UNIT 3 TEST REVIEW

English 10B

AGENDA

• Live Lesson Expectations
• SLOs, Learning Objectives, and CCSS
• Announcements
• Test Review

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LIVE LESSON EXPECTATIONS

• Be respectful!
• Participate
• Make the most of your time with your teachers!
• Stay on topic, please!
• Never give out private information
• You are a scholar here; do your best to use correct English grammar
• Put your cell phone in another room
• If there is anything you’d like to discuss, please stick around after the lesson is over

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STUDENT LEARNING OBJECTIVES

• Self-Motivated Learning
• Critical Thinking
• Academic Achievement
• Proper Technology Use
• Effective Communication

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Learning Objectives

• Analyze themes and perspectives in given works by Middle Eastern and South Asian authors
• Cite evidence to support ideas.
• Identify literary terms

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Common Core State Standards

• L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• L.9-10.3a: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
• L.9-10.4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
• RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RL.9-10.2: 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.
• RL.9-10.4: 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).
• W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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ANNOUNCEMENTS!

• Unit 3 Rough Draft due today, March 19^th!
• Remember, this is not an essay!
• Fill out part of the template on the Message Board
• Unit 3 Test is Tuesday, March 26^th!
• Unit 3 Portfolio due Thursday, March 28^th
• Remember, this is not an essay!
• Fill out the template on the Message Board
• 5 questions (more for honors?)
• 4 sources with annotations
• No PERFs for this portfolio! Give it your best shot by building on what your wrote in your rough draft. ☺

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RESEARCH PROPOSAL REMINDERS

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RESEARCH TOPIC

• Was your topic approved in the Unit 3 Lesson 2 Discussion? If not, reach out to your teacher before continuing!
• Make sure you have a specific focus; “culture” is not specific enough. Contact your teacher if you need help narrowing your topic down.
• Explain why this topic interests you. If you aren’t interested in your topic, the research process will be very painful!

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EVALUATING SOURCES

• The questions for each source are to guide you as you evaluate if a source is reliable
• If you can’t find most of the information the questions are asking about, it’s probably not a good source for your paper
• When in doubt, ask your teacher!

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THE TEST!

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STORIES TO KNOW

• “Wanted: A Town Without a Crazy”
• “The Armenian Language is the Home of the Armenian”
• “From Behind the Veil”
• “Five Hours to Simla”
• “The Cabuliwallah”
• “Like the Sun”
• Lesson 6 on Online Communications

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SUBJECT-VERB AGREEMENT

• A verb must agree with its subject in number.
• A singular subject takes a singular verb. A plural subject takes a plural verb.
• Nathan likes the color green.
• Potatoes are delicious in many different forms.
• The agreement of a verb with its subject is not changed by interrupting words.
• Sophia, unlike her friends, loves riding horses.

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COMPOUND SUBJECTS AND VERB AGREEMENT

• Watch for agreement problems with compound subjects.
• When subjects are joined by or, nor, either/or, or neither/nor, the verb agrees with the closer subject.
• Either Japan or South Korea is a cool country to visit.
• When subjects are joined by and or both/and, the verb is plural.
• Japan and South Korea are cool countries to visit.

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OTHER TRICKY SUBJECT-VERB AGREEMENT SCENARIOS

• Use a singular verb with a collective noun subject that is thought of as a unit. Use a plural verb with a collective noun subject that is thought of as a group of separate individuals.
• The class is voting to change their school mascot.
• The class is acting together as a whole unit. Therefore, the verb is singular.
• The class have not been able to come to an agreement about what their new mascot should be.
• Members of the class are acting as individuals—each with a separate opinion. Therefore, the verb is plural.
• Use a singular verb with the number of and a plural verb with a number of.
• The number of boys who want the mascot to be a raccoon is higher than the number of girls.
• A number of girls want the mascot to be a roadrunner.

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KAHOOT VOCAB REVIEW!

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ESSAY QUESTION OVERVIEW

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LET’S TALK ABOUT CONFLICT!

• Step 1: Choose a story or poem from Unit 3
• Step 2: Answer the following prompt:
• Identify a conflict in the text you selected. Explain the type of conflict (person vs. nature, person vs. person, person vs. self, or person vs. society) and why the author included this conflict. Be sure to cite specific passages to support and explain your answer.
• Requirements:
• Include the title and author of the selection in your answer
• Include at least two specific quotes from the story/poem to support your answer
• USE YOUR TEXTBOOK!!!
• Include an introduction, at least one body paragraph, and a conclusion (12-16 sentences)

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BREAKOUT ROOMS!

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OUTLINE FOR ESSAY QUESTION

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MAY THE FORCE BE WITH YOU!

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