ESL Skills * Comprehensive Regents Preparation

ESL Skills * Comprehensive Regents Preparation Grades 10-12 H. Frank Carey High School Kristen Milio H. Frank Carey High School, English Chairperson Dorothy Drexel H. Frank Carey High School, English Teacher 2011 i

SEWANHAKA CENTRAL HIGH SCHOOL DISTRICT 2010-2011 BOARD OF EDUCATION Jean Fichtl, President David T. Fowler, Vice President Joseph Armocida Lorraine Ferrigno David Del Santo Michael Jaime Laura Ferone Joan Romagnoli CENTRAL ADMINISTRATION SUPERINTENDENT OF SCHOOLS Warren A. Meierdiercks ASSISTANT SUPERINTENDENT for PERSONNEL & ADMINISTRATION Douglas Monaghan ASSISTANT SUPERINTENDENT for FINANCE & OPERATIONS Maureen F. Kenney CHIEF INFORMATION OFFICER Richard Zwycewicz ADMINISTRATIVE ASSISTANT to the SUPERINTENDENT Frederick Raulli ASSISTANT SUPERINTENDENT for CURRICULUM & INSTRUCTION Dr. Linda Opyr DIRECTOR of PUPIL PERSONNEL SERVICES Regina M. Agrusa DIRECTOR of SPECIAL EDUCATION Dr. Victoria Tripodi DISTRICT CHAIRPERSON of COMMITTEE ON SPECIAL EDUCATION Arlene Mishanie ATTORNEY for the DISTRICT Douglas E. Libby BUILDING ADMINISTRATION ELMONT MEMORIAL HIGH SCHOOL John Capozzi, Principal Brian Burke, Assistant Principal Alicia Calabrese, Assistant Principal Dr. Edward Thomas, Assistant Principal FLORAL PARK MEMORIAL HIGH SCHOOL Kathleen Sottile, Principal Stanley Johnsen, Assistant Principal Brian Sharkey, Assistant Principal H. FRANK CAREY HIGH SCHOOL Valerie Angelillo, Principal Sharon Collins, Assistant Principal John Kenny, Assistant Principal Lorraine Wright, Assistant Principal NEW HYDE PARK MEMORIAL HIGH SCHOOL Michael DeMartino, Principal Rosemary DeGennaro, Assistant Principal Maria Hecht, Assistant Principal SEWANHAKA HIGH SCHOOL Debra Lidowsky, Principal Peter J. Dalton, Assistant Principal Paul Naraine, Assistant Principal Nichole Williams, Assistant Principal DISTRICT COORDINATORS Cassandra Papajohn-Shaw Art Debra Stein-Silberlust Business Ed/Technology Frank Geritano - English Diane DeLuca ESL Joan Chieffo Family & Consumer Science Karen Annunziata Library Media Robert Pontecorvo Mathematics Eileen Kramer Music Regina Huffman Science Marc Isseks Social Studies Dr. Patricia Lennon World Languages ii

TABLE OF CONTENTS Title Page.i Board Page.ii Table of Contents..iii Acknowledgement Page iv Introduction 1 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/Weaknesses 6 June 2008 Answer Key..7 June 2008 Listening Passage 8-10 June 2008 Task 3...11-19 June 2008 Task 4..20 Test 2-Strengths/Weaknesses..21 January 2008 Answer Key..22 January 2008 Listening Passage 23-25 January 2008 Task 3..26-36 January 2008 Task 4 37 Test 3-Strengths/Weaknesses..38 January 2009 Answer Key..39 January 2009 Listening Passage 40-42 January 2009 Task 3..43-52 January 2009 Task 4 53 Test 4-Strengths/Weaknesses..54 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 Archive 70-73 Literary Terms: A Review Sheet..74-76 Critical Lens Activity..77 SHAMPOOPSI!!!!...78 References 79 iii

ACKNOWLEDGMENTS We wish to express our appreciation to the following people: Mr. Warren A. Meierdiercks - Superintendent of Schools For the support he always shows in the education of our students. Dr. Linda Opyr - Assistant Superintendent for Curriculum and Instruction For the assistance she demonstrates by providing new curriculum to our students. Mrs. Valerie Angelillo H. Frank Carey High School Principal For the dedication and attention she always displays to her students and staff. iv

INTRODUCTION In an effort to enhance the skills and activities necessary to help our ESL students succeed on the English Regents, activities have been compiled for the ESL Skills class. The activities provided in this guide are practice activities and assessments to be integrated into the already existing 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 One-Credit Multiple Choice One-Credit Multiple Choice Part 3 Two Literary Passages linked by a common theme 5 One-Credit Multiple Choice 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 1

New Regents Template (Task 3) Number 26 Grabber State the Controlling Idea Pose a question to open your short response. Have you ever thought about? Did it ever occur to you that? How often in life? 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. Provide an example from Passage 1 Provide an example from Passage 2 Parental relationships are imperative in developing a sense of identity. 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 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 2

Number 27 Grabber State title, author, and element / device and provide a direct example from the passage in quotation marks Explain the meaning of the example State a second example for the device / element above. Explain the meaning of the second example Analyze the purpose and effect of the device or element Pose a question to open your short response. Have you ever thought about? Did it ever occur to you that? How often in life? Plug the element and example into the following sentence: In (title of literary work), (author s name) uses (device / element) in the sentence, quote example. Plug your explanation into the following sentence: The use of (device / element) shows that Plug the device and the second example into the following sentence: (Device / Element) is also seen in the sentence, quote example. Plug your explanation into the following sentence: (Device / Element) conveys that Explain why the author used the element / device in the above examples. Use the following buzz words to help you with your anaysis: 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 3

Task 4 Critical Lens Shaping Sheet Introduction Topic sentence restating the critical lens Interpretation of the critical lens State agreement or disagreement Name 2 works: titles, author, genre (TAG) A wise person once said In other words This statement is valid because Two works that support this lens are Body Paragraph #1 Topic Sentence: TAG of first work Textual example of element #1 Explain the importance of the example Link the example to the lens Textual example of element #2 Explain the importance of the example Link the example to the lens Textual example of element #3 Explain the importance of the example Link the example to the lens Concluding sentence: Brief summary (Title) a (genre) by (author) supports the idea that (Element) is used when This shows that This connects to the lens because The author also uses (element) when This is important because This relates to the lens because Furthermore, (element) is used when This element conveys (Element) demonstrates the validity of the lens because (Author s 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 Review how the works relate to the lens Review the use of devices Rephrase the general theme of the lens In both (TAG 1) and (TAG 2) Each work conveys The use of (elements) is essential to 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 5

TEST 1 NOTES: Strengths Weaknesses 6

June 2008 Answer Key 7 7

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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

TEST 2 NOTES: Strengths Weaknesses 21

January 2008 Answer Key 22

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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 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 welldeveloped paragraph, show how the author uses that element or technique to develop the passage. 36

TEST 3 NOTES: Strengths Weaknesses 38

January 2009 Answer Key 39

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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 a person s identity. 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 welldeveloped paragraph, show how the author uses that element or technique to develop the passage. 52

TEST 4 NOTES: Strengths Weaknesses 54

June 2009 Answer Key 55

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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 childhood memories. 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 welldeveloped paragraph, show how the author uses that element or technique to develop the passage. 68

NY State English Regents Critical Lens Archive August 2010 June 2010 January 2010 August 2009 June 2009 January 2009 70

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) Theme Characterization Point of View Definition A universal message about life, the world, society, or human nature in a literary work. 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 TYPES: 1 st Person: narrator is inside the story and is telling it from his/her perspective telling the story. 3 rd Person Subjective: narrator is outside the story and acts only as a reporter. 3 rd Person Limited: narrator is outside the story telling the events and knows the thoughts and feelings of only 1 character. 3 rd Person Omniscient: narrator is outside the story telling the events and knows the thoughts and feelings of at least 2 characters. Example 74

Plot Setting Conflict Climax Rising Action Duration The entire story (beginning, middle, end) -- the sequence of events that take place in a story. The time, place, and social context (condition) in which events occur in a story. A struggle between opposing forces that acts as the energy in a literary work. The turning point in a story. The sequence of events that lead to the climax. The length of time through which the story occurs. Literary Device/ Technique (tools author uses to create meaning) tone mood motif symbolism allusion foreshadowing imagery/sensory imagery allegory Definition The attitude an author shows towards his or her subject. The atmosphere or feeling created in the reader from a literary work. A recurring pattern, idea, or image. The use of an object to represent abstract ideas. A brief reference to a literary work, religious or historical event. A hint of what is to come later in the story. Use of vivid descriptive language that appeals to the five senses. An extended metaphor; The entire work means something else. 75 Example

flashback irony repetition metaphor simile personification descriptive language Dialogue Interrupts the sequence of the story to relate an earlier event, conversation, or scene. When a situation or event occurs that is the opposite of what is expected. Recurring words, phrases, or ideas to create emphasis. The comparison of unlike things using the verb to be. The comparison of unlike things using like or as. Giving human qualities to an inanimate (not human) object. Language that creates an event, character, or a scene. Conversation between two or more characters. 76

Name: Critical Lens Activity Period 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 heart s 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. Loneliness is 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: I ve 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/. 79