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 narrative Thirty Selected Response Items (SRs) Students will be required to determine the meaning of words by using context. make inferences about characterization, motivation, and other narrative elements. make inferences about a writer s purposeful use of language and form. make inferences about the main idea, theme, or point of view. identify and explain a writer s use of language devices in poetry, prose, and drama. analyze how a writer s sentence structure and style contribute to tone and purpose. identify the tone based on the language of a text. apply course terms to interpret poetry, prose, and drama. Two Essays Students will be required to compare how two poets use language to express their ideas about a theme. explain how knowledge of history gained from a nonfiction reading may enhance the understanding of a narrative. 1
English 9B Exam Review Review Course Concepts and Skills PREPARATION Use the portfolio to examine strengths and areas of need in content and development of ideas. Review strategies for close reading of a text, including how an author uses language to achieve a purpose. Review frequently noted errors and learn to correct each one. Read, analyze, and evaluate paragraphs, essays, and other papers. Review rubrics used for writing, including the Scoring Guide for Writing and 6-Traits rubrics. Review how to use various graphic organizers to plan writing. Review strategies for organizing and writing timed responses. Review strategies for using quotations and paraphrased ideas. Review conventions for writing dialogue. Review Language Skills parallel structure phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) clauses (independent, dependent; noun, relative, adverbial) semicolons and colons language progressive skills as listed in Common Core State Standards 2
English 9B Exam Review COURSE TERMS The list below is not comprehensive; it is intended as a guideline for establishing a foundation of knowledge and common language for instruction. This page lists concepts that students should have encountered throughout the semester. Also, the categories overlap; while a term may be listed under a particular heading, students may use it in several different contexts. READING/WRITING Allusion Analysis Annotation Audience Characterization Close reading Comparison Complex character Connotation Context Contrast Denotation Dialogue Diction Evaluation Evidence Figurative language Hyperbole Metaphor Personification Simile Understatement Flashback Foreshadowing Inference Irony Dramatic Situational Verbal Mood Motif Multimedia Narrator Pacing Paraphrase Parody Perspective/point of view First person Shifting Third person Limited Omniscient Plot structure Exposition Inciting incident Rising action Climax Falling action Denouement/resolution Self-reflection Sensory imagery Setting Summary Symbol Syntax Theme Thesis Tone Voice Writer s purpose POETRY Alliteration Apostrophe Blank verse Couplet Free verse Iambic pentameter Meter Repetition Rhyme Rhythm Sonnet Speaker Stanza DRAMA Act Antagonist Aside Conflict Monologue Protagonist Pun Scene Secondary character Soliloquy Subtext Wordplay LANGUAGE Absolute phrase Adjective phrase Adverb phrase Adverb clause Colon Dependent clause Independent clause Noun clause Noun phrase Parallel structure Participial phrase Prepositional phrase Relative clause Semicolon Verb phrase 3
RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4 RL.9-10.5 RL.9-10.6 RL.9-10.7 4 English 9B Exam Review COMMON CORE STATE STANDARDS ELA-LITERACY: READING LITERATURE Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. COMMON CORE STATE STANDARDS ELA-LITERACY: READING INFORMATIONAL TEXT RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.4 RI.9-10.5 RI.9-10.6 RI.9-10.10 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.9-10.4 W.9-10.5 W.9-10.7 W.9-10.8 W.9-10.9 COMMON CORE STATE STANDARDS ELA-LITERACY: WRITING Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9 10 Reading standards to literature. b. Apply grades 9 10 Reading standards to literary nonfiction. W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. L.9-10.1. L.9-10.2. COMMON CORE STATE STANDARDS ELA-LITERACY: LANGUAGE Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. 5
Score of 5 Scoring Guide for Writing This response demonstrates consistent mastery, although it may have minor errors. This response effectively states and develops a claim, provides strong insights, and uses well-chosen detail to achieve its purpose. is well organized, focused, and coherent. uses language and vocabulary purposefully. varies sentence structure skillfully. is generally free of errors in grammar, usage, and mechanics. Score of 4 This response demonstrates adequate mastery with occasional lapses in quality. This response states and develops a claim, exhibits sound thinking, and uses appropriate supporting detail. is generally organized, focused, and coherent. generally uses language and vocabulary effectively. demonstrates some variety in sentence structure. may have some errors in grammar, usage, or mechanics. Score of 3 This response demonstrates partial mastery, but it has one or more flaws. This response states and develops a claim but needs more consistent thinking and supporting detail. sometimes lacks organization, focus, and coherence. generally uses language coherently, but some word choices are vague or inappropriate. has little variety in sentence structure or has some sentence errors. may contain a number of errors in grammar, usage, or mechanics. Score of 2 This response demonstrates little mastery and is marred by one or more weaknesses. This response has a vague or limited claim, weak thinking, and inappropriate or insufficient supporting detail. is poorly organized, lacking focus and coherence. uses limited language and vocabulary or incorrect word choice. demonstrates simplistic or incorrect sentence structure. contains errors in grammar, usage, or mechanics that sometimes hamper meaning. Score of 1 This response demonstrates a lack of mastery and serious flaws. This response does not state or develop a claim and provides little, if any, supporting detail. is disorganized, rambling, or incoherent. has numerous errors in vocabulary and use of language. has serious flaws in sentence structure. contains numerous errors in grammar, usage, or mechanics that consistently hamper meaning. Score of 0 No response or a response that is completely irrelevant will receive a score of zero. 6