dave's regents review packet - s3.amazonaws.com · in troduc tion in an effort to enhance the skill...

Comprehensive ELAComprehensive ELAComprehensive ELAComprehensive ELA

TABLE OF CONTENTS

Introduction1

New Regents Template (Task 3)2-3

Task 4 Critical Lens Shaping Sheet.4

9 Box Chart-Critical Lens Essay Outline Format..5

Test 1-Strengths/Weaknesses6

June 2008 Answer Key..7

June 2008 Listening Passage8-10

June 2008 Task 3....11-19

June 2008 Task 4..20

Test 2-Strengths/Weaknesses..21

January 2008 Answer Key..22

January 2008 Listening Passage23-25

January 2008 Task 3..26-36

January 2008 Task 437


January 2009 Answer Key..39

January 2009 Listening Passage40-42

January 2009 Task 3..43-52

January 2009 Task 453


June 2009 Answer Key....55

June 2009 Listening Passage..........56-58

June 2009 Task 3....59-68

June 2009 Task 4..69

NY State English Regents Critical Lens Archive70-73

Literary Terms: A Review Sheet..74-76

Critical Lens Activity..77

SHAMPOOPSI!!!!...........................................................................................................78

References79
DavidUnderline

INTRODUCTION

In an effort to enhance the skills and activities necessary to help our ICT-ESL students

succeed on the English Regents, activities have been compiled for the ICT-ESL Skills

class. The activities provided in this guide are practice activities and assessments to be

integrated into the already existing ICT-ESL Skills class. The activities include English

Regents task based practice with reading comprehension, short response writing, essay

writing, figurative language, and analysis.

What will the format of the English Regents look like?

Part

Number of Questions

Question Type

Part 1 Listening Passage

8

One-Credit Multiple Choice

Part 2 One Literary Passage One Informal Passage

6

6



Part 3 Two Literary Passages linked by a common theme

5

2


Two-Credit Short Constructed Response one on the controlling idea and one on a literary element or technique from one of the passages

Part 4 Critical Lens Quotation

1

Six-Credit Essay applying the quotation to literature read for school

1

Regents Template (Task 3)

EVERYDAY EVERYDAY EVERYDAY EVERYDAY

I'M I'M I'M I'M STUDYIN'...STUDYIN'...STUDYIN'...STUDYIN'...

Number 26

Grabber

Pose a question to open your short

response.

Have you ever thought about? Did it ever occur to you that? How often in life?

State the Controlling Idea

Use the Controlling Idea word or phrase

to begin a sentence that clearly states the

Controlling Idea.

Memories give people a sense of familiarity and comfort.

Parental relationships are imperative in developing a sense of identity.

Provide an example from Passage 1

State title and author and how it relates

to the Controlling Idea.

In Faces, a poem by John Smith, the controlling idea is evident when

Provide an example from Passage 2

State title and author and how it relates

to the Controlling Idea.

In Growing Older, a novel by Gigi Haru, the controlling idea is conveyed when

2

Number 27

Grabber

Pose a question to open your short response.

Have you ever thought about? Did it ever occur to you that? How often in life?

State title, author, and element / device and provide a direct example from the passage in quotation marks

Plug the element and example into the following sentence:

In (title of literary work), (authors name) uses (device / element) in the sentence, quote example.

Explain the meaning of the example

Plug your explanation into the following sentence:

The use of (device / element) shows that

State a second example for the device / element above.

Plug the device and the second example into the following sentence:

(Device / Element) is also seen in the sentence, quote example.

Explain the meaning of the second example

Plug your explanation into the following sentence:

(Device / Element) conveys that Analyze the purpose and effect of the

device or element

Explain why the author used the element / device in the above examples. Use the following buzz words to help you with your analysis: By using (element / device) throughout the passage the author (buzz word) Alliteration stresses/highlights Assonance stresses/highlights Rhetorical Question provokes thought Metaphor / Simile compares Hyperbole exaggerates Imagery vividly illustrates Personification illustrates/exaggerates Oxymoron provokes thought Onomatopoeia reinforces/demonstrates Tone reinforces Characterization develops/expresses Conflict reveals/displays Theme conveys/exhibits/teaches Symbolism represents/illustrates

3

Task 4 Critical Lens Shaping Sheet

Introduction

Topic sentence restating the critical lens A wise person once said Interpretation of the critical lens

In other words

State agreement or disagreement

This statement is valid because Name 2 works: titles, author, genre (TAG)

Two works that support this lens are

Body Paragraph #1

Topic Sentence: TAG of first work

(Title) a (genre) by (author) supports the idea that

Textual example of element #1

(Element) is used when

Explain the importance of the example

This shows that Link the example to the lens

This connects to the lens because

Textual example of element #2

The author also uses (element) when Explain the importance of the example

This is important because

Link the example to the lens

This relates to the lens because Textual example of element #3

Furthermore, (element) is used when

Explain the importance of the example

This element conveys Link the example to the lens

(Element) demonstrates the validity of the lens because

Concluding sentence: Brief summary

(Authors name) use of (three elements) clearly supports the validity of the lens by

Body Paragraph #2 Repeat the above outline using the TAG and three devices from your SECOND work of literature.

Conclusion

Topic sentence: restate each TAG In both (TAG 1) and (TAG 2) Review how the works relate to the lens

Each work conveys

Review the use of devices

The use of (elements) is essential to Rephrase the general theme of the lens

Clearly, (lens theme) is valid

4

9 BOX CHART - CRITICAL LENS ESSAY OUTLINE FORMAT

Literary Work #1 Title:_________________________ Author:_______________________

ELEMENT EXAMPLE LINK

Literary Work #2 Title:_________________________ Author:_______________________

ELEMENT EXAMPLE LINK

5

TEST 1

NOTES:

Strengths Weaknesses

6

June 2008

Answer Key

7

Short-Response Questions

Directions (26-27): Write your response to question 26 on page 1 of your essay booklet

and question 27 on page 2 of your essay booklet. Be sure to answer both questions.

26 Write a well-developed paragraph in which you use ideas from both passages to

establish a controlling idea about nature. Develop your controlling idea using

specific examples and details from each passage.

27 Choose a specific literary element (e.g. theme, characterization, structure, point

of view, etc.) or literary technique (e.g., symbolism, irony, figurative language,

etc.) used by one of the authors. Using specific details from that passage, in a

well-developed paragraph, show how the author uses that element or technique

to develop the passage.

19
DavidHighlight

TEST 2

NOTES:


21

January 2008

Answer Key

22





establish a controlling idea about parenting. Develop your controlling idea using

specific examples and details from each passage.

27 Choose a specific literary element (e.g. theme, characterization, structure, point of

view, etc.) or literary technique (e.g., symbolism, irony, figurative language, etc.)

used by one of the authors. Using specific details from that passage, in a well-

developed paragraph, show how the author uses that element or technique to

develop the passage.

36
DavidHighlight

TEST 3

NOTES:


38

January 2009

Answer Key

39





establish a controlling idea about a persons identity. Develop your controlling

idea using specific examples and details from each passage.






52
DavidHighlight

TEST 4

NOTES:


54

June 2009

Answer Key

55





establish a controlling idea about childhood memories. Develop your controlling

idea using specific examples and details from each passage.






68
DavidHighlight

NY State English Regents

Critical Lens Archive

August 2010

June 2010

January 2010

August 2009

June 2009

January 2009

70
DavidUnderline

August 2008

June 2008

January 2008

August 2007

June 2007

January 2007

71

August 2006

June 2006

January 2006

August 2005

June 2005

January 2005

72

August 2004

June 2004

January 2004

73

Literary Terms: A Review Sheet

Directions: Keep this list in a safe place. Many of terms we have already

explored this year. Additionally, you may be familiar with the terms from prior

years. We will continue to add to and build upon this list as the year goes on

hence the blank spaces below!

Literary

Element

(parts of a story)

Definition

Example

Theme

A universal message about life,

the world, society, or human

nature in a literary work.

Characterization

The way in which the author

develops a character

S ays

T hinks

E effects on others A

acts

L ooks

The perspective from which a story

is told

Point of View

TYPES:

1st Person: narrator is inside

the story and is telling it from

his/her perspective telling the

story.

3rd Person Subjective: narrator

is outside the story and acts

only as a reporter.

3rd Person Limited: narrator is

outside the story telling the

events and knows the

thoughts and feelings of only

1 character.

3rd Person Omniscient:

narrator is outside the story

telling the events and knows

the thoughts and feelings of at

least 2 characters.

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The entire story

(beginning, middle,

end) -- the sequence of

events that take place in

a story.

Setting

The time, place, and social context

(condition) in which events occur

in a story.

Conflict

A struggle between opposing forces

that acts as the energy in a literary

work.

Climax

The turning point in a story.

Rising Action

The sequence of events that lead

to the climax.

Duration

The length of time through

which the story occurs.

P

l

o

t

Literary Device/

Technique

(tools author uses

to create meaning)

Definition

Example

tone

The attitude an author shows

towards his or her subject.

mood

The atmosphere or feeling created

in the reader from a literary work.

motif

A recurring pattern, idea, or

image.

symbolism

The use of an object to

represent abstract ideas.

allusion

A brief reference to a literary work,

religious or historical event.

foreshadowing

A hint of what is to come later

in the story.

imagery/sensory

imagery

Use of vivid descriptive language

that appeals to the five senses.

allegory

An extended metaphor; The entire

work means something else.

75

flashback

Interrupts the sequence of the story

to relate an earlier event,

conversation, or scene.

irony

When a situation or event occurs

that is the opposite of what is

expected.

repetition

Recurring words, phrases, or ideas

to create emphasis.

metaphor

The comparison of unlike things

using the verb to be.

simile

The comparison of unlike

things using like or as.

personification

Giving human qualities to an

inanimate (not human) object.

descriptive

language

Language that creates an event,

character, or a scene.

Dialogue

Conversation between two or more

characters.

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Name: _______________________ Period _____

Critical Lens Activity

Directions for each of the following quotations

o R estate meaning of quote in own words (interpret);

o E xplain how two (2) works of literature connect to your interpretation (including TAG);

o A gree or disagree with the quote

o L iterary terms at least two (2) literary terms associated with each work of literature that will assist you in supporting your answer

1. A book is like a garden carried in a pocket. -- Anonymous

2. Until death, it is all life. -- Miguel de Cervantes

3. Life contains but two tragedies. One is not the get your hearts desire; the other is to get it.

-- Socrates

4. A real hero is always a hero by mistake. -- Umberto Eco

5. So much they talked, so very little said. -- Charles Churchill

6. There is no animal in the world so treacherous as man. -- Michel de Montaigne

7. From the moment it is touched, the heart cannot dry up. -- Louis Bourdaloue

8. Lonelinessis and always has been the central and inevitable experience of every man.

-- Thomas Wolfe 9. Experience is not what happens to you. It is what you do with what happens to you.

-- Aldous Huxley

77

SHAMPOOPSI!!!!

POETIC DEVICES/FIGURES OF SPEECH- Word tools which poets use to produce a desired effect.)

Simile- A comparison of two unlike things, using the words like or as

(Ex: He fought like a lion in battle; her eyes were as blue as the sea).

Hyperbole- An extreme exaggeration

(Ex: Ive told you that a million times).

Alliteration- Two or more words in the same line having the same initial (first) Consonant sound or sound cluster; repetition of initial consecutive sounds (Ex: Sally sells seashells by the seashore).

Metaphor- A comparison of two unlike things by saying that one thing is another (Ex: He was a lion in a battle; Juliet is the sun).

Personification- When human personality traits or human qualities are assigned to inanimate objects or concepts (Ex: The wind sang a beautiful song to the sleepy waves.)

Oxymoron- Contradictory terms joined for emphasis (Ex: Jumbo shrimp)

Onomatopoeia- Words that sound like what they mean (Ex: hiss, bang, splash, crack, jingle, buzz)

Pun- A play on words

(Ex: soul and sole; bear and bare)

Symbol- An object used to represent something abstract

(Ex: Two roads diverged in a wood, and I-I took the less traveled by, and that has made all the difference. The roads symbolize choices.)

Imagery- The representation through language of sense experience (Ex: The warm sea-scented beach)

78

References

January 2008 Comprehensive English Regents. Accessed June 2011 from http://www.nysedregents.org/ComprehensiveEnglish/Archive/.

January 2009 Comprehensive English Regents. Accessed June 2011 from http://www.nysedregents.org/ComprehensiveEnglish/Archive/.

June 2008 Comprehensive English Regents. Accessed June 2011 from http://www.nysedregents.org/ComprehensiveEnglish/Archive/.

June 2009 Comprehensive English Regents. Accessed June 2011 from http://www.nysedregents.org/ComprehensiveEnglish/Archive/.

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dave's regents review packet - s3.amazonaws.com · in troduc tion in an effort to enhance the skill...

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