English 10-1 Final Exam

This final exam will be two written responses: one creative narrative AND one expository literary response to Shakespeare. Divide your time 50/50 between the two, I offer.

Total time: 2.5 hours

Written Response #1: Narrative

The first response must be a narrative – but here are the rules. Your narrative elements – setting, characters, conflicts, symbols – must be synthesized from characters, settings, conflicts, and symbols studied in literature in this course. You can write in first-person or third person point of view.

Consider the following prompt to get you started:

While on the Easter 2020 STJ school field trip to Italy you experience a “pan-dimensional paradox in the space-time construct.” At a moment where you are witness to a rioting crowd outside a soccer stadium in Rome, you see a flash of light and characters from ELA 10 (characters you have added to your imagination from film, plays, novels, and stories you have studied) begin appearing in the scene. You see a noble character suffer evil consequences for attempting to show empathy for the well-being of another. The scene closes when you notice a “sixty-something-year-old” man holding a pen and a notebook. He gives you a solemn wink and a nod.

AND

Written Response #2: Expository Literary Essay

The second response must be an expository essay about a character’s decision to choose action over apathy. Here are the rules. Your essay must be on Shakespeare’s play, Julius Caesar. It must be at least 5 paragraphs. You must give specific examples, reasons, and details from the work to explain the nature of at least one character’s decision(s) to chose action over apathy.

Using specific references to the play Julius Caesar explain how a character(s) chose action over apathy. How and why must s/he act upon his/her knowledge, values, and abilities for the well-being of others?

Rubric 1: Narrative

Rubric 2: Essay

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English 10-1 Final Exam 2

This final exam will be a CHOICE of two written responses: one creative narrative OR one expository literary response to Shakespeare.

Total time: 2.5 hours

Written Response #1: Narrative

The first response must be a narrative – but here are the rules. Your narrative elements – setting, characters, conflicts, symbols – must be synthesized from characters, settings, conflicts, and symbols studied in literature in this course. You can write in first-person or third person point of view.

Consider the following prompt to get you started:

While on the Easter 2020 STJ school field trip to Italy you experience a “pan-dimensional paradox in the space-time construct.” At a moment where you are witness to a rioting crowd outside a soccer stadium in Rome, you see a flash of light and characters from ELA 10 (characters you have added to your imagination from film, plays, novels, and stories you have studied) begin appearing in the scene. You see a noble character suffer evil consequences for attempting to show empathy for the well-being of another. The scene closes when you notice a “sixty-something-year-old” man holding a pen and a notebook. He gives you a solemn wink and a nod.

OR

Written Response #2: Expository Literary Essay

The second response must be an expository essay about a character’s decision to choose action over apathy. Here are the rules. Your essay must be on Shakespeare’s play, Julius Caesar. It must be at least 5 paragraphs. You must give specific examples, reasons, and details from the work to explain the nature of at least one character’s decision(s) to chose action over apathy.

Using specific references to the play Julius Caesar explain how a character(s) chose action over apathy. How and why must s/he act upon his/her knowledge, values, and abilities for the well-being of others?

Rubric 1: Narrative

Rubric 2: Essay

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English 10-1 Final Exam 1

This final exam will be two written responses: one creative narrative AND one expository literary response to Shakespeare. Divide your time 50/50 between the two, I offer.

Total time: 2.5 hours

Written Response #1: Narrative

The first response must be a narrative – but here are the rules. Your narrative elements – setting, characters, conflicts, symbols – must be synthesized from characters, settings, conflicts, and symbols studied in literature in this course. You can write in first-person or third person point of view.

Consider the following prompt to get you started:

While on the Easter 2020 STJ school field trip to Italy you experience a “pan-dimensional paradox in the space-time construct.” At a moment where you are witness to a rioting crowd outside a soccer stadium in Rome, you see a flash of light and characters from ELA 10 (characters you have added to your imagination from film, plays, novels, and stories you have studied) begin appearing in the scene. You see a noble character suffer evil consequences for attempting to show empathy for the well-being of another. The scene closes when you notice a “sixty-something-year-old” man holding a pen and a notebook. He gives you a solemn wink and a nod.

AND

Written Response #2: Expository Literary Essay

The second response must be an expository essay about a character’s decision to choose action over apathy. Here are the rules. Your essay must be on Shakespeare’s play, Julius Caesar. It must be at least 5 paragraphs. You must give specific examples, reasons, and details from the work to explain the nature of at least one character’s decision(s) to chose action over apathy.

Using specific references to the play Julius Caesar explain how a character(s) chose action over apathy. How and why must s/he act upon his/her knowledge, values, and abilities for the well-being of others?

Rubric 1: Narrative

Rubric 2: Essay

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In Camera: English 20-1 Final Exam

Imagine a mysterious room. In the room there are three people waiting. The three people are deceased. The room then is a depiction of the afterlife. A character from Shakespeare’s Macbeth has spent a long time alone before eventually being joined by a short story character from the Imprints 11 anthology. Soon after, a character from Huxley’s Brave New World arrives. The characters are being punished by spending eternity locked in a room together – only one of them seems not to have figured that out yet. The room is plain, modern, no decorations. There is a subtle aroma of fresh lavender; there are no torture devices, no fire, no brimstone. The furniture is simple, a large square coffee table surrounded by a red leather sectional sofa. There is a door from which they all entered, but when any one of them attempts to leave alone, they cannot – turned back by a non-speaking genderless character whose distinguishing feature is that they have no eyelids. One of them sings to break the silence, one seems especially unwilling to admit to any wrongdoing, and the remaining one is relentlessly optimistic that there is a way for them all to escape.

Realize this idea as a narrative using very little dialogue or as a stage play with very little stage direction.

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Lord of the Flies Written Response

Read Lord of the Flies by William Golding.

Choose one of the following approaches as a final written response to the novel:

1. Write a 5 Paragraph Essay: How do we live with the consequences of our decision making?

or

2. Write Chapter 13: “Gift of the Goddess.” Write a final chapter to the novel that begins with the last paragraph of Chapter 12. Maintain an omniscient point of view. Consider the following ideas (you do not have to use any of them).

  • The officer may or may be familiar with Ralph’s father.
  • The officer reveals to the survivors that the rescue ship has a morgue with two corpses.
  • The rescue ship has a telegraph which allows the Officer to send a message home to the boys parents.
  • There is a Catholic priest – a Chaplan – on the ship for the boys to talk to.
  • The damage caused by WW 2 is real, not fictional. The world has sustained only damage that is indeed historically accurate.
  • The boys have been missing 40 days.
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Someday

Read “Someday” by Drew Hayden Taylor.

Read Alfred Fisher’s brief review of the play from the author’s site:

Someday


Page 393: http://www3.brandonu.ca/cjns/15.2/bkrev152.pdf

Write an essay exploring any one of the following statements from the review:
1. “A short, tight work of finely calculated tension and economy, SOMEDAY is an effective play that develops the inherent power of a desolating, all too well-known scenario in Canadian Native communities: the removal of
Native infants for the adoption trade in the 50s and 60s.”
2. “(Taylor) has mastered his craft and is able to construct drama in which word and expression, as well as the medium of time itself are selected and modelled; in which expression is not a function of description, but the product of a dynamic internal and exclusive cycle of language, gesture and response.”
3. “Taylor’s craft and feeling for theatre are of a depth and subtlety sufficient to contain as well as project a message of explosive power.”
4. “Tension generated by the grinding of nested contexts of Native and White perception as represented within the family is handled intelligently and [with] sensitivity as is the strip of comedy injected by the mother’s lottery win.”
5. “Given the relation of the author to the painful experience forming the central preoccupation of the work, it can also be credited as the gift that lends reflection of the dramatic potency of irony, wit, and taut containment, rather than the waste of bombast and encoded rage.”
6. “The critical event of reunification and trauma set within the context of snowy Reserve and the sardonically coloured presence of the Christmas season all contribute to a level of incongruity that lead to the definition of character in ways that are as subtle as they are telling.”
7. “SOMEDAY will be an especially powerful read for those who care about Canadian drama.”

“A feature of Canadian life that has been noted by writers from Susanna Moodie onward is the paradox of vast empty spaces and lack of privacy, with no defences against the prying or avaricious eye.” – Northrop Frye
“Families in Canadian fiction huddle together like sheep in a storm or chickens in a coop: miserable and crowded, but unwilling to leave because the alternative is seen as cold empty space.” – Margaret Atwood

Tip #1 – Thoughts and Ideas: http://iblog.stjschool.org/dsader/2016/02/25/themes-in-canadian-literature/
Tip #2 – Critical Questions: http://iblog.stjschool.org/dsader/english-language-arts-general-outcomes2003/critical-questions/
Tip #3 – Structure: http://www.murphycentre.ca/trudy/English3201/HandoutWritingLiteraryAnalysisEssay.htm

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ELA 10-1, 10-2, 10-4 Final (Sader, and only Sader)

The Hero’s Journey.

Suggested Time: 2.5 Hours
Use Microsoft Word, no internet access.

Create a short story from the point of view of one hero you have studied this semester.

Put that character into a new “hero’s journey.”

Here’s the catch, all elements of your new short story ought to be inspired by what you have studied this semester. All characters (hero, guardian(s), helper(s), mentor) in your story must be inspired by any other story/film/play characters you have studied. As well, the call to adventure, supernatural aid, threshold, transformation, challenges, temptations, abyss, revelation, atonements and return ought to be inspired by elements studied in any film/story/play studied in ELA 10.

Consider bringing into your story characters, settings, plots, conflicts from the following sources:

  • Julius Caesar by Willam Shakespeare
  • Hanna
  • “I’ve Got Gloria” by M.E. Kerr
  • “The Adventurous Life of John Goddard” by Sturart McLean
  • “War” by Timothy Findley
  • “Superman’s Song” by Brad Roberts
  • “The Michelle I Know” by Alison Lohans
  • “The Conversation of Birds” by Jean Yoon
  • “The Sniper” by Liam O’Flaherty

Rubric

Example Plan:

Hero: Hanna – a thirty-something year-old unmarried and unhappy Social Studies teacher at Archbishop Jordan High School.
Call to Adventure: Skydiving at the Edmonton Skydiving Centre
Supernatural Aid: iPhone X with face recognition technology, and a weather app with notifications turned on.
Helpers, Guardians, Antagonists: there are several other “characters” in the story: all similar to characters studied in English 10. A man with an unusually large gap in his front teeth, a women dressed in green, and someone carrying an empty dog crate. One of the skydivers collects Superman comics, one has a sister battling cancer, one remained back on the ground because he is afraid of ducks. You get the idea.

Rough idea: The plane goes up and everything seems normal, a storm appears, then the plane appears to be heading directly at the capital where the new premier (a popular red-haired fellow with a large gap in his front teeth, but embroiled in a scandal where protesters in Fort MacMurray where injured) is about the speak in front of a noisy crowd. As the plane hurtles toward the Legislature, clues begin to emerge that a conspiracy to cause havoc and mayhem is underway …

 

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Supporting English Language Learners

Links collected from ESL PD in September 2017 by Sherri Johnston & Marie Wood (Edmonton)

Supporting English Language Learners: https://sites.google.com/s/0BxSnLb5DGYeWNndINk1aU2w5dW8/p/0BxSnLb5DGYeWWkppRU43LTRKTjA/preview?authuser=0

Characteristics of ELL (BICS vs CALP): https://sites.google.com/s/0BxSnLb5DGYeWNndINk1aU2w5dW8/p/0BxSnLb5DGYeWb1pMeER4VzB1UTA/preview?authuser=0

Woodcock-Munoz Language Survey Tools: http://www.hmhco.com/hmh-assessments/bilingual/woodcock-munoz

Benchmarks: http://www.learnalberta.ca/content/eslapb/printable_benchmarks.html
How to use benchmarks: http://www.learnalberta.ca/content/eslapb/documents/How_to_Use_the_Alberta_K_12_ESL_Proficiency_Benchmarks.pdf
Tracking Sheets: http://www.learnalberta.ca/content/eslapb/trackingsheets.html

Level 1
Read something every day, write something every day, do homework every day – even weekends.
TA and Pullout Support
Extracurricular clubs and PE
Jolly Phonics: http://jollyworks.org/
Reading Bear: http://www.readingbear.org
Dolche SightWords: http://bogglesworldesl.com/dolch/lists.htm
Learning Chocolate: http://www.learningchocolate.com

Unite for Literacy: http://www.uniteforliteracy.com
many many short books with audio narrations in English many more first languages
1000 Awesome Things: http://1000awesomethings.com/the-top-1000/

Level 2
More emphasis on asking questions, deep thinking, fluently switching between first language and English in short phrases.
http://rightquestion.org/education/
More Read/Write/Think strategies – RAFT: http://www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy-30625.html
“Turn and Talk”: http://minds-in-bloom.com/keep-your-students-engaged-with-turn/
Reading A-Z: https://www.readinga-z.com
Read Theory: https://readtheory.org/

Level 3
More writing for academic purposes, more subject specific vocabulary. Rely on support, visual clues and planners. Respond to W5+H.

 

Level 4
Student may have negative strategies to mask language deficiencies. Ask questions using specialized vocab. Rehearse prior to speaking. Use conventions with increasing accuracy.

 

General Tools:
Chromebooks have Read/Write browser tool
Dictionary.com has ESLsupport
Google Translate and iPhone app
Universal Design for Learning Principles: http://www.udlcenter.org/aboutudl/whatisudl/3principles

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ELA 20-1 Final Exam

DIRECTIONS: Write a well-organized composition on the topic below.

Write an essay, arguing how a Canadian poem you have studied is indeed “rooted in Canada and has drawn its essential characteristics from there”(Northrop Frye – from “Preface to ‘The Bush Garden'”).

Using specific references from the poem and Frye, explain the poem’s “essential characteristics,” the way they shape the discussion of figurative elements of the poem, and their importance to the overall theme of the poem.

As you write your composition, remember to:

  • Give the title and the author of the poem.
  • Focus on a poem’s “essential characteristics.”
  • Give specific examples, reasons, and details from the poem and Frye to explain the poem’s “essential characteristics,” the way they shape the discussion of the figurative elements of the poem, and their importance to the overall theme of the poem.
  • Write in complete sentences.
  • Write coherent and well-developed paragraphs.
  • Use correct grammar, spelling, punctuation, and capitalization.

Hints for “figurative elements of the poem”:

  • Identify emotionally charged words.
  • Explain any images/actions that can be interpreted as symbols/archetypes and defend your choice.
  • Explain any use of poetic devices: repetition, couplet, rhyme, simile, metaphor, personification, hyperbole, juxtaposition, alliteration, irony, stanza, meter, synechdoche, pun, paradox, image, symbol, archetype.

 

Choose your poem from The Essential Canadian Poem list

 

Expository Literary Essay Plan

Expository Literary Essay Plan

Critical Response Rubric

Critical Response Rubric

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