ENGLISH 10�HONORS ENGLISH 10

January 16^th �Unit 6 Test Review

NOTE:

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Schoowide Learning Resusts

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• Academic Achievement
• Self-motivated Learners
• Technology Users
• Critical Thinking
• Effective Communications

LiveLesson Behavior Expectations

• Be respectful
• Participate: Make the most of this time!
• Stay on topic!
• Never give out private information
• You are a scholar here: Do your best to always use correct English and avoid “text speak”

Objectives and Standards

Learning Objectives

• Analyze themes and perspectives in given works by African authors
• Cite evidence to support ideas.
• Identify literary terms

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Common Core State Standards

• RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
• W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
• L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

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ANNOUNCEMENTS

End of Semester Reminders

• The fall semester ends Wednesday, January 31^st
• First drafts for portfolios have been dropped for all students! If you want feedback on a portfolio rough draft, you need ask your teacher no later than Wednesday, January 24^th
• CONNEXUS WILL SHUT DOWN AT EXACTLY 9:00 PM ON WED, JANUARY 31^st
• All work must be submitted by 8:59pm!
• There are absolutely NO extensions past this deadline
• Teachers CANNOT accept portfolios over webmail
• Some teachers may have additional deadlines for test corrections, clearing dropboxes, and/or participation calls
• Check with your teachers for other courses and communicate with your homeroom teacher in your next call about finishing your courses successfully

UNIT 6 TEST

Unit 6 Test

• 23 multiple-choice questions�Honors: 26 multiple-choice questions
• One 16-point essay question�Honors: Two essay questions (32 points total)
• We will have an Honors break-out later in the lesson to review Honors-specific content

Literary Terms to Know

• Allusion
• A brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance
• Most common allusions are to the Bible, literature, history, or myth
• Tone
• The author’s attitude toward a subject or an audience
• The reader’s attitude = mood
• Attitude
• The perspective or tone of a character toward a situation or another character
• Speaker
• The narrator of a poem
• Hyperbole
• An exaggeration of ideas for the sake of emphasis.

Unit 6 Test

• Vocabulary
• Indefatigable
• Invincible
• Lucid
• Demented
• Ostentatious
• Oblivious

Unit 6 Test

• Literary terms
• Paraphrase
• Allusion
• Tone
• Hyperbole
• Irony
• Sarcasm
• Incongruity
• Voice (active/passive)—Honors only

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Unit 6 Test

• Grammar – verb tenses
• Present
• Past
• Future
• Present perfect
• Past perfect
• Future perfect

Unit 6 Test – Sample Questions

• Let’s take a look at two sample questions of the type that tend to give most students difficulty
• For these types of questions, apply each option to the entire the passage to determine the best choice

Unit 6 Test – Sample Question 1

• Read the following sentences from "The Pin."
• The idea seemed a little crazy, even to me. How could a newcomer, an unknown, get elected?
• Which word best describes the tone created by these sentences?
• Confident
• Intrigued
• Puzzled
• Whimsical

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Unit 6 Test – Sample Question 1

• Read the following sentences from "The Pin."
• The idea seemed a little crazy, even to me. How could a newcomer, an unknown, get elected?
• Which word best describes the tone created by these sentences?
• Confident
• Intrigued
• Puzzled
• Whimsical

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Unit 6 Test – Sample Question 1

• Read the following sentences from "The Pin."
• The idea seemed a little crazy, even to me. How could a newcomer, an unknown, get elected?
• Which word best describes the tone created by these sentences?
• Confident
• Intrigued
• Puzzled
• Whimsical

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Unit 6 Test – Sample Question 2

• Read the following lines from the poem “Africa”

Impetuous tree that son young and strong�That tree there�In splendid loveliness amidst white and faded flowers�That is Africa your Africa�That grows again patiently obstinately�And its fruit gradually acquires�The bitter taste of liberty

• Which of the following words best describes the tone created by these lines?
• consoling
• resentful
• stubborn
• firm

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Unit 6 Test – Sample Question 2

• Read the following lines from the poem “Africa”

Impetuous tree that son young and strong�That tree there�In splendid loveliness amidst white and faded flowers�That is Africa your Africa�That grows again patiently obstinately�And its fruit gradually acquires�The bitter taste of liberty

• Which of the following words best describes the tone created by these lines?
• consoling
• resentful
• stubborn
• firm

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Unit 6 Test – Sample Question 2

• Read the following lines from the poem “Africa”

Impetuous tree that son young and strong�That tree there�In splendid loveliness amidst white and faded flowers�That is Africa your Africa�That grows again patiently obstinately�And its fruit gradually acquires�The bitter taste of liberty

• Which of the following words best describes the tone created by these lines?
• consoling
• resentful
• stubborn
• firm

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Unit 6 Test – Grammar

• Active vs Passive voice
• Active voice is preferred in most non-scientific writing to maintain clarity and to avoid being too wordy
• Passive voice should be used sparingly and is mostly used in scientific writing, or when the expressed action is more important than the actor

Unit 6 Test – Grammar

• Active voice
• The subject of the sentence performs the action expressed by the verb
• The dog bit the burglar.
• Passive voice
• The subject is acted upon; it receives the action expressed by the verb
• The burglar was bitten by the dog.

Unit 6 Test – Grammar

• Ninety-eight percent of 10^th graders completed their MAP assessments
• Active
• MAP assessments were completed by ninety-eight percent of 10^th grade students.
• Passive

Unit 6 Test – Grammar

• Passive voice is used when the action is more important than the actor, when using tact to avoid naming the actor, or when the actor is unknown
• Rules are made to be broken
• Mistakes were made
• Each year, many people are diagnosed with heart disease

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Unit 6 Test – Grammar

• Verb tenses

Unit 6 Test – Grammar

• Present tense
• An action that is going on now
• An action that happens regularly
• An action that is usually constant or the same
• I am in a LiveLesson
• I attend LiveLessons every week
• LiveLessons usually take one hour

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Unit 6 Test – Grammar

• Past tense
• Expresses an action that has already taken place
• I watched the recording from last week before taking the test.
• It helped me do better.

Unit 6 Test – Grammar

• Future tense
• Expresses an action that will take place in the future
• Use will or shall with present form
• I will go to the LiveLesson before taking the final exam.
• I shall complete some make-up credit before the end of the semester to improve my grade in the class.

Unit 6 Test – Grammar

• Present Perfect tense
• Expresses an action that was completed at an indefinite time in the past
• Expresses an action that started in the past and is still going on
• Add has or have to the past participle
• I have attended Connections Academy for several years
• Mr. Todoroff has taught English at Connections Academy since 2008

Unit 6 Test – Grammar

• Past perfect tense
• Expresses an action that took place and was completed before another past action
• Add had to the past participle
• She had attended her local school before enrolling here.
• His family had researched online schools prior to making their choice.

Unit 6 Test – Grammar

• Future perfect
• Expresses an action that will take place and be completed before another future action or time
• Add will have or shall have to the past participle
• I will have completed four more lessons before the weekend.
• By January 31^st, she will have submitted all her assignments.

Grammar Practice

• Every year, 10^th grade students ____ the MAP assessments for reading and math three times throughout the school year.
• take
• will take
• have taken
• will have taken

Grammar Practice

• Every year, 10^th grade students ____ the MAP assessments for reading and math three times throughout the school year.
• take
• will take
• have taken
• will have taken

Grammar Practice

• After this year, we _____ this test each year for four years.
• gave
• give
• will have given
• had given

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Grammar Practice

• After this year, we _____ this test each year for four years.
• gave
• give
• will have given
• had given

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Grammar Practices

• Last year, over 98% of 10^th graders ____ their MAP assessments.
• complete
• completed
• had completed
• have completed

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Grammar Practices

• Last year, over 98% of 10^th graders ____ their MAP assessments.
• complete
• completed
• had completed
• have completed

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Grammar Practice

• In previous years, our school ____ testing dates before students start their lessons at the beginning of each semester.
• offered
• have offered
• will have offered
• had offered

Grammar Practice

• In previous years, our school ____ testing dates before students start their lessons at the beginning of each semester.
• offered
• have offered
• will have offered
• had offered

Grammar Practice

• Overall, our results on MAP testing over the years _____ good, but we always strive to do better.
• are
• were
• have been
• had been

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Grammar Practice

• Overall, our results on MAP testing over the years _____ good, but we always strive to do better.
• are
• were
• have been
• had been

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Unit 6 Test

• Essay Questions (16 points each)
• Standard: For the first essay question, you are asked to choose ONE of the three prompts�
• Honors: � For the first essay question, you are asked to choose ONE of two prompts� For the second essay question you have only one prompt to which to respond

Tips for Writing a Good Essay Response

• Rewrite the question as an answer. (Topic)
• Answer the question. (Thesis)
• Cite evidence that supports your answer. (Details)
• Explain how the evidence supports your answer. (Commentary/Analysis)
• For more information, go to this link!
• https://calcaenglish11.weebly.com/race-format.html

Unit 6 Test

• Essay Prompts (16 pts)
1. In both "Marriage Is a Private Affair" and "A Meeting in the Dark," young men fret that their fathers will disapprove of their potential wives. Compare these two stories by looking at how the personalities of the young men and their fathers help to shape the eventual outcomes.
2. Examine how white people and black people regard each other in "No Witchcraft for Sale," "The Moment Before the Gun Went Off," and "The Prisoner Who Wore Glasses." How do they help to both teach and support each other, and how do they fail? Think about what each group is trying to protect when it withholds something from the other.
3. A theme that runs through the poems in this unit is that a sense of pride is important to a sense of self-worth. What do you think is the connection between this theme and Africa's history of colonial rule? Support your view with details from at least two of the poems you have read.�(Honors: use details from at three poems)

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Prompt1

• In both "Marriage Is a Private Affair" and "A Meeting in the Dark," young men fret that their fathers will disapprove of their potential wives. Compare these two stories by looking at how the personalities of the young men and their fathers help to shape the eventual outcomes.
• Both fathers influenced by Christian beliefs, but not in the same way
• Focus on differences between the two relationships
• In each story, how does the father’s treatment of the son affect the end of the story?

Prompt 2

• Examine how white people and black people regard each other in "No Witchcraft for Sale," "The Moment Before the Gun Went Off," and "The Prisoner Who Wore Glasses." How do they help to both teach and support each other, and how do they fail? Think about what each group is trying to protect and when it withholds something from the other.
• How friendly are the characters towards each other?
• How does the relationship show an unequal balance of power?
• How do the characters establish personal connections in spite of the unequal balance of power?

Prompt 3

• A theme that runs through the poems in this unit is that a sense of pride is important to a sense of self-worth. What do you think is the connection between this theme and Africa's history of colonial rule? Support your view with details from at least two of the selections you have read.
• Honors: must include examples from three poems
• How did white people (and some Africans) view Africans and their culture?
• What changed for Africans after independence?
• Think about the Negritude movement!

Did somebody say extra credit?!

• When you use a direct quote from the text, include the author’s last name and the textbook page number in parentheses after the quote!
• “At this, two stretcher-bearers came down, carrying a body wrapped in a blanket.” (Ousmane 285)
• Write your essay ahead of time and submit it to Check My Work. Include the link at the end of your response for more extra credit!

Breakout Time!

• If you are in Standard English 10, remain in the main room
• If you are in Honors English 10 with Mrs. Chambers or Mr. Todoroff, join the Breakout Room

Questions?

• Questions about the final draft?