical paragraphs?
OLYMPIC SCORING : OLYMPIC SCORING Each quality is assigned a score from 1 (yucky) to 6 (great). Graders use a chart to figure out your grade. MEANING
DEVELOPMENT
ORGANIZATION
LANGUAGE USE
CONVENTIONS 1–6
SESSION 1, PART A—LISTENING : OVERVIEW (WHAT YOU WILL HEAR & DO) For this part of the test, you will listen to an account about the role of “griots” in West African society, answer some multiple-choice questions, and write a response based on the situation described below. You will hear the account twice. You may take notes on the next page anytime you wish during the readings. SESSION 1, PART A—LISTENING
SESSION 1, PART A—LISTENING : SITUATION (“LET’S PRETEND”) Your speech class is studying oral traditions and plans to publish a series of articles in booklet form explaining these traditions. You have chosen to write an article in which you describe the griot tradition of West Africa and explain how that tradition is passed on. In preparation for writing your article, listen to an account by Ken Hawkinson. Then use relevant information from the account to write your article. SESSION 1, PART A—LISTENING
SESSION 1, PART A—LISTENING : HERE IS THE SPEECH, SO READ IT CAREFULLY: SORRY, BOYS AND GIRLS!
YOU NEVER SEE THE SPEECH!
YOU HAVE ONLY YOUR NOTES! SESSION 1, PART A—LISTENING
SESSION 1, PART A—LISTENING : SESSION 1, PART A—LISTENING When You
Take Notes Catch IMPORTANT ideas & details
Use abbreviations for speed
Use list format
Show quotes
Draw conclusions
SESSION 1, PART A—LISTENING : SESSION 1, PART A—LISTENING What They Don’t Want You To Know Since the speech is ALREADY ORGANIZED WITH SUPPORTING DETAILS, your ESSAY will be ALREADY ORGANIZED WITH SUPPORTING DETAILS! All you have to do is WRITE THEM DOWN!
SESSION 1, PART A—LISTENING : THE QUESTIONS (“SCAFFOLDING”) SESSION 1, PART A—LISTENING According to the speaker, decisions in West African villages are made through discussions led by 1. wise historians
2. elected representatives
3. heroic nobles
4. appointed chiefs
SESSION 1, PART A—LISTENING : GENERAL QUESTION: You need to get the sense of the whole speech to know this. SESSION 1, PART A—LISTENING According to the speaker, decisions in West African villages are made through discussions led by 1. wise historians
2. elected representatives
3. heroic nobles
4. appointed chiefs
SESSION 1, PART A—LISTENING : SESSION 1, PART A—LISTENING Nobles help support griots because the griots 1. preserve the nobles’ past
2. care for the nobles’ children
3. write the nobles’ messages
4. protect the nobles’ property
SESSION 1, PART A—LISTENING : EVIDENCE QUESTION: you need your notes to answer it SESSION 1, PART A—LISTENING “In return for keeping their family genealogy and history … nobles will help support the griot families.” Nobles help support griots because the griots 1. preserve the nobles’ past
2. care for the nobles’ children
3. write the nobles’ messages
4. protect the nobles’ property
SESSION 1, PART A—LISTENING : SESSION 1, PART A—LISTENING According to the speaker, the purpose of an apprentice’s extensive training is to 1. change poor habits
2. develop social networks
3. enhance formal schooling
4. release natural abilities
SESSION 1, PART A—LISTENING : INFERENCE QUESTION: Can you draw the right conclusion from the evidence? SESSION 1, PART A—LISTENING According to the speaker, the purpose of an apprentice’s extensive training is to 1. change poor habits
2. develop social networks
3. enhance formal schooling
4. release natural abilities “It is believed that the ensuing years of training are simply to release that which is already within.”
Slide31 : TASK TELLS YOU WHAT TO DO Your Task: Write an article for a booklet for your speech class in which you describe the griot tradition of West Africa and explain how that tradition is passed on. SESSION 1, PART A—LISTENING
SESSION 1, PART A—LISTENING : SESSION 1, PART A—LISTENING Tell your audience what they need to know about the griot tradition of West Africa. Explain how that tradition is passed on. (MEANING) They remind you of the five standards! Guidelines
Slide33 :
SESSION 1, PART A—LISTENING Use specific, accurate, and relevant information from the account to support your discussion (DETAILS) They remind you of the five standards! Guidelines
Slide34 : SESSION 1, PART A—LISTENING Use a tone and level of language appropriate for an article for a high school speech class. (LANGUAGE) They remind you of the five standards! Guidelines
Slide35 : Organize your ideas in a logical and coherent manner (ORGANIZATION) They remind you of the five standards! Guidelines SESSION 1, PART A—LISTENING
Slide36 : SESSION 1, PART A—LISTENING Follow the conventions of standard written English (CONVENTIONS) They remind you of the five standards! Guidelines
Slide37 : Indicate words taken directly from the speech by using quotation marks or referring to the speaker (an extra hint for CONVENTIONS) They remind you of the five standards! Guidelines SESSION 1, PART A—LISTENING
Slide38 : Outline Your Notes • What is the griot tradition? B¶1
How is it passed on? B¶2 SESSION 1, PART A—LISTENING use specific details to illustrate your ideas! If you took LOTS OF NOTES – this has ALREADY BEEN DONE FOR YOU!
Slide39 : INTRODUCTION: “Hook” or background of situation
Main Idea
Reference to speech and speaker CONCLUSION: Main idea, slightly reworded
Final statement SESSION 1, PART A—LISTENING
Slide40 : STUDENT INTRODUCTION In ancient times, culture was preserved through a oral tradition of epic storytelling. Though modern media has undermined this tradition in many societies, in West Africa, a saying persists: “Among the things existing in the world, speech is the only thing giving birth to its mother.” This paradox points out the importance West Africans give to the power of speech and to the man empowered to lead their discussions, the griot. SESSION 1, PART A—LISTENING
Slide41 : STUDENT BODY ¶ A griot performs many functions in West African society. First he must memorize the folklore, history and mythology of his people. The griot is then responsible to pass on the accumulated wisdom of his culture to younger generations. Lessons are often taught or problems solved in village meetings where the griot tells his people meaningful stories filled with descriptive images. Griots also learn to heighten interest by adding drama and music to their performances. These sessions embody “the old speech,” which carries the seeds of West African culture. SESSION 1, PART A—LISTENING
Slide42 : STUDENT CONCLUSION The future of this traditional use of speech is endangered today by modern educational practices and television. Whether the “old speech” survives is now more than ever dependent upon the commitment of the West African griot. SESSION 1, PART A—LISTENING
Slide43 : Session 1 Part B Begins here…
SESSION 1—PART B READING & WRITING FOR UNDERSTANDING : DIRECTIONS: WHAT YOU WILL READ & DO SESSION 1—PART B READING & WRITING FOR UNDERSTANDING Read the text and study the map on the following pages, answer the multiple–choice questions, and write a response based on the situation described below. You may use the margins to take notes as you read and scrap paper to plan your response.
SESSION 1—PART B READING & WRITING FOR UNDERSTANDING : Your science class has just completed a unit on energy and your teacher has asked each student to write a position paper about one type of energy. You have chosen to write a position paper about wind power as an energy source and whether or not it could be useful in New York State. SITUATION (“LET’S PRETEND”) SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
SESSION 1—PART B READING & WRITING FOR UNDERSTANDING : READ THE TEXT FOR IDEAS What is wind energy?The terms “wind energy” or “wind power” describe the process by which the wind is used to generate mechanical power or electricity. Wind turbines convert the kinetic energy in the wind into mechanical power. This mechanical power can be used for specific tasks (such as grinding grain or pumping water) or a generator can convert this mechanical power into electricity to power homes, businesses, schools, and the like. SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
SESSION 1—PART B READING & WRITING FOR UNDERSTANDING : READ THE TEXT FOR FACTS How big are wind turbines?Wind turbines are available in a variety of sizes, and therefore power ratings. The largest machine, such as the one built in Hawaii, has propellers that span more than the length of a football field and stands 20 building stories high, and produces enough electricity to power 1400 homes. A small home-sized wind machine has rotors between 8 and 25 feet in diameter and stands upwards of 30 feet and can supply the power needs of an all–electric home or small business. SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
SESSION 1—PART B READING & WRITING FOR UNDERSTANDING : SESSION 1—PART B READING & WRITING FOR UNDERSTANDING INTERPRET THE TABLE, CHART, OR MAP New York Annual Average Wind Power Wind resource is given in terms of wind power classes, ranging from class 1 (the lowest) to class 7 (the highest). Areas designated class 3 or greater are suitable for most wind turbine applications, whereas class 2 areas are marginal. Class 1 areas are generally not suitable.
Source: (adapted) Wind Energy Resource Atlas of the United States, 1986 rredc.nrel.gov
SESSION 1—PART B READING & WRITING FOR UNDERSTANDING : SESSION 1—PART B READING & WRITING FOR UNDERSTANDING Use the article for main idea and support points (plus details)
Use data from the chart for additional support SECRETS OF PART B
SESSION 1—PART B READING & WRITING FOR UNDERSTANDING : SESSION 1—PART B READING & WRITING FOR UNDERSTANDING USE YOUR READING SKILLS Identify the Main Idea
Identify Primary Support Points
Mark Specific Details You Can Use Remember—The Article Is ALREADY ORGANIZED, WITH DETAILS! Just FOLLOW ITS PLAN!
SESSION 1—PART B READING & WRITING FOR UNDERSTANDING : Take Notes
Three Ways Highlight or underline facts
Draw conclusions
Use graphic organizers SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
SESSION 1—PART B READING & WRITING FOR UNDERSTANDING : SESSION 1—PART B READING & WRITING FOR UNDERSTANDING Highlight or underline facts In the United States, millions of windmills were erected as the American West was developed during the late 19th century. Most of them were used to pump water for farms and ranches. By 1900, small electric wind systems were developed to generate direct current, but most of these units fell into disuse as inexpensive grid power was extended to rural areas during the 1930s. By 1910, wind turbine generators were producing electricity in many European countries.
SESSION 1—PART B READING & WRITING FOR UNDERSTANDING : SESSION 1—PART B READING & WRITING FOR UNDERSTANDING In the United States, millions of windmills were erected as the American West was developed during the late 19th century. Most of them were used to pump water for farms and ranches. By 1900, small electric wind systems were developed to generate direct current, but most of these units fell into disuse as inexpensive grid power was extended to rural areas during the 1930s. By 1910, wind turbine generators were producing electricity in many European countries. Highlight or underline facts
Slide54 : SESSION 1—PART B READING & WRITING FOR UNDERSTANDING Draw conclusions from map Adirondack Mountains and Catskill Mountains good for wind turbines; New York City and Long Island not good
Slide55 : Article says:
Further, good wind sites are often located in remote locations far from areas of electric power demand (such as cities).. Map shows:
Good wind sites in NY are in Adirondack and Catskill Mts., not in NYC or LI. SESSION 1—PART B READING & WRITING FOR UNDERSTANDING Use graphic organizers USE MAP FOR SUPPORT DETAILS
Slide56 : THE QUESTIONS (“SCAFFOLDING”) SESSION 1—PART B READING & WRITING FOR UNDERSTANDING windmills broke down frequently
affordable energy became available
power needs decreased
farms were abandoned According to the text, a decline in the use of windmills occurred in the 1930s because
Slide57 : FACT QUESTION: Did you read accurately? “ … most of these units fell into disuse as inexpensive grid power was extended to rural areas during the 1930s.” SESSION 1—PART B READING & WRITING FOR UNDERSTANDING According to the text, a decline in the use of windmills occurred in the 1930s because windmills broke down frequently
affordable energy became available
power needs decreased
farms were abandoned
Slide58 : MAP QUESTION! According to the map, the location where the highest level of wind power in New York State occurs is in the Catskill Mountains
in the Adirondack Mountains
around Syracuse
around Buffalo SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
Slide59 : You need to INTERPRET data! According to the map, the location where the highest level of wind power in New York State occurs is the Catskill Mountains
in the Adirondack Mountains
around Syracuse
around Buffalo SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
Slide60 : According to the text, one environmental objection to wind turbines is that they spoil the scenery
disturb wind patterns
pollute the air
create traffic SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
Slide61 : INFERENCE QUESTION: Can you draw a conclusion from the text? “ …there is some concern over … aesthetic (visual) impacts … According to the text, one environmental objection to wind turbines is that they spoil the scenery
disturb wind patterns
pollute the air
create traffic SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
Slide62 : The curved lines on the map are used to define areas of similar wind power
indicate sites of conventional power plants
indicate the direction of prevailing winds
designate areas of power shortages SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
Slide63 : MAP INFERENCE QUESTION: Can you interpret a graphic correctly? The curved lines on the map are used to define areas of similar wind power
indicate sites of conventional power plants
indicate the direction of prevailing winds
designate areas of power shortages SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
Slide64 : Your Task: Using relevant information from both documents, write a position paper for your science class in which you explain how wind power is used as an energy source and whether you agree or disagree that wind power could be useful in New York State. THE TASK TELLS YOU WHAT TO DO SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
Slide65 : Outline Your Notes Use text for main ideas and support, and map for more support How wind power can be useful (USE TEXT)
Can it be useful in NYS (USE MAP)
Drawbacks of wind power (USE TEXT)
Drawbacks in NYS (USE MAP) SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
Slide66 : INTRODUCTION: “Hook” or background of situation
Main Idea
Reference to article and graphic CONCLUSION: Main idea, slightly reworded
Final statement SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
Slide67 : STUDENT INTRODUCTION We’ve all driven down the road and noticed those huge, gleaming airplane rotors moving clockwise on a massive tower. But wait! Those are not airplane rotors, they’re wind turbines, and they’re pumping out pollution-free electricity to a town or city near you. Is it efficient? Highly. Is it good for New York State? Of course it is. But to better understand why it is good for New York, we must delve more deeply into what wind power is, and the pros and cons of using it as a source of electricity. SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
Slide68 : STUDENT BODY ¶ Good wind regions are those considered Class 3 and above on a scale of one to seven. By referencing the Wind Energy Resource Atlas of the United States (1986), we see that most of New York has Class 3 status or above. Such areas as the Adirondack Mountains and along the shores of Lake Ontario would be suitable sites for wind turbines. This would allow New York State to decrease air pollution, and would increase jobs and revenue in upstate New York. Noise and aesthetic impact might be problems in pristine areas of forest and lake shore, but these problems are constantly being reduced through technological developments. SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
Slide69 : STUDENT CONCLUSION It is irrefutable that wind power creates jobs, increases revenue, and, of course, creates pollution-free electricity. The increase of greenhouse gases in the atmosphere must be lessened and it can be lessened by utilizing wind power in New York. The introduction of those “airplane rotors” to the New York landscape would provide a major source of electricity, economic improvement, and health benefits. Wind power is the way to go. SESSION 1—PART B READING & WRITING FOR UNDERSTANDING
Session 2 part A : Session 2 part A Reading & Writing For
Literary Response
SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE : DIRECTIONS: WHAT YOU WILL READ & DO (THERE IS NO “SITUATION”) SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE Read the passages on the following pages (a memoir and a poem). Write the number of the answer to each multiple-choice question on your answer sheet. Then write the essay in your essay booklet as described in Your Task.You may use the margins to take notes as you read and scrap paper to plan your response.
SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE : READ BOTH PASSAGES FIRST He was a manufacturer’s agent in New Orleans and sold printers’ ink. The storeroom where he kept his supplies was in the old city, near the Museum and the old Cathedral. It is delightful to walk in that part of the old city, just as evening comes, when the light is uncertain.
I used to see him at work in the dark storehouse under an electric lamp and one evening I went in.
He was making a wooden model of an American clipper ship and it was lovely. —Sherwood Anderson “Note 29” from Sherwood Anderson’s Notebook, 1926 SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE
SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE : READ BOTH PASSAGES FIRST At lunch I’d take the long walk to my father.
I’d see him from a distance, wearing safety glasses
like mine, and earphones, bright slivers of brass
in his hair—him standing alone in strange sulfur light
amidst machines the size of small buildings.
Every twenty minutes he worked a tumbler,
in between he read from his grocery bag of paperbacks.
He would pour us coffee from a hidden pot,
toast sandwiches on a furnace. We sat
on crates, shouting a few things and laughing
over the roar and banging of presses.
—Debra Allbery, from Walking Distance, 1991 SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE
SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE : Take Notes
Three Ways Highlight or underline
Write notes in the margin
Use graphic organizers SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE
SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE : Highlight or underline important details SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE When I saw him he was completing the first model that satisfied him. It was the fourth one he had attempted and the first three had been burned.
“Will you do others?” I asked. “Surely,” he said. He worked every evening from six until nearly midnight. He had never been so well, so contented. “The whole foolish business has cost me nearly two hundred dollars. It is the only thing I ever did that gave me any real satisfaction,” he said.
SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE : SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE Write ideas in the margin Hellish workplace with noise and heat
Contrasted with warm family bond At lunch I’d take the long walk to my father.
I’d see him from a distance, wearing safety glasses
like mine, and earphones, bright slivers of brass
in his hair—him standing alone in strange sulfur light
amidst machines the size of small buildings.
Every twenty minutes he worked a tumbler,
in between he read from his grocery bag of paperbacks.
He would pour us coffee from a hidden pot,
toast sandwiches on a furnace. We sat
on crates, shouting a few things and laughing
over the roar and banging of presses.
Slide77 : Essay ideas:
Work can be for personal fulfillment
The most satisfying work involves challenging yourself Poem ideas:
Work can be stressful and physically uncomfortable, but this can be overcome by the desire to succeed. SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE Use graphic organizers
Slide78 : QUESTIONS (“SCAFFOLDING”) The description of the actions of the men in the break room (lines 12 and 13) suggests their financial inexperience
concerned attitude
job satisfaction
unfriendly personalities SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE
Slide79 : In the break room they would buy me coffee, study my check to see if I got shorted. They were glad I was in school and told me to finish, they said I’d never regret it. POEM INFERENCE: Can you understand an idea when expressed poetically? SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE The description of the actions of the men in the break room (lines 12 and 13) suggests their financial inexperience
concerned attitude
job satisfaction
unfriendly personalities
Slide80 : In lines 16 through 20, the nature of the work done in Door Locks is established through the use of personification
chronology
simile
contrast SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE
Slide81 : Once I got loaned to Air Conditioners,
worked three days in a special enclosure,
quiet and cool and my hands stayed clean.
Out the window I could see Door Locks,
the men taking salt pills, 110 degrees. LITERARY DEVICES: Make sure you know them SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE In lines 16 through 20, the nature of the work done in Door Locks is established through the use of personification
chronology
simile
contrast
Slide82 : demonstrate courage
examine a ship
purchase ink
satisfy his curiosity SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE The narrator most probably entered “the dark storehouse” (line 5) in order to
Slide83 : TONE QUESTION: perceive mood or emotion SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE demonstrate courage
examine a ship
purchase ink
satisfy his curiosity The narrator most probably entered “the dark storehouse” (line 5) in order to I used to see him at work in the dark storehouse under an electric lamp and one evening I went in.
He was making a wooden model of an American clipper ship and it was lovely.
I asked him about it.
Slide84 : SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE What personal quality does the agent demonstrate by completing the fourth ship? flexibility
dedication
efficiency
cleverness
Slide85 : SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE CHARACTER (IN PROSE): Can you determine a character’s traits from his actions? “Will you do others?” I asked. “Surely,” he said. He worked every evening from six until nearly midnight. What personal quality does the agent demonstrate by completing the fourth ship? flexibility
dedication
efficiency
cleverness
Slide86 : SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE Lines 24 through 30 are used to emphasize the alienation of the daughter
value of reading
isolation of the father
variety of equipment
Slide87 : SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE CHARACTER (IN POETRY): Can you determine a character’s traits from the poet’s language? At lunch I’d take the long walk to my father.
I’d see him from a distance, wearing safety glasses like mine, and earphones, bright slivers of brass in his hair—him standing alone in strange sulfur light amidst machines the size of small buildings. Every twenty minutes he worked a tumbler, in between he read from his grocery bag of paperbacks Lines 24 through 30 are used to emphasize the alienation of the daughter
value of reading
isolation of the father
variety of equipment
Slide88 : Your Task: After you have read the passages and answered the multiple-choice questions, write a unified essay about the nature of work as revealed in the passages. In your essay, use ideas from both passages to establish a controlling idea about life’s transitions. Using evidence from each passage, develop your controlling idea and show how the author uses specific literary elements or techniques to convey that idea. THE TASK TELLS YOU WHAT TO DO SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE
Slide89 : HUH? What Was That? A “CONTROLLING IDEA” is the same as a thesis statement or main idea. It’s the point you’re making. You use details from the passages to help you make this point
Slide90 : HUH? What Was That? LITERARY ELEMENTS: specific examples of theme, characterization, setting, point of view
LITERARY TECHNIQUES: such as symbolism, irony, simile (you don’t have to NAME the technique, just show how it’s used)
Slide91 : HUH? What Was That? A “UNIFIED ESSAY” means that you use evidence from BOTH passages to support and develop ONE controlling idea
Slide92 : Outline Your Notes Controlling Idea: Some people see work as a means to material comfort and others work for personal happiness admitted it was a foolish challenge
had always dreamed of ships
Burns three models, keeps fourth
Will keep building models despite failures SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE The model builder works for personal happiness and fulfillment.
Slide93 : Outline Your Notes SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE Works in factory with father & other males
Heat and difficult challenges from co-workers
Dedication and love for father helps her
Uses job as an instrument for growth Young woman endures discomfort to succeed Controlling Idea: Some people see work as a means to material comfort and others work for personal happiness
Slide94 : Literary Elements You DON’T need a separate ¶ for these—you can show them as you discuss your controlling idea. uncomfortable setting of the girl’s job
men admire girl’s perseverance (character)
model builder perseveres despite failure (theme)
passerby listens to man’s story (narrative) SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE Elements and techniques in essay
Slide95 : INTRODUCTION: Controlling idea
Titles and authors of both works
How both works develop controlling idea CONCLUSION: Controlling Idea, slightly reworded
Final statement SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE
Slide96 : SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE STUDENT INTRODUCTION The nature of work varies greatly from individual to individual. Some jobs are stepping-stones to careers or money-makers while getting an education. Others jobs are undertaken for fulfillment and personal happiness. In either situation, determined workers will make necessary adjustments in their work to attain their goals. establishes controlling idea
Slide97 : STUDENT BODY ¶ Passage II is about a young woman who finds herself in an unusual and stressful position. She is working in a Ford factory for the summer with her father and male co-workers. She describes the uncomfortable setting and the demanding job. In her department, the men would challenge her to perform tasks that she could not complete, but they admired her perseverance and that she was getting an education. When she was loaned to a department with better physical conditions, she could still see men working in Door Locks. The setting with its machines and 110o heat plays an important role in the woman’s challenges at the job, but she does not permit them to deter her from her goal. develops idea with details & reference to literary technique SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE
Slide98 : STUDENT CONCLUSION Both Passage I and Passage II deal with individuals whose determination helped them to persevere through difficult circumstances in their work. The characters in the memoir and the poem rise above their obstacles and achieve success. As a result of the challenges they gave themselves, they found satisfaction and happiness in their work. SESSION 2—PART A READING & WRITING FOR LITERARY RESPONSE
Session 2 Part B : Session 2 Part B Reading and Writing
For Critical Analysis
SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS : TASK: TELLS YOU WHAT TO DO SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS Write a critical essay in which you discuss two works of literature you have read from the particular perspective of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using specific references to appropriate literary elements from the two works. You may use scrap paper to plan your response.
Slide101 : HUH? What Was That? A “CRITICAL LENS” is a statement that says something specific about literature or about life. You use two literary works to interpret this statement.
SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS : THE “CRITICAL LENS” GIVES YOU THE TOPIC OF THE ESSAY SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS “The right good book is always a book of travel; it is about a life’s journey.”
— H. M. Tomlinson Out of Soundings, 1931
Slide103 : Provide a valid interpretation of the critical lens that clearly establishes the criteria for analysis. Indicate whether you agree or disagree with the statement as you have interpreted it (MEANING) They remind you of the five standards! Guidelines SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS
Slide104 :
Avoid plot summary. Instead, use specific references to appropriate literary elements (for example theme, characterization, setting, point of view) to develop your analysis (DETAILS) They remind you of the five standards! Guidelines SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS
Slide105 : Choose two works you have read that you believe best support your opinion
Use the criteria suggested by the critical lens to analyze the works you have chosen
Specify the titles and authors of the literature you choose They remind you of the five standards! Guidelines SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS PLUS SOME RULES & REMINDERS
Slide106 : HOW TO USE THE CRITICAL LENS “The right good book: is always a book of travel; it is about a life’s journey.” 1. INTERPRET THE STATEMENT (PARAPHRASE) The most captivating works of literature are about a person’s life or part of it. 2. AGREE OR DISAGREE SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS You may agree totally, disagree totally, or agree AND disagree (using one work for each opinion)
Slide107 : MAKE A GRAPHIC ORGANIZER TO PLAN YOUR ESSAY SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS
Slide108 : Start with the titles and authors of the works you want to use. SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS Our Town
Thornton Wilder To Kill A Mockingbird
Harper Lee
Slide109 : Write in the main ideas and indicate details SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS Play concerns life’s journey: childhood, marriage, death
Follows George and Emily through life
Show details of their lives Scout’s struggles to learn about bias
Father defends Tom Robinson
Realizes Boo Radley is good Our Town
Thornton Wilder To Kill A Mockingbird
Harper Lee
Slide110 : INTRODUCTION: Interpretation of critical lens
Titles and authors of both works
How both works support interpretation SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS CONCLUSION: Interpretation, slightly reworded
Final statement
Slide111 : STUDENT INTRODUCTION H.H. Tomlinson’s statement “The right good book is always a book of travel; it is about a life’s journey,” tells us that the best and most captivating works of literature are those about a person’s life or part of it. The struggles and high points in a character’s life are what make a story interesting. The play Our Town by Thornton Wilder, and the novel, To Kill A Mockingbird, by Harper Lee, illustrate Tomlinson’s statement. SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS
Slide112 : SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS Literary Elements You DON’T need a separate ¶ for these—you can show them as you discuss your controlling idea. “This is the low point of the story” (plot)
Scout’s lessons taught the reader (theme)
George & Emily are examples of life cycle (symbolism)
Emily dies but her soul is still living (surrealism) Elements and techniques embodied in essay
Slide113 : STUDENT BODY ¶ The third and final stage of Wilder’s cycle is death. Wilder uses Emily and George again to show the importance of this stage of life. Emily dies, but is not gone; her soul is still living. It is after her death that she realizes the importance of her daily routine while she was living and how much detail she missed and took for granted. George typifies the person left living who still doesn’t understand this concept. This cycle of life that Wilder presents is not meant only for the characters in his play, but for his audience as well, enabling them to relate their own lives to this cycle. SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS interprets the lens with detail
Slide114 : STUDENT CONCLUSION The ideas and events throughout To Kill A Mockingbird and Our Town support Tomlinson’s idea of good literature. Both works take us on a journey through someone’s life, captivate audience and reader, and relate their lives to the lives of the characters. SESSION 2—PART B READING & WRITING FOR CRITICAL ANALYSIS
End : End See You Next Year!