Q4 Exam Review 2013

Proofreading:

Capitalization and spelling issues.  Use the following passage as an example.  How would you best write the underlined section?

Many people know the great basketball player reggie miller,¹ but few know the physical obstacles he had to overcome.  because² he was born with deformed hips and ankles that turned inward, Reggie had to wear metal braces when he was a boy.  The doctors told him that he would never walk without a limp.  However, his Mother³ never stopped believing in her son.  “The doctors,” she said to Reggie, “Are wrong.  You’ll⁴ walk again.”  The braces came off when Reggie entered Elementary School.⁵  After his legs gained strength, he began running and playing basketball with his sister Cheryl.⁶  Her more experienced game challenged him to improve his own shots – and it paid off.  Years later, he was drafted by the nba.⁷  In 1996, as a member of the american dream team,⁸ he won a gold medal at the olympic games in atlanta.⁹  He is certainly destined for entry in the basketball hall of fame.¹⁰


TPCASTT:

Know each element of TPCASTT.  Be able to analyze a poem using TPCASTT.  It is not a poem that we read in class, but it is one in our book, by either Giovanni or Dove.

Vocabulary:

Apposite

Flamboyant

Mot Juste

Charisma

Debilitate

Impasse

Utilitarian

Metamorphosis

Vacuous

Dichotomy

Zany

Apostate

Bravado

Quagmire

Lugubrious

Monolithic

Rapport

Propitiate

Joe Turner's Come and Gone:

Be able to write about any of the following prompts:

A. Herald Loomis says that he is trying to find a place to fit. Discuss this concept in the play.

1) Which of the characters' have found places to fit in the world? How do they fit into their destinies?

2) Is there only one place, one destiny, for each character? Is Bynum able to "match" people to the places they fit, like suggesting that Jeremy go play in the guitar contests?

3) What makes a character fit into his or her place? Does this necessarily involve a job or a relationship?

4) Can Herald Loomis be successful in finding a place to fit in the world? Will finding Martha help him do this?

B. Discuss enslavement in the play.

1) What different types of enslavement are there in the play? How is Bynum's binding an enslavement? Is being in a relationship enslaving? Is religion enslaving?

2) In what ways is Loomis still enslaved by his seven years' labor for Joe Turner? What long-term effects does enslavement have on the characters?

C. Discuss the metaphor of traveling in the play.

1) In the play, freed blacks travel across the country and become separated from each other. What motivates this traveling? What does it show about these people and their experiences?

2) Characters in the play travel in search of people and things that they've lost. What are the characters searching for? Why is travel important in their search?

3) Roads play important roles in both Bynum and Loomis' visions. Explain the significance of roads and traveling in the characters' visions.

D. Discuss hope in the story.

1) Why do the freed slaves come north to Pittsburgh? What does Seth think and say about their hope for a new life? How accurate is Seth's opinion?

2) Do the characters have hope during the play? Do any of the characters, such as Loomis, Jeremy, or Mattie, gain hope? What do they hope for?

3) What role does hope play in life and happiness in the play? Is hope helpful or harmful?

E.  Though black slaves have been freed, the characters in the play still experience oppression. Discuss oppression in the play.
1) How is Jeremy oppressed, both when he is arrested and when he is fired from his job? What forces make this oppression possible?
2) Does Seth experience oppression or prejudice? Does his lack of backing in his metalworking plan and his relationship with Selig indicate any prejudice?
3) Is Bertha's story of how Selig makes money finding people credible? What significance does it have?
4) What forces in society lead to oppression of the characters in the story?

Extra assignment for Friday, 4-19

Complete TPCASTT on the following:

http://www.afropoets.net/ritadove8.html

Extra Assignment

If you are told, complete TPCASTT on the two poems on this page:

http://www.english.illinois.edu/maps/poets/a_f/dove/onlinepoems.htm

David Walker Link

http://muse.jhu.edu/login?auth=0&type=summary&url=/journals/missouri_review/v002/2.2-3.dove.pdf

Nikki-Rosa Link

http://www.afropoets.net/nikkigiovanni2.html

Use TPCASTT on poem.

Outline Links

http://www2.ivcc.edu/lockwood/Current/1001/Essay3/SampleLiteraryAnalysisOutline.html

http://www.lscc.edu/faculty/holly_larson/Shared%20Documents/Outline%20for%20writing%20a%20literary%20essay.pdf

Literary Analysis Guidance:

http://www.gmc.edu/students/arc/documents/Literary%20analysis.pdf

TPCASTT links

TPCASTT:
http://skyview.vansd.org/bquestad/cw/poetry/TPCASTT%20Template.htm

http://www.readwritethink.org/files/resources/30738_analysis.pdf


Tone:

http://www.mshogue.com/AP/tone.htm

Annotated Bibliography Link

For your reference.

7 Sources, annotated, due next Thursday, in correct MLA format.


http://owl.english.purdue.edu/owl/resource/614/03/

http://olinuris.library.cornell.edu/ref/research/skill28.htm

A Doll’s House Compare/Contrast

In a minimum of 2, 5-7 sentence paragraphs:

Compare the book and the movie.  Specifically, analyze how the characters are portrayed through their costumes, acting, tone, voice, etc., as well as how the setting in the movie influences your thoughts about the characters.  In a second paragraph, evaluate which does a better job of conveying Ibsen’s message – the book or the movie?  Why?

25 points, using standard PSM Writing Rubric.

Q3 Exam review

Please email me with any questions. 

Know the main ideas of all 3 works. 

For "A Doll's House," know how the characters know each other. 
Know the pet names used for Nora, and what they symbolize. 
Know when Nora leaves the sitting room, and what her actions at the end of the play symbolize. 
Know how the characters feel about each other, and why. Ex - how does Torvald feel about Krogstad, and why? How does Dr. Rank feel about Nora, and why?

Short answer/essay

1.

Select one symbol from The Metamorphosis.  Explain the significance, and connect the symbol to a character.  

  

2.

Explain the speaker, situation, and significance of this quote:  "It is as if I had been going downhill while I imagined I was going up. And that is really what it was. I was going up in public opinion, but to the same extent life was ebbing away from me. And now it is all done and there is only death."

3.

Other than death, what is the most prevalent theme in The Death of Ivan Ilyich?  Use details from the text to support your answer.  

4.

Identify the irony in the following quote.  Include the speaker and situation.  "Do you know, Nora, I have often wished that you might be threatened by some great danger, so that I might risk my life's blood, and everything, for your sake."

In A Doll’s House, The Death of Ivan Ilyich, AND The Metamorphosis, how are the characters’ perceptions of reality both different from and the same as their actual realities?  How do these perceptions shape the characters?  How do they affect the themes?  

Vocabulary: 

sycophant​vacuous.      ​cantankerous​piece de resistance​bane

apocryphal​disparity​dichotomy​lugubrious​charisma

A Doll's House link

Here is a link to the full text.  Acts 2 and 3 are on the left side.

http://www.enotes.com/dolls-house-text/act-i

Annotations Rubric - Due 2/27/13

Annotations Rubric, 100 points:

Annotation Rubric						points
	5	4	3	2	1	X5
Analysis	Student analysis expertly addresses inferences, relevancy, and organization of the piece	Student analysis adequately addresses inferences, relevancy and organization.	Student analysis addresses some inferences, relevancy and organization.	Student analyzed some of the text, but most annotations are at the plot level.	Student did not attempt to analyze the text
Accuracy	All notes are correct or valid observations.	Most notes are correct or valid observations.	Some notes are correct or valid observations.	Few  notes are correct or valid observations.	Less than 1/2 of notes are correct or valid observations.
Demonstrated Knowledge	Shows expert understanding of the plot, themes, character motivation and other literary tools.	Shows complete understanding of the plot, themes, character motivation and other literary tools.	Shows substantial understanding of the plot, themes, character motivation and other literary tools.	Response shows some understanding of the plot, themes, character motivation and other literary tools.	Response shows a complete lack of understanding of the plot, themes, character motivation and other literary tools.
Requirements	Goes beyond the requirements	Meets the requirements.	Meets most requirements	Does not meet the requirements.	Work is not complete

Sources - Requirements, Links, and Suggestions

Your paper must include a minimum of 7 sources.
One source is the book itself.
You must have at least 4 literary criticisms as sources.
You must have at least 1 book/hard print source.  This may not be a reference source, such as an encyclopedia.
It is a good idea to have more than the required amount, in case any sources are not usable.

How do I find literary criticisms and reputable sources?

1.  Use Gale - conducting several different keyword searches will lead you to critical essays that are not just specifically about your book or author, but also about your topic/theme.  Something listed as "Reference" is not a critical essay.  Reference materials can be used for the other 2 sources.  This would include things like biographies or book reviews.  The password is psmlrc.

2.  Use the Internet Public Library for Literary Criticism - http://www.ipl.org/div/litcrit/
Again, utilize different keyword searches.  Some of the links are outdated.  Some are not reputable sources. But you will also find some useful material.  If you have a question about a "reputable source," just ask.  If you print Joe Schmoe's essay about your book, posted on his personal blog, with no qualifications, it will not count as a source.  Look for criticisms written by professors, listed on .edu or .org websites first.

3.  Use the Chicago Public Library - If you have a working library card, you can find many sources.  You can find your print source at CPL, or check the LRC.

Ask questions!  I am here to help.  If you want to print sources, please copy and paste into a word document and shrink/customize margins in order to use the least amount of paper.  Look before you print.  Don't forget to include citation information - use easybib.com to create MLA citations.

Senior Paper Book List and Prompts

Here is a link to the list of possible books you may choose.  You must have it approved.  Pick at least 2, because I will not allow more than 3 students to choose the same book.

http://mseffie.com/AP/APtitles.html


Here is a link to prompts/ideas you can write about.  You can write about more than one idea, weaving several prompts into one paper.  These prompts were designed for a shorter essay.  They can be extended into a longer paper by adding more details and including sources that support your thesis.

http://sb169.k12.sd.us/Prompt%20list%20for%20IR%20with%20AP.htm

Senior Paper Due Dates

1.  Novel Choices                               due  2/1/13                                          20 points ______

2.  Annotations                                  due 2/27/13                                         100 points______

3.  Thesis statement                         due 3/8//13                                          20 points ______

4.  Preliminary Sources - Working  “Works Cited” list 

due 3/8/13                                           20 points ______

5.  Notes – annotated notes, sources

due 3/28/13                                         20 points ______     

6.  Annotated Works Cited              due 3/28/13                                         80 points______

7.  Outline                                          due 4/12/13                                         50 points ______

6.  Rough Draft                                 due 4/22/13                                         20 points ______    

7.   Final Paper - No exceptions; no late work taken  

due 4/29/13                                         100 points______  

• Title Page
• Outline
• Final Draft
• Works Cited

    

Senior Paper Information

Senior Paper and Project

Mrs. Sullivan

Graduation Requirement

     The objective of this paper and project is to provide Providence St. Mel senior students the opportunity to plan, research and compose a lengthy scholarly paper based on a work of literary merit.  All students will choose the novel or play they plan to do for this third and fourth quarter assignment and graduation requirement .

     Students will read the novel, analyze, annotate, do research for and write a paper, create a short teaching unit and compose a five to ten minute presentation using Prezi technology to share their work.  The eight to ten page paper will be due on 4/29/13  and the Power Point presentations will be due the week of May 6, 2013.

Graphics, illustrations, slides and visuals as generated by a computer projection device will serve as the technological component of this project.  This project represents the capstone paper for the year’s work in English.

No late papers or presentations will be accepted.

Required elements:

1) Senior Paper – 7 to 10 pages, Title Page, Outline, Text, Works Cited, Appendix

Persuasive Paper which argues an interpretation, traces key symbols, motifs or themes used by that author and the significance the novel has to contemporary American, British or World literature.

100 points

2)Prezi Presentation – Outline and informational and informative slides to present key characters, author style, themes, symbols, figurative language from novel.

Students will present a five to ten minute speech reviewing the key elements of the novel studied to teach to their fellow classmates. 

Minimum of five well-designed slides containing images, quotations and other important information from or about the novel.  Presentations begin May 6.

100 points

Rubrics will accompany all sections for student assessment.  This is a Graduation Requirement.

Novel and Author choices:   

Work of literary merit – student choice – consult with teacher for approval.

Please see AP Prompts with novel choices listed.  Any major work of literary merit may be considered.  Please check option with me.

Q2 Exam Review

Q2 Exam Review

Cyrano Quotes (these are not all quotes, just a sampling): 

For each quote, identify the speaker and who is being spoken to.  Characters can be used more than once.

 Roxane                                           De Guiche

Ragueneau                                       Valvert

Le Bret                                            Christian

Cyrano                                            The Duenna

                       

 

“You love her! Then tell her so! She saw you triumph here this very night!”

(Act I, Scene V)

Speaker

Spoken to

 

“It must annoy you when it dips into your drink. You really should have a specially

shaped goblet, I think!”

Speaker

Spoken to

 

 “And now, your true self has triumphed over your appearance! I now love you only for

your soul!”

Speaker

Spoken to

 

 “—and then off she went, with a musketeer!”

 Speaker

Spoken to

 

 “I say that Henry the Fourth would never have stripped himself of his scarf, no matter the danger.”

Speaker

Spoken to

Grammar Review:
Here are example paragraphs that have errors similar to the exam.  Email me if you have questions about any errors.

Edit the following paragraph, correcting pronoun errors and any other necessary changes. (10 errors)

What do scientists look for when he wants to find a good spot for a human colony on the moon?  The same thing we look for on earth when you want to buy a house: location, location, location. In particular, when a scientist studies locations on the moon, he looks for a place that provides good sunlight and some water. You may not think that the moon has any water.  However, in 1998, NASA and its top scientists announced that it had discovered evidence of ice around the moon’s two poles.  The group announced their findings, claiming that the water could support a colony for about a hundred years.  Now researchers have found three locations near the moon’s south pole that he and she think might be good sites for a lunar colony.  In the not too distant future, then, either you or the children of tomorrow might build your home on the moon.

Edit the following paragraph, correcting subject-verb agreement errors. (10 errors)

            There has been several amazing child prodigies in music but none more astonishing than Wolfgang Amadeus Mozart.  Mozart were playing tunes on the piano at the age of three!  From the time he is six, he and his sister Anna, also a prodigy, was taken on concert tours by their father.  Neither royalty nor nobility were able to resist the charm and talent of the two young artists.  All of the gifts and money they received were kept by their father.  Do the life of such a prodigy, praised but exploited, sound like fun?  His arguments with his stern and demanding father was a constant source of tension.  However, few finds any hint of gloom or depression in most of his music.  Though Mozart died before his 36^th birthday, his legacy of great compositions are a timeless gift to the world.

Vocabulary Words:

1. bilious
2. ineffable
3. gamut
4. affinity
5. immure
6. commensurate
7. diaphanous
8. insouciant
9. maladroit
10. prescience
11. prurient
12. obloquy
13. waggish
14. sacrosanct
15. saturnalian
16. maudlin
17. vitiate
18. dictum
19. folderol
20. internecine

 

In-text Citations

MLA formatting

http://owl.english.purdue.edu/owl/resource/747/02/

Cyrano Act 3 Study Guide, Due Tuesday, December 11

ACT 3, Roxane’s Kiss (22 questions total)

Act III, Scene I

Vocabulary

livery – a uniform worn by male household servants

steward – one who manages a household or property

trite – unoriginal, commonplace

1. How has Ragueneau’s life changed since Act II, when he was entertaining the poets in his bakery?

2. How does Cyrano utilize the pages for his amusement?

3. How does Cyrano feel when he realizes that Roxane has memorized the poems that Cyrano wrote for Christian? Cite incidents to support your answer.

Act III, Scene II

Vocabulary

syndic – an officer of a particular organization who carries out certain duties

1. How does Roxane trick De Guiche into leaving Cyrano and the Cadets behind while the regiment goes to war?

2. What does De Guiche have in mind for Roxane?

Act III, Scene III

Vocabulary

discourse – to talk; to discuss

1. What does Cyrano ask Roxane, and why? What is her response?

Act III, Scene IV

1. Why does Christian refuse to memorize Cyrano’s love poems and decide to speak for himself?

Act III, Scene V

1. Explain Roxane’s comment, “I hoped for cream, but you’re giving me water!”

Act III, Scene VI

embellishments – trimmings; added extras

1. In what way do the musicians provide comic relief?

2. List at least four ways that Roxane might discern that it is Cyrano speaking to her and not Christian.

3. How do you think Cyrano feels about Christian’s desire to kiss Roxane?

Act III, Scene VII

Vocabulary

rosary – a string of beads used for counting prayers

1. Why does Cyrano give the Friar wrong directions?

Act III, Scene VIII

1. Why does Cyrano decide to help Christian win a kiss?

Act III, Scene IX

1. What arguments does Cyrano give Roxane to win her kiss?

2. Why does Christian hesitate to climb to Roxane for a kiss?

Act III, Scene X

1. Roxane cleverly tricks the Father into believing that he is supposed to perform a marriage ceremony for Christian and her. How does Roxane indirectly ask Christian if he agrees with her improvised version of the letter?

2. Why does the Friar mistakenly think that Roxane is to marry Cyrano, and is surprised that she is to marry Christian? How does Roxane distract the Friar from asking any further questions?

Act III, Scene XI

Vocabulary

posterior – the rear

rarefied – made thin or less dense

trident – a three-pointed spear

1. How does Cyrano behave when he encounters De Guiche?

2. Briefly summarize the seven ways that Cyrano invents to travel to the moon. What does this performance reveal about Cyrano?

Act III, Scene XII

1. How does De Guiche react to Roxane’s marriage?

2. What promise does Cyrano make to Roxane after she learns that Christian is going to war?

3. Christian marries Roxane knowing that he is unable to please her intellectually or spiritually without Cyrano’s help. Cyrano helps Roxane and Christian to marry, knowing that he will lose her forever. At the beginning of this scene, before Cyrano intervenes, Roxane is not impressed with Christian. Yet, it is Roxane who orchestrates her marriage to Christian by tricking the priest. Speculate on the motivations of these characters. Why do you think Christian, Roxane, and Cyrano all seem to support this marriage?

Cyrano Act 2 Study Guide, Due Friday, December 7

ACT 2, The Poet’s Eating-House (19 questions total)

Act II, Scene I

Vocabulary

andiron – a metal support used in a fi replace

gallery – a narrow passageway

lute – a small guitar-like musical instrument

lyre – a stringed instrument belonging to the harp family

scullions – kitchen workers

1. Explain the conflict between Ragueneau and his wife, Lise. How is Ragueneau similar to Cyrano?

Act II, Scene II

1. What is the purpose of the exchange between Ragueneau and the children?

Act II, Scene III

1. Why does Cyrano write a letter to Roxane? For what reason does he decide not to sign the letter?

Act II, Scene IV

Vocabulary

cudgels – small, heavy clubs

pikes – long spears

1. Find a passage from this scene that demonstrates Cyrano’s lack of interest in his fight with the one hundred men.

2. What evidence is there that the poets who enjoy Ragueneau’s hospitality only pretend to like Ragueneau’s poetry?

Act II, Scene V

1. How does Cyrano guarantee a private meeting with Roxane?

Act II, Scene VI

1. Find an example of litotes (A figure of speech in which a positive is stated by negating its opposite. Some examples of litotes: no small victory, not a bad idea, not unhappy ...) in this scene.

2. List some ways Roxane raises Cyrano’s hopes that she is in love with him. What word does she use that shatters his hopes?

3. What is Roxane’s true reason for meeting Cyrano at the pastry shop?

4. Find an example of irony on page 50.

Act II, Scene VII

Vocabulary

coronets – crowns worn by members of the noble class

heraldry – the study of genealogy, coats of arms, and ranks of the noble class

intrepid – brave

pentacrostic – a set of five lines of poetry in which the same word or name is formed within all five lines

1. Cyrano recites a poem to introduce the Gascons to De Guiche. Briefly identify the qualities that Cyrano believes all the Gascons possess.

2. Why does Cyrano decline De Guiche’s offer to be Cyrano’s patron?

Act II, Scene VIII

Vocabulary

madrigals – vocal arrangements meant to be sung by three voices in harmony with one another

1. Cite some of Cyrano’s reasons for why he rejects patronage.

2. Cyrano discusses his reasons for remaining free of patronage:

“To be content with every flower, fruit or even leaf—but pluck them

from my own garden and no one else’s! And then, if glory ever does by

chance come my way, I’ll pay no tribute to Caesar, because the merit

will be my own.”

State a theme for Cyrano de Bergerac based on the above quotation.

3. What evidence is there that Le Bret knows Cyrano is deeply hurt after his visit with Roxane?

Act II, Scene IX

1. Why does Christian risk a battle with Cyrano by making comments about Cyrano’s nose?

Act II, Scene X

Vocabulary

eloquence – the ability to express oneself gracefully and fluently

haphazard – random

1. What reason does Cyrano give Christian for wanting to help him win Roxane? Speculate on what unspoken reasons Cyrano may have.

2. List two objections that Christian has to Cyrano’s plan to win Roxane. How does Cyrano overcome these objections?

Act II, Scene XI

1. What is the purpose of this scene?