Final Exam REVIEW for ENG 1PR-03
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1 ST. FRANCIS XAVIER HIGH SCHOOL SEMESTER Final Exam REVIEW for ENG 1PR-03 Time: 8: 15 am Date: Friday, June Lengt: 1.5 ours ROOM: Porta 16 Bring a pencil, eraser, igligter, water. Materials Required: Foolscap X Student s Name: Teacer s Name: Mrs. L-A. Galveias ENG1P-03 review pacakge Page 1 of 8
2 ENG 1P 03 Mrs. Galveias 7 Pages including Cover Mark break down: Essay 50%, Reading Response 50% Part A: Reading and Response (Value 50% of te exam) Instructions: Read te attaced story Te Fox and te Cat and respond to te questions below in full sentences and in te space provided. All responses will be scored based on te attaced rubric. Te Fox and te Cat by Te Broters Grimm translated by Margaret Taylor (1884) It appened tat te cat met te fox in a forest, and as se tougt to erself, "e is clever and full of experience, and muc esteemed in te world," se spoke to im in a friendly way. "Good-day, dear Mr. Fox, ow are you? How is all wit you? How are you getting troug tis dear season?" Te fox, full of all kinds of arrogance, looked at te cat from ead to foot, and for a long time did not know weter e would give any answer or not. At last e said, "O, tou wretced beardcleaner, tou piebald fool, tou ungry mouse-unter, wat canst tou be tinking of? Dost tou venture to ask ow I am getting on? Wat ast tou learnt? How many arts dost tou understand?" "I understand but one," replied te cat, modestly. "Wat art is tat?" asked te fox. "Wen te ounds are following me, I can spring into a tree and save myself." "Is tat all?" said te fox. "I am master of a undred arts, and ave into te bargain a sackful of cunning. Tou makest me sorry for tee; come wit me, I will teac tee ow people get away from te ounds." Just ten came a unter wit four dogs. Te cat sprang nimbly up a tree, and sat down on top of it, were te brances and foliage quite concealed er. "Open your sack, Mr. Fox, open your sack," cried te cat to im, but te dogs ad already seized im, and were olding im fast. "A, Mr. Fox," cried te cat. "You wit your undred arts are left in te lurc! Had you been a to climb like me, you would not ave lost your life." Questions: Answer in full sentences to demonstrate your full compreension of tis story. Section 1: Reading for Meaning 1. Wat is te moral of te story? (1.3) ENG1P-03 review pacakge Page 2 of 8
3 2. How does story sow irony? If you can, prove weter it is situational, dramatic, or verbal irony. Consider ow cunning and sly a fox is expected to be and ow muc e boasts to te cat. Fully explain your response. (1.2) 3. Coose one conflict from te story. Clearly state wo is involved, wat is appening, and wat type of conflict it is. (1.6) 4. Wat about tis story lets you know te genre tat it belongs to, ten produce several examples to illustrate ow you were a to decode te story type. Use quotes as well. (1.4 & 1.6) Section 2: Form and Style 5. How does te autor paint a picture of a moral rigteousness? Explain ow te word coices elp te reader to understand te irony of te situation and directs te reader not to feel sorry for te ound wo is about to die. (2.3) ENG1P-03 review pacakge Page 3 of 8
4 Section 3: Reading wit Fluency 6. Te autor writes in paragrap 7, I am master of a undred arts, and ave into te bargain a sackful of cunning. Tou makest me sorry for tee... Using contextual clues from te story, wat te significance of tis line? Wat are te arts and wat does a sackful of cunning mean? (3.2) 7. Te autor writes in paragrap 3, "O, tou wretced beard-cleaner, tou piebald fool, tou ungry mouse-unter, wat canst tou be tinking of? Dost tou venture to ask ow I am getting on? Wat ast tou learnt? How many arts dost tou understand? Using contextual clues from te story, wat is te fox trying to say in tese lines? Section 4: Reflecting on Skills and Strategies 8. Reading and answering questions requires strategies in order to be successful. Wat strategies did you use to elp you to answer tese questions and be prepared. (4.1) 9. Wat additional steps could you ave used to ave elped you or saved you time? (4.1) 10. Identify a word or expression in te Broter Grimm s story wit wic you struggled. Explain te strategy(ies) you used (or could ave used) to overcome tat urdle. (4.1) ENG1P-03 review pacakge Page 4 of 8
5 Part B: Writing: Formal Literary Essay (Value 50% of te exam) INSTRUCTIONS Coose ONE of te options below and write a 5 paragrap essay. One PPE per body paragrap is suffic someting tat proves your point and explain it. Tis is your example and it is a proof. You must refer to specific examples from te novel Acceleration or te play Romeo and Juliet. You many NOT refer to bot book; only coose one and ignore te oter book. neatly and dou space so tat your work is legi. Only write on one side of te paper. Include your name and page number on eac page, please. Te response will be evaluated according to te rubric attaced. A cecklist of essay key points as been provided. TOPICS Tese are samples of essay prompts. Witin tis list, one of tese will actually BE on YOUR exam. So prepare for all tree. Coose ONE of te following: 1) Not all people are good and kind. Discuss two-tree ways tat one caracter you studied in tis course fits tis type of description. OR 2) People can be brougt down by te actions of oters or just troug bad luck or cance. Discuss two-tree ways tat one caracter you studied in tis course was affected in tis manner. OR 3) People are at times surrounded by people wo want to elp and make a cange in teir lives. Discuss two-tree ways tat one caracter you studied in tis course was affected in tis manner. Essay Parts: Header and Title Introduction Body Paragrap 2 Hook Topic Sentence Link to book & autor Point Tesis Proof Blueprint Comment Concluding Sentence Body Paragrap 1 Body Paragrap 3 Conclusion Topic Sentence Topic Sentence Restate Tesis Point Point Restate Blueprint Proof Proof Clincer Comment Comment Concluding Sentence Concluding Sentence ENG1P-03 review pacakge Page 5 of 8
6 St. FX Jr. Sigt Passage Exam Rubric Reading and Literature Reading for Meaning BL 1 1 Demonstrates clear compreension of text. (1.2) Analyzes text troug te identification and explanation of purpose of an identified literary device or aspect of figurative language (1.6) Supports responses wit evidence directly from te text. (1.3 & 1.7) Connects given aspect of te text to tem self, oter texts or te world around tem (1.5) Form and Style BL Identifies a number of caracteristics of a text and explains ow tey communicate meaning (2.1 & 2.2) Plot, setting, caracter, teme, point of view, title etc. Identifies an element of style and explains ow it communicates and enances meaning (2.3) Dialogue, sentence structure, tone, voice, or element of figurative language. Reading wit Fluency BL 1 1 i ent Explains word meaning based on context (3.2) Not a dictionary definition; must be linked to context clues Reflecting on Skills and Strategies BL Identifies te question on tis exam wit wic tey struggled and identifies and explains a strategy or strategies used to overcome tat urdle. (4.1) /50 ENG1P-03 review pacakge Page 6 of 8
7 St. FX Junior Exam Essay Rubric Reading and Literature Reading for Meaning Demonstrates understanding of primary source s temes, caracters, literary devices, etc. (1.2) BL Topic and Tesis (1.3) Appropriate coice of specific proofs (paraprased proofs)(1.4) Makes appropriate reference to, connections wit, and analysis of, te assigned topic. (1.6) Writing Developing and Organizing Content BL Find information from te selected source to support your ideas as evidenced by: Development of ook Development of main points Dept of critical tinking in explanations proving tesis Development of clincer (1.3) Organize your ideas so tat tey fit te format of an essay as evidenced by: Proper formatting of introduction Development of concluding sentences linking explanations to tesis Proper formatting of conclusion (1.4) i ent Form and Style BL 1 Leve l 1 Uses proper conventions for formal essay style Formal tone No contractions No first person No slang or colloquialisms Words for numbers Does not refer to writing process (2.2) Lev el Use a wide range of descriptive and evocative words, prases and expressions. (2.3) Be sure to write complete sentences and to use a variety of sentence structures. Also, be sure to use transitional prases. (2.4) Conventions Use correct spelling, punctuation, vocabulary and grammar (3.1-4) BL i ent /50 ENG1P-03 review pacakge Page 7 of 8
8 yperbole: Grade 9 Academic Exam Review LITERARY TERMS Idiom: Plot: Point of View: Conflict: Literary Devices: Caracter development: Irony/ironic: Quotation: Personification: Teme: Metapor: Suspense: Simile: Alliteration: Tragedy: Onomatopoeia: Point: Oxymoron: Foresadowing: Opinion: Flasback: Imply/implication/implied: Connotation vs connotation: Rationale: wat does it mean to explain your rationale? Strategies used for reflecting purposes Setting Atmospere ENG1P-03 review pacakge Page 8 of 8
9 ENG1P-03 review pacakge Page 9 of 8
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