Level 4 exemplars and comments. Paper 1 Sample 1: Section C, Question 5

Size: px
Start display at page:

Download "Level 4 exemplars and comments. Paper 1 Sample 1: Section C, Question 5"

Transcription

1 Level 4 exemplars and comments Paper 1 Sample 1: Section C, Question 5 1

2 Sample 1: Section C, Question 5 2

3 Sample 1: Section C, Question 5 Comments (i) This answer picks up easily on the underlying spooky elements and summarizes all the salient points correctly. However, the answer is weakened by too much needless repetition of quotes without fully explaining meaning. (ii) This answer succeeds well in response to a technical question as it clearly identifies the many devices used to develop a menacing atmosphere. It could be further strengthened in terms of explaining the impact of such techniques - for example, a more sophisticated justification for the use of personification. (iii) Correctly points out the image of the sea as a source of danger and mystery, and notes the persona s sense of loss. 3

4 Sample 2: Section B, Question 3 4

5 Sample 2: Section B, Question 3 5

6 Sample 2: Section B, Question 3 6

7 Sample 2: Section B, Question 3 7

8 Sample 2: Section B, Question 3 Comments (i) Identifies a very good range of similarities. (ii) The response here weakens the overall mark for Question 3 (the previous and next sub-questions were very well answered). Credit is given to the fact that sound effects are clearly and easily identified. However, the explanation offered in terms of their function is quite flawed (e.g. a sense of lightness of the scene ). The understanding of diction seems to be slightly confused with line structure. (iii) The response notes clearly how the bird imagery is associated with violence, and the messiness of the many boats mentioned. The candidate does attempt to attribute symbolism, even if this is a little clumsily done. (iv) Explains the mood of each very well but does not make any strong comparisons. 8

9 Sample 3: Section C, Question 5 9

10 Sample 3: Section C, Question 5 10

11 Sample 3: Section C, Question 5 Comments (i) In this response, the key points are summarized correctly but no awareness is shown of the disturbing effect. (ii) The candidate mentions that rhyme makes the poem more unique which weakens the answer immediately! The comment on pace redeems the answer slightly, but a lack of technical analysis is exposed in the discussion of pace and the very general a phone ringing. (iii) Offers a nice interpretation of animal imagery as foreshadowing danger and mystery. Perceptive comments made about the devil and a sense of death. 11

12 Paper 2 Sample 1: Part I Section A, Question 1 12

13 Sample 1: Part I Section A, Question 1 13

14 Sample 1: Part I Section A, Question 1 14

15 Sample 1: Part I Section A, Question 1 15

16 Sample 1: Part I Section A, Question 1 16

17 Sample 1: Part I Section A, Question 1 Comments This is a strong and generally well-organized response, and the candidate has drawn on a range of relevant examples to illustrate how innocence and experience are highlighted through plot and character development. There are, however, certain parts of the analysis which are slightly uneven. The idea of innocence, for example, is not treated in as much depth as that of experience, and would also benefit from further qualification whether it is taken to mean simply an absence of knowledge and experience, or a state of natural human goodness, or both. 17

18 Sample 2: Part I Section D, Question 8 18

19 Sample 2: Part I Section D, Question 8 19

20 Sample 2: Part I Section D, Question 8 20

21 Sample 2: Part I Section D, Question 8 21

22 Sample 2: Part I Section D, Question 8 Comments The candidate shows a good grasp of the three short stories chosen. The discussion on The Yellow Wallpaper is especially strong, as the candidate is able to point out that it is difficult to judge the reliability of the narrator because of her possible mental illness, but that the sense of victory at the end of the story is nonetheless undeniable. The essay s arguments, however, would be more convincing if they were more tightly and clearly written, a case in point being the opening sentences: Women are often under the suppression or oppression of their husbands or to be general, love. The success of women is defined by their own definitions, as different women has different things that they most care about. [sic] The first sentence seems irrelevant to the second, and indeed, the rest of the essay. 22

23 Paper 3 Sample 1: Extended Essay: The Repercussions of War in W.H. Auden s Refugee Blues and Wilfred Owen s Disabled 23

24 Sample 1: Extended Essay: The Repercussions of War in W.H. Auden s Refugee Blues and Wilfred Owen s Disabled 24

25 Sample 1: Extended Essay: The Repercussions of War in W.H. Auden s Refugee Blues and Wilfred Owen s Disabled 25

26 Sample 1: Extended Essay: The Repercussions of War in W.H. Auden s Refugee Blues and Wilfred Owen s Disabled 26

27 Sample 1: Extended Essay: The Repercussions of War in W.H. Auden s Refugee Blues and Wilfred Owen s Disabled 27

28 Sample 1: Extended Essay: The Repercussions of War in W.H. Auden s Refugee Blues and Wilfred Owen s Disabled 28

29 Sample 1: Extended Essay: The Repercussions of War in W.H. Auden s Refugee Blues and Wilfred Owen s Disabled 29

30 Sample 1: Extended Essay: The Repercussions of War in W.H. Auden s Refugee Blues and Wilfred Owen s Disabled 30

31 Sample 1: Extended Essay: The Repercussions of War in W.H. Auden s Refugee Blues and Wilfred Owen s Disabled 31

32 Sample 1: Extended Essay: The Repercussions of War in W.H. Auden s Refugee Blues and Wilfred Owen s Disabled 32

33 Sample 1: Extended Essay: The Repercussions of War in W.H. Auden s Refugee Blues and Wilfred Owen s Disabled 33

34 Sample 1: Extended Essay: The Repercussions of War in W.H. Auden s Refugee Blues and Wilfred Owen s Disabled Comments This scope of this essay is just right for Paper 3. The piece is not too ambitious yet touches on issues of broad social and historical relevance. The content is clear and coherent, and the candidate displays a good understanding of the war background. The essay shows understanding of the two poems and some knowledge of poetic devices, and uses reference to the poems to illustrate the main ideas. It touches on broader social and political issues and displays a clear structure, with a focused introduction and relevant conclusion. However, there is no real sense of an argument being made or supported (e.g. that the poets differ in their attitude to war, and these poems illustrate these differences). It also suffers from awkwardness of expression when trying to link the poems, contains some ambiguities, and seems to misinterpret the tone of Auden s poem, so can be said to mostly fulfil the task requirements 34

35 Sample 2: Analytical Study/Review: The Dark Knight Rises A New Definition of Heroism and Justice 35

36 Sample 2: Analytical Study/Review: The Dark Knight Rises A New Definition of Heroism and Justice 36

37 Sample 2: Analytical Study/Review: The Dark Knight Rises A New Definition of Heroism and Justice 37

38 Sample 2: Analytical Study/Review: The Dark Knight Rises A New Definition of Heroism and Justice 38

39 Sample 2: Analytical Study/Review: The Dark Knight Rises A New Definition of Heroism and Justice 39

40 Sample 2: Analytical Study/Review: The Dark Knight Rises A New Definition of Heroism and Justice 40

41 Sample 2: Analytical Study/Review: The Dark Knight Rises A New Definition of Heroism and Justice 41

42 Sample 2: Analytical Study/Review: The Dark Knight Rises A New Definition of Heroism and Justice 42

43 Sample 2: Analytical Study/Review: The Dark Knight Rises A New Definition of Heroism and Justice 43

44 Sample 2: Analytical Study/Review: The Dark Knight Rises A New Definition of Heroism and Justice Comments The candidate says at the beginning of this analytical study that she will explore the ways in which Batman is a more human hero in this film, and this is what she does. This is a clearly-structured analytical study which shows a good grasp of the film as well as the use of cinematic techniques in general. The desolate and bleak atmosphere of the film is well illustrated through the discussion of setting, lighting and camera angles. There are also insightful references to other texts like A Tale of Two Cities which help shed light on plot and other devices. On the negative side, however, the piece suffers from a lack of explanation about the rise of the hero and his previous downfall. The concept of the newly-defined heroism is not dealt with very thoroughly, thus making it hard for readers to relate it to the discussion of the visual elements. The candidate s language sometimes trips her up and prevents a full exploration of the theme e.g. p. 1: With the help of lighting, settings and heavy [sic] plot, falls [sic] of Batman, which are contributed [sic] by his fragility, are elaborately depicted. There is some detailed analysis of the character of Bruce Wayne (calling him Bruce sounds overly-familiar, though), and some comparison with other Batman films, but the reader who has not seen the whole series will struggle to appreciate the significance of the moments highlighted in the analysis. The candidate touches on some cinematic aspects, which is laudable, but these sometimes confuse as much as clarify. The screen shots are mostly illustrative of what the candidate is talking about, not merely decorative, but the film is dark and so the details are not easy to see. The list of references is fine but there is no in-text referencing so we do not know which information came from where. On the whole, this analysis mostly fulfils the task requirements. 44

AP ENGLISH LITERATURE AND COMPOSITION 2008 SCORING GUIDELINES

AP ENGLISH LITERATURE AND COMPOSITION 2008 SCORING GUIDELINES AP ENGLISH LITERATURE AND COMPOSITION 2008 SCORING GUIDELINES Question 1 (Keats s When I Have Fears and Longfellow s Mezzo Cammin ) The score reflects the quality of the essay as a whole its content, its

More information

Writing Emphasis by Grade Level Based on State Standards. K 5.1 Draw pictures and write words for specific reasons.

Writing Emphasis by Grade Level Based on State Standards. K 5.1 Draw pictures and write words for specific reasons. Writing Emphasis by Grade Level Based on State Standards Grade K K 5.1 Draw pictures and write words for specific reasons. Grade 1 1.5.1 Write brief narratives describing an experience. Grade 2 2.5.2 Write

More information

AP ENGLISH LITERATURE AND COMPOSITION 2015 SCORING GUIDELINES

AP ENGLISH LITERATURE AND COMPOSITION 2015 SCORING GUIDELINES AP ENGLISH LITERATURE AND COMPOSITION 2015 SCORING GUIDELINES Question 1 (Derek Walcott, XIV ) The score should reflect the quality of the essay as a whole its content, style, and mechanics. Reward the

More information

AP ENGLISH LITERATURE AND COMPOSITION 2014 SCORING GUIDELINES

AP ENGLISH LITERATURE AND COMPOSITION 2014 SCORING GUIDELINES AP ENGLISH LITERATURE AND COMPOSITION 2014 SCORING GUIDELINES Question 1 (George Gascoigne s For That He Looked Not upon Her ) The score should reflect the quality of the essay as a whole its content,

More information

D24. Core Analysis Frame: Fiction. Examine Setting. Analyze Characters. Examine Plot. (continued on page D25)

D24. Core Analysis Frame: Fiction. Examine Setting. Analyze Characters. Examine Plot. (continued on page D25) Core Analysis Frame: Fiction D24 These questions will help you understand any story you read. For more advanced, in-depth analysis of each element, use the following frames: Setting Plot Author s Craft

More information

1. imagery 2. plot 3. foreshadowing. 10. structure 11. symbol 12. narrative. 13. motif 14. conflict 15. theme

1. imagery 2. plot 3. foreshadowing. 10. structure 11. symbol 12. narrative. 13. motif 14. conflict 15. theme Literary Terms: English, R. Clemente name: 9 th Grade Literature Unit Two, study sheet A. Literary Terms... 1. imagery 2. plot 3. foreshadowing 4. alliteration 5. onomatopoeia 6. rhyme scheme 7. personification

More information

AP ENGLISH LITERATURE AND COMPOSITION 2007 SCORING GUIDELINES

AP ENGLISH LITERATURE AND COMPOSITION 2007 SCORING GUIDELINES AP ENGLISH LITERATURE AND COMPOSITION 2007 SCORING GUIDELINES Question 1 (Richard Wilbur and Billy Collins) The score reflects the quality of the essay as a whole its content, its style, its mechanics.

More information

Evaluation Essay Movie Review

Evaluation Essay Movie Review Evaluation Essay Movie Review Everybody goes to the movie, it seems, to be entertained, but how many go to study movies as works of art. That is what movie reviewing involves: seeing a film as more than

More information

Percy Jackson and the Olympians: The Lightning Thief by Rick Riordan

Percy Jackson and the Olympians: The Lightning Thief by Rick Riordan Name: Reading: English: Percy Jackson and the Olympians: The Lightning Thief by Rick Riordan Literary Analysis Unit Thesis Claim: The way Percy changes in the book is emphasized by theme and figurative

More information

English 7 Essential Curriculum

English 7 Essential Curriculum English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful

More information

Gifted Middle School Summer Reading Animal Farm

Gifted Middle School Summer Reading Animal Farm Name Gifted Middle School Summer Reading Animal Farm This summer you will read the novel, Animal Farm, which is about farm animals that rebel against the farmer in order to create a better life. But what

More information

Write the key elements of the plot in a story you have read.

Write the key elements of the plot in a story you have read. F OR USE WITH F OCUS L ESSON 1: PLOT, SETTING, AND T HEME 1a Plot is the series of events in a story. Exposition is the author s introduction to the characters and setting. The conflict, or problem, sets

More information

STAAR Sample Short Answer Questions

STAAR Sample Short Answer Questions STAAR Sample Short Answer Questions ENGLISH I, II, and III Single Selection: Literary In this excerpt from Anne of Green Gables, do you think the stage directions enhance your understanding of the scene?

More information

WRITING A CRITICAL ARTICLE REVIEW

WRITING A CRITICAL ARTICLE REVIEW WRITING A CRITICAL ARTICLE REVIEW A critical article review briefly describes the content of an article and, more importantly, provides an in-depth analysis and evaluation of its ideas and purpose. The

More information

AP ENGLISH LITERATURE AND COMPOSITION 2010 SCORING GUIDELINES

AP ENGLISH LITERATURE AND COMPOSITION 2010 SCORING GUIDELINES AP ENGLISH LITERATURE AND COMPOSITION 2010 SCORING GUIDELINES Question 2 (Maria Edgeworth s Belinda) The score reflects the quality of the essay as a whole its content, style and mechanics. Students are

More information

Common Core State Standards Speaking and Listening

Common Core State Standards Speaking and Listening Comprehension and Collaboration. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly

More information

A Hollow Shell. 10 th Grade Exemplar Essay: Response to Literature

A Hollow Shell. 10 th Grade Exemplar Essay: Response to Literature 10 th Grade Exemplar Essay: Response to Literature Introduction orients the reader. Writer provides a perceptive analysis of the text that integrates summary. Writer links credible evidence to the thesis

More information

SIXTH GRADE UNIT 1. Reading: Literature

SIXTH GRADE UNIT 1. Reading: Literature Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly

More information

Comparing/Contrasting

Comparing/Contrasting Page 1 of 7 The Writing Center University of North Carolina at Chapel Hill http://www.unc.edu/depts/wcweb What this handout is about... Comparing/Contrasting This handout will help you first to determine

More information

Montgomery County Public Schools English 9B Exam Review

Montgomery County Public Schools English 9B Exam Review Montgomery County Public Schools English 9B Exam Review June 2013 FORMAT Five Readings an excerpt from a Shakespeare play (not Romeo and Juliet) two poems a narrative a nonfiction article related to the

More information

Appendix: W. Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services

Appendix: W. Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services Appendix: W Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services Background/Historical Context: Creative Writing has been offered in our school

More information

Year 5 Poetry based on Unit 2 Classic/narrative poems

Year 5 Poetry based on Unit 2 Classic/narrative poems Narrative Poems (based on the Primary framework for literacy, Poetry Unit 2 Classic/narrative poems) Key aspects of learning Enquiry Children will investigate an older narrative poem, seeking the answers

More information

Laying the Foundation English Diagnostic Activity Comparison/Contrast Grade 7 KEY

Laying the Foundation English Diagnostic Activity Comparison/Contrast Grade 7 KEY Multiple Choice Activity Mother to Son and Fear Answer Section 1. ANS: D The correct answer is choice D. The colon introduces the advice the mother is going to offer the son. She offers this advice in

More information

Text-Dependent Questions Reflecting Common Core Standards for Reading By Grade Level Middle

Text-Dependent Questions Reflecting Common Core Standards for Reading By Grade Level Middle AREA V REGIONAL SUPERINTENDENTS OF SCHOOLS ROBERT DAIBER KERI GARRETT MARCHELLE KASSEBAUM KELTON DAVIS LARRY PFEIFFER SUSAN SARFATY JULIE WOLLERMAN Text-Dependent Questions Reflecting Common Core Standards

More information

AP ENGLISH LANGUAGE AND COMPOSITION 2013 SCORING GUIDELINES

AP ENGLISH LANGUAGE AND COMPOSITION 2013 SCORING GUIDELINES AP ENGLISH LANGUAGE AND COMPOSITION 2013 SCORING GUIDELINES Question 2 The score should reflect the essay s quality as a whole. Remember that students had only 40 minutes to read and write; the paper,

More information

D36. Core Analysis Frame: Poetry. Examine Content. Examine Form and Structure. (continued on page D37)

D36. Core Analysis Frame: Poetry. Examine Content. Examine Form and Structure. (continued on page D37) Core Analysis Frame: Poetry D36 The questions on this analysis frame will help you achieve a basic understanding of any poem you read. For more advanced, in-depth analysis of each element, use the following

More information

AP ENGLISH LITERATURE 2006 SCORING GUIDELINES (Form B) Question 1 (Hughes s To Paint a Water Lily )

AP ENGLISH LITERATURE 2006 SCORING GUIDELINES (Form B) Question 1 (Hughes s To Paint a Water Lily ) AP ENGLISH LITERATURE 2006 SCORING GUIDELINES (Form B) Question 1 (Hughes s To Paint a Water Lily ) The score reflects the quality of the essay as a whole its content, its style, its mechanics. Students

More information

Elements for Analyzing Fiction

Elements for Analyzing Fiction Learning Centre Elements for Analyzing Fiction Authors use various literary devices to develop ideas in their work. These devices are analyzed by academics in order to understand fiction. This handout

More information

Rising Action. The action and events that take place in the story and build up to the critical moment when the main conflict is confronted.

Rising Action. The action and events that take place in the story and build up to the critical moment when the main conflict is confronted. PLOT The sequence of events or actions in a short story, novel, play, or narrative poem Exposition The author lays the groundwork for the story by revealing the Setting Relationships between the Situation

More information

Units of Study 9th Grade

Units of Study 9th Grade Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.

More information

AP ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES (Form B)

AP ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES (Form B) AP ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES (Form B) Question 1 The score should reflect a judgment of the essay s quality as a whole. Remember that students had only 15 minutes to read

More information

MIDDLE SCHOOL QUESTION TASK CARDS MAIN IDEA (LA.6-8.1.7.3) MAIN IDEA

MIDDLE SCHOOL QUESTION TASK CARDS MAIN IDEA (LA.6-8.1.7.3) MAIN IDEA MAIN IDEA (LA.6-8.1.7.3) MAIN IDEA What is the main idea of this article? What would be another good title for the article? Which accomplishment/idea was most valuable? Which sentence gives the best summary?

More information

Virginia English Standards of Learning Grade 8

Virginia English Standards of Learning Grade 8 A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation

More information

7. What do you think Zaroff means when he says to himself, the American hadn t played the game?

7. What do you think Zaroff means when he says to himself, the American hadn t played the game? Name: Period: Sullivan Eng I Advanced Short Story Unit THIS WILL COUNT AS A MAJOR GRADE WHEN COMPLETE. Reading questions: 50 points Map: 15 points Charts and diagrams: 35 points The Most Dangerous Game

More information

GCSE English Literature Unit 2 Poetry across time

GCSE English Literature Unit 2 Poetry across time GCSE English Literature Unit 2 Poetry across time Mark Scheme 97152H June 2015 V1 Final Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel

More information

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Cambridge International Examinations Cambridge International General Certificate of Secondary Education Cambridge International Examinations Cambridge International General Certificate of Secondary Education FIRST LANGUAGE ENGLISH 0522/03 Paper 3 Directed Writing and Composition For Examination from 2015

More information

AP ENGLISH LITERATURE AND COMPOSITION 2009 SCORING GUIDELINES

AP ENGLISH LITERATURE AND COMPOSITION 2009 SCORING GUIDELINES AP ENGLISH LITERATURE AND COMPOSITION 2009 SCORING GUIDELINES Question 1 (Shakespeare s Henry VIII, Cardinal Wolsey s Speech) The score reflects the quality of the essay as a whole its content, its style,

More information

LITERARY ELEMENTS. Figurative Language What kinds of comparisons are made that add layers to the meaning of the poem or story?

LITERARY ELEMENTS. Figurative Language What kinds of comparisons are made that add layers to the meaning of the poem or story? LITERARY ELEMENTS Below is a list of Literary Elements, or the parts of a story. When you examine and analyze your literary work for class presentation, ask the following questions. They will help you

More information

Introduction to Comparative Study

Introduction to Comparative Study Introduction to Comparative Study The comparative study question asks you to compare and contrast two texts under one of the three modes of comparison. The comparative modes for the exam in June 2014 are:

More information

Elements of a Novel and Narrative Writing Grade 10

Elements of a Novel and Narrative Writing Grade 10 Ohio Standards Connection Literary Text Benchmark B Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. Indicator 2 Analyze the features of setting

More information

Common Core State Standards Sample Student Writing Scored with 6+1 Traits Rubric

Common Core State Standards Sample Student Writing Scored with 6+1 Traits Rubric Common Core State Standards Sample Student Writing Scored with 6+1 Traits Rubric This collection of K-12 student papers and the accompanying annotations were taken from Appendix C: Samples of Student Writing

More information

Grade 6 English Language Arts Performance Level Descriptors

Grade 6 English Language Arts Performance Level Descriptors Limited Grade 6 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 English Language Arts.

More information

AP ENGLISH LANGUAGE AND COMPOSITION 2010 SCORING GUIDELINES

AP ENGLISH LANGUAGE AND COMPOSITION 2010 SCORING GUIDELINES AP ENGLISH LANGUAGE AND COMPOSITION 2010 SCORING GUIDELINES Question 1 The score should reflect a judgment of the essay s quality as a whole. Remember that students had only 15 minutes to read the sources

More information

AP English Literature & Composition 2002 Scoring Guidelines

AP English Literature & Composition 2002 Scoring Guidelines AP English Literature & Composition 2002 Scoring Guidelines The materials included in these files are intended for use by AP teachers for course and exam preparation in the classroom; permission for any

More information

Stop Being Lost In Translation

Stop Being Lost In Translation ESSAI Volume 2 Article 24 Spring 2004 Stop Being Lost In Translation Aaron Olson College of DuPage Follow this and additional works at: http://dc.cod.edu/essai Recommended Citation Olson, Aaron (2004)

More information

FILMS AND BOOKS ADAPTATIONS

FILMS AND BOOKS ADAPTATIONS FILMS AND BOOKS Reading a book is very different to watching a film. The way that we understand both is also different. We firstly need to think of the ways in which films and books tell their stories.

More information

Cartooning and Animation MS. Middle School

Cartooning and Animation MS. Middle School Cartooning and Animation Middle School Course Title Cartooning and Animation MS Course Abbreviation CART/ANIM MS Course Code Number 200603 Special Notes General Art is a prerequisite, or department permission

More information

Act 5: scene 1:32-34 (34-36) scene 4: 25-29 (25-29) scene 5: 26-30 (26-30) scene 7: 15-18 (15-17) scene 8: 17-20 (17-20)

Act 5: scene 1:32-34 (34-36) scene 4: 25-29 (25-29) scene 5: 26-30 (26-30) scene 7: 15-18 (15-17) scene 8: 17-20 (17-20) Macbeth Unit Test Study Guide January 17 Exam will be between thirty and forty scan-tron multiple choice (40 points) Characters Be able to identify characters by either quotes or descriptions. To review

More information

There s a Boy in the Girls Bathroom by Louis Sachar

There s a Boy in the Girls Bathroom by Louis Sachar There s a Boy in the Girls Bathroom by Louis Sachar This unit lasts three weeks This book has as its main character Bradley Chalkers, a bad boy who is always in trouble. In this story, we are allowed to

More information

READING. Common Core Standards-Based. Graphic Organizers for GRADES 9-10. In-Depth Analysis. Created by Tracee Orman

READING. Common Core Standards-Based. Graphic Organizers for GRADES 9-10. In-Depth Analysis. Created by Tracee Orman Graphic Organizers for Common Core Standards-Based READING In-Depth Analysis GRADES 9-10 Created by Tracee Orman www.traceeorman.com www.teacherspayteachers.com/store/tracee-orman CCS RL Graphic Organizers

More information

Critical Reading & The Literary Lenses

Critical Reading & The Literary Lenses Critical Reading & The Literary Lenses What is Covered / Included in the Lesson Reading Levels: three levels of reading The Literary Lenses: there are five Assignment for reading A Horrible Waste of War

More information

Purposes and Processes of Reading Comprehension

Purposes and Processes of Reading Comprehension 2 PIRLS Reading Purposes and Processes of Reading Comprehension PIRLS examines the processes of comprehension and the purposes for reading, however, they do not function in isolation from each other or

More information

Author Study: Edgar Allan Poe 8 th Grade Language Arts Summative Assessments

Author Study: Edgar Allan Poe 8 th Grade Language Arts Summative Assessments Author Study: Edgar Allan Poe 8 th Grade Language Arts Summative Assessments The author study essay and project will be due December 10th and will include the following: 1 literary analysis essay Mandatory

More information

Reading and Viewing Achievement Standards

Reading and Viewing Achievement Standards Reading and Viewing Achievement Standards The following outlines text study over the semester in English Language Arts (at least 30% should be Canadian content and include representation from New Brunswick).

More information

Language Arts Literacy Areas of Focus: Grade 6

Language Arts Literacy Areas of Focus: Grade 6 Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

Elements of a Short Story

Elements of a Short Story Elements of a Short Story Resource Package Sean Webster Elements of a Short Story SETTING The time and location in which a story takes place is called the setting. For some stories the setting is very

More information

Learner Guide. Cambridge International AS & A Level Literature in English

Learner Guide. Cambridge International AS & A Level Literature in English Learner Guide Cambridge International AS & A Level Literature in English 9695 Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy

More information

Grade 4 Writing Curriculum Map

Grade 4 Writing Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me

More information

Bilingual Education Assessment Urdu (034) NY-SG-FLD034-01

Bilingual Education Assessment Urdu (034) NY-SG-FLD034-01 Bilingual Education Assessment Urdu (034) NY-SG-FLD034-01 The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national

More information

Sophia s War: a Tale of the Revolution Teaching Guide

Sophia s War: a Tale of the Revolution Teaching Guide Sophia s War: a Tale of the Revolution Teaching Guide ABOUT THE BOOK In 1776, the War of Independence comes to New York City, and to twelve-year-old Sophia Calderwood s family. William, her older soldier

More information

The plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict.

The plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict. FOR USE WITH FOCUS LESSON 1: NARRATIVE STRATEGIES I 1a The plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict. The

More information

AP English Literature and Composition (Senior Level) Summer Reading Assignment

AP English Literature and Composition (Senior Level) Summer Reading Assignment AP English Literature and Composition (Senior Level) Summer Reading Assignment As part of the AP and Honors English courses at Heritage High School, you are required to read and respond to two novels during

More information

Learner Guide. Cambridge IGCSE Literature (English) Cambridge Secondary 2

Learner Guide. Cambridge IGCSE Literature (English) Cambridge Secondary 2 Learner Guide Cambridge IGCSE Literature (English) 0486 Cambridge Secondary 2 Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy

More information

Teaching guide: AO2 - the ways in which meanings are shaped

Teaching guide: AO2 - the ways in which meanings are shaped Teaching guide: AO2 - the ways in which meanings are shaped AS and A-level English Literature now require students to analyse a range of ways in which meanings are shaped in literary texts. Within this,

More information

ADVANCED COMMUNICATION SERIES STORYTELLING. Assignment #1: THE FOLK TALE

ADVANCED COMMUNICATION SERIES STORYTELLING. Assignment #1: THE FOLK TALE Assignment #1: THE FOLK TALE To tell a folk tale that is entertaining and enjoyable for a specific age group. To use vivid imagery and voice to enhance the tale. TIME : 7 to 9 minutes : The purpose of

More information

THE RAVEN BY EDGAR ALLAN POE

THE RAVEN BY EDGAR ALLAN POE THE RAVEN BY EDGAR ALLAN POE a grieving narrator and a lost love. THE RAVEN - SETTING The chamber of a house at midnight. Poe uses the word chamber rather than bedroom apparently because chamber has a

More information

Planning and Writing Essays

Planning and Writing Essays Planning and Writing Essays Many of your coursework assignments will take the form of an essay. This leaflet will give you an overview of the basic stages of planning and writing an academic essay but

More information

Rubrics for Assessing Student Writing, Listening, and Speaking High School

Rubrics for Assessing Student Writing, Listening, and Speaking High School Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein

More information

Fifth Grade English Language Arts Learning Goals for 3 rd 9- Weeks

Fifth Grade English Language Arts Learning Goals for 3 rd 9- Weeks Skills students should demonstrate by the end of the 2 nd 9- weeks of school: Unit 4A- Making Connections Across Literary Genres Learning Goal: Student will understand that authors use point of view to

More information

HOW TO ANNOTATE A TEXT (Half of the test grade will be based on your annotated text)

HOW TO ANNOTATE A TEXT (Half of the test grade will be based on your annotated text) HOW TO ANNOTATE A TEXT (Half of the test grade will be based on your annotated text) 1. At the top of the page or on a post-it, mark the important plot events. Every page will not necessarily be marked.

More information

Tristan and Isolde Sharing the Potion, J.W. Waterhouse, 1916

Tristan and Isolde Sharing the Potion, J.W. Waterhouse, 1916 Tristan and Isolde Sharing the Potion, J.W. Waterhouse, 1916 1 10th Grade Honors English II Summer Reading Assignment TRISTAN AND ISEULT Please read the translation by Hilaire Belloc. You can find an online

More information

Character Character Character

Character Character Character Character Character Character Think of two questions you have about the protagonist. Do you think the questions will be answered as you continue with the story? Why or why not? Describe the protagonist

More information

CRCT Content Descriptions based on the Georgia Performance Standards. Reading Grades 1-8

CRCT Content Descriptions based on the Georgia Performance Standards. Reading Grades 1-8 CRCT Content Descriptions based on the Georgia Performance Standards Reading Grades 1-8 Kathy Cox State Superintendent of Schools June 2007 Criterion-Referenced Competency Tests (CRCT) Content Descriptions

More information

Conventions for Writing a Literary Analysis Paper

Conventions for Writing a Literary Analysis Paper Conventions for Writing a Literary Analysis Paper BCCC Tutoring Center This handout can be used in conjunction with the Tutoring Center s resource, How to Write a Literary Analysis Paper. Your Writing

More information

Coach Tool. Lesson Planning/Lesson Observation/Lesson Debriefing

Coach Tool. Lesson Planning/Lesson Observation/Lesson Debriefing Purpose Coach Tool Lesson Planning/Lesson Observation/Lesson Debriefing By Krista Jiampetti, Reading Specialist, South Colonie Central Schools, Albany, NY For Literacy or Instructional Coaches, K-12 This

More information

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past

More information

Literary Elements and the Short Story Essential Question: Why do we tell stories? Common Core Standards Learning Objectives Suggested Works

Literary Elements and the Short Story Essential Question: Why do we tell stories? Common Core Standards Learning Objectives Suggested Works Unit: Literary Elements and the Short Story Essential Question: Why do we tell stories? Timeline: Semester 1: 9 weeks RL. 9.1 Cite strong and 1. Identify and explain plot The Most thorough textual evidence

More information

[i carry your heart with me(i carry it in] i carry your heart with me(i carry it in. my heart)i am never without it(anywhere

[i carry your heart with me(i carry it in] i carry your heart with me(i carry it in. my heart)i am never without it(anywhere 1 2 3 4 5 6 7 8 9 10 Edward Estlin Cummings (E.E. Cummings) was born in Cambridge, Massachusetts on October 14, 1894, to a well-known family. His father was a professor at Harvard University. His mother,

More information

A Tale of Two Cities

A Tale of Two Cities Reflections: A Student Response Journal for A Tale of Two Cities by Charles Dickens written by Jack Turner Copyright 2007 by Prestwick House, Inc., P.O. Box 658, Clayton, DE 19938. 1-800-932-4593. www.prestwickhouse.com

More information

La Haine. Despite all this, audiences loved it and ten years later a special anniversary edition has been released at the cinema.

La Haine. Despite all this, audiences loved it and ten years later a special anniversary edition has been released at the cinema. La Haine La Haine was premiered at the Cannes Film Festival in 1995 to great critical acclaim. Matthew Kassovitz was awarded Best Director and five times as many copies of the film were produced as would

More information

Grade Level: 2 nd Grade

Grade Level: 2 nd Grade 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.

More information

Visiting Hour. By Norman MacCaig

Visiting Hour. By Norman MacCaig Visiting Hour By Norman MacCaig Themes Facing Death (either the dying person, or the relative) Isolation surrounding death/emotion Structure The way a text is put together and the development of ideas

More information

Module 15 Exercise 3 How to use varied and correct sentence structures

Module 15 Exercise 3 How to use varied and correct sentence structures Section 1A: Comprehension and Insight skills based on short stories Module 15 Exercise 3 How to use varied and correct sentence structures Before you begin What you need: Related text: Powder by Tobias

More information

5. Develop two test questions based on the first chapter:

5. Develop two test questions based on the first chapter: Reading Notes: Chapter One (pgs. 1 16) Introduction While reading, we will pause to make some observations. These observations are intended to improve your ability to see and interpret key ideas and events

More information

FINAL. Mark Scheme. English Literature 47102H. (Specification 4710) Unit 2: Poetry across time (Higher)

FINAL. Mark Scheme. English Literature 47102H. (Specification 4710) Unit 2: Poetry across time (Higher) Version 0.3 General Certificate of Secondary Education June 2013 English Literature 47102H (Specification 4710) Unit 2: Poetry across time (Higher) FINAL Mark Scheme Mark schemes are prepared by the Principal

More information

AP ENGLISH LANGUAGE AND COMPOSITION 2010 SCORING GUIDELINES (Form B)

AP ENGLISH LANGUAGE AND COMPOSITION 2010 SCORING GUIDELINES (Form B) AP ENGLISH LANGUAGE AND COMPOSITION 2010 SCORING GUIDELINES (Form B) Question 1 The score should reflect a judgment of the essay s quality as a whole. Remember that students had only 15 minutes to read

More information

Brought to you by the NVCC-Annandale Reading and Writing Center

Brought to you by the NVCC-Annandale Reading and Writing Center Brought to you by the NVCC-Annandale Reading and Writing Center WORKSHOP OBJECTIVES: To understand the steps involved in writing inclass essays To be able to decode the question so that you answer the

More information

English I. Expository Scoring Guide. April 2014

English I. Expository Scoring Guide. April 2014 English I Expository Scoring Guide April 2014 Copyright 2014, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission

More information

Read this syllabus very carefully. If there are any reasons why you cannot comply with what I am requiring, then talk with me about this at once.

Read this syllabus very carefully. If there are any reasons why you cannot comply with what I am requiring, then talk with me about this at once. LOGIC AND CRITICAL THINKING PHIL 2020 Maymester Term, 2010 Daily, 9:30-12:15 Peabody Hall, room 105 Text: LOGIC AND RATIONAL THOUGHT by Frank R. Harrison, III Professor: Frank R. Harrison, III Office:

More information

READY NCEXTEND2 End-of-Grade English Language Arts (ELA)/Reading Grades 3-8 Assessments

READY NCEXTEND2 End-of-Grade English Language Arts (ELA)/Reading Grades 3-8 Assessments READY NCEXTEND2 End-of-Grade English Language Arts (ELA)/Reading Grades 3-8 Assessments NCEXTEND2 ELA/Reading Grades 3-8 Achievement Level Ranges (Cut Scores) Subject Grade Level 1 Level 2 Level 3 Level

More information

Students will identify a theme connecting a group of historic Wisconsinites and make a set of trading cards.

Students will identify a theme connecting a group of historic Wisconsinites and make a set of trading cards. Identifying Important Historical Themes Students will identify a theme connecting a group of historic Wisconsinites and make a set of trading cards. How are people connected in time through history? How

More information

Designing and Using Weighted Rubrics

Designing and Using Weighted Rubrics Designing and Using Weighted Rubrics The following pages demonstrate one effective way for history teachers to integrate the new assessment model required by the Ontario Ministry of Education into their

More information

WRITING ACROSS THE CURRICULUM Writing about Film

WRITING ACROSS THE CURRICULUM Writing about Film WRITING ACROSS THE CURRICULUM Writing about Film From movie reviews, to film history, to criticism, to technical analysis of cinematic technique, writing is one of the best ways to respond to film. Writing

More information

A SYSTEM FOR PLANNING AND TIMING ANIMATION PDF provided by www.animationmeat.com

A SYSTEM FOR PLANNING AND TIMING ANIMATION PDF provided by www.animationmeat.com A SYSTEM FOR PLANNING AND TIMING ANIMATION By Glen Keane pdf version edited by Jon Hooper PHASE I: PREPARATION 1.Study Storyboard - Know what the main point of your scene is. 2. Listen to Soundtrack -

More information

This document has been produced to support the development of effective questioning and dialogue between teacher and pupils.

This document has been produced to support the development of effective questioning and dialogue between teacher and pupils. QUESTIONING Assessing and Developing Children s Understanding and Thinking in Literacy through Effective Introduction This document has been produced to support the development of effective questioning

More information

HOW TO WRITE A FILM ESSAY

HOW TO WRITE A FILM ESSAY HOW TO WRITE A FILM ESSAY Introduction Paragraph State the title and director of the film. Use words from the question to outline the topic of the essay. State the three points you will make in the main

More information

Magical Potions in Tristan und Isolde Written by Olga Bezrukov for L.A. Opera

Magical Potions in Tristan und Isolde Written by Olga Bezrukov for L.A. Opera Magical Potions in Tristan und Isolde Written by Olga Bezrukov for L.A. Opera Duration: This lesson plan can be adjusted for a field-trip or classes spent watching the DVD. Not including the field-trip

More information

Reading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7

Reading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7 Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON 1 2 3 4 5 6 7 8 9 Speaking and Listening:

More information

Point-by Point Method, Comparison/Contrast Essay Step-by-Step Teacher Overview

Point-by Point Method, Comparison/Contrast Essay Step-by-Step Teacher Overview Point-by Point Method, Comparison/Contrast Essay Teacher Overview Skill Focus Levels of Thinking Remember Understand Apply Analyze Evaluate Create Close Reading Grammar Composition Reading Strategies Inference

More information