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ELA 10-2 Final Exam Preparation

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ELA 10-2 Final Exam Preparation Part A Writing three assignments written at home or WeConnect school administered by Key Parent or WeConnect facilitator – PowerPoint PPT presentation

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Title: ELA 10-2 Final Exam Preparation


1
ELA 10-2 Final Exam Preparation
  • Part A Writing
  • three assignments
  • written at home or WeConnect school
  • administered by Key Parent or WeConnect
    facilitator
  • Part B Reading
  • 8 readings with 70 multiple choice questions
  • ONSITE write at your WeConnect school or the
    RVLC campus nearest you (Airdrie, Chestermere,
    Cochrane)

2
REVIEW
  • PART A
  • visuals lesson Theory Unit
  • persuasive writing Theory Unit
  • essay writing Theory Unit
  • final exam preparation tutorial
  • PART B
  • All Theory Unit lessons
  • All vocab lists

3
DESCRIPTION PART A (50)
  • Part A Written Response of the ELA 10-2 and 20-2
    Final Exam
  • consists of three main sections.
  • Section I Visual Reflection
  • Value 20 of total examination mark
  • Section II Literary Exploration
  • Value 50 of total examination mark
  • Section III Persuasive Writing in Context
  • Value 30 of total examination mark
  • Time 3 hours. Budget your time carefully.

4
Assignment I Visual Reflection
  • In your writing, you should
  • select a prose form that is appropriate to the
    ideas you wish to express and that will enable
    you to effectively communicate to the reader
  • discuss ideas and impressions that are meaningful
    to you
  • respond from a personal, critical, and/or
    creative perspective
  • consider how you can create a strong unifying
    effect

What ideas and impressions does the visual suggest to you? Consider the context, and develop your response by referring to the visuals.
5
visual forms
  • photograph
  • painting
  • illustration
  • drawing
  • poster
  • advertisement
  • political cartoon

et cetera
6
prose forms
  • short essay
  • diary entry
  • journal entry
  • newspaper article
  • editorial
  • interior monologue
  • short story
  • personal observation
  • letter
  • eulogy
  • interview
  • rebuttal
  • screen play
  • speech
  • anecdote
  • commentary

et cetera
7
(No Transcript)
8
Assignment I Visual Reflection Example
  • In your writing, you should
  • select a prose form that is appropriate to the
    ideas you wish to express and that will enable
    you to effectively communicate to the reader
  • discuss ideas and impressions that are meaningful
    to you
  • respond from a personal, critical, and/or
    creative perspective
  • consider how you can create a strong unifying
    effect

What ideas and impressions does the visual suggest to you? Consider the context, and develop your response by referring to the visuals.
9
What ideas and impressions does the visual
suggest to you?
10
Assignment Two Literary Exploration
  • What is your opinion of the idea . . .
  • You MUST discuss a character from literature or
    film you studied in ELA 10-2. You may choose to
    discuss more than one character.
  • Present your ideas in prose.

11
In your writing, you should
  • reflect upon your own knowledge and / or
    experiences.
  • select a character that is relevant to this
    assignment and interesting to you from the short
    stories, novels, plays, poetry, non-fiction, or
    films that you have studied in ELA 10-2.
  • carefully consider your controlling idea or how
    you will create a strong unifying effect in your
    response. Organize your discussion so that your
    ideas are clearly and effectively presented
  • make sure that the examples and details you
    select are relevant and support your opinion
    about the topic under discussion

12
Literary Exploration - Essay Structure
  • introductory paragraph thesis statement
  • body paragraph ONE
  • body paragraph TWO
  • body paragraph THREE
  • conclusion

13
texts studied
  • Am I Native Enough?
  • What do You See When You Look at My Facebook?
  • My Body is My Own Business
  • Nobody Ever
  • Letters to High Schools Selves
  • Self Portrait
  • Untitled
  • Amazing Sense of Shake
  • Footprints in the Snow
  • Death in the Square
  • Billy and Us
  • Letter to Father
  • Drumming for Mandela
  • No Refunds
  • Vancouver, 1942
  • Counting On Canadas Parks in Numbers
  • Car Facts
  • Suggestions for a Greener Poetry
  • The Case for Ending Research on Chimps
  • How to Raise a Ruckus
  • Shrek
  • Deathwatch

14
Assignment II Literary Exploration Example
  • Read the following excerpts and
    complete the assignment that follows.
  • The poem that begins J. R. R. Tolkien' s The Lord
    of the Rings
  • Three Rings for the Elven-kings under the sky,
    Seven for the Dwarf-lords in their halls of
    stone, Nine for Mortal Men doomed to die, One
    for the Dark Lord on his dark throne In the Land
    of Mordor where the Shadows lie. One Ring to
    rule them all, One Ring to find them, One Ring
    to bring them all and in the darkness bind them
    In the Land of Mordor where the Shadows lie.
  • Representatives of Elves, Dwarves, and Men gather
    in Rivendell for the Council of Elrond. At stake
    is the fate of the One Ring, made by the Dark
    Lord Sauron and lost for ages until found by the
    hobbit Bilbo Baggins. Now in the keeping of
    Bilbo's nephew Frodo, the Ring is sought
    relentlessly by Sauron as the dark clouds of war
    gather over the free peoples of Middle Earth.

15
from THE LORD OF THE RINGS THE FELLOWSHIP OF THE
RING
  • "The road must be trod, but it will be
    very hard. And neither strength nor wisdom will
    carry us far upon it. This quest may be attempted
    by the weak with as much hope as the strong. Yet
    such is oft the course of deeds that move ,the
    wheels of the world small hands do them because
    they must, while the eyes of the great are
    elsewhere." "Very well, very well, Master
    Elrond!" said Bilbo suddenly. "Say no more! It is
    plain enough what you are pointing at. Bilbo the
    silly hobbit started this affair, and Bilbo had
    better finish it, or himself. I was very
    comfortable here, and getting on with my book. If
    you want to know, I am just writing an ending for
    it. I had thought of putting and he lived
    happily ever afterwards to the end of his days.
    It is a good ending, and none the worse for
    having been used before. Now I shall have to
    alter that it does not look like coming true
    and anyway there will evidently have to be
    several more chapters, if I live to write them.
    It is a frightful nuisance. When ought I to
    start?" Boromir looked in surprise at
    Bilbo, but the laughter died on his lips when he
    saw that all the others regarded the old hobbit
    with grave respect. Only Glóin smiled, but his
    smile came from old memories. "Of course,
    my dear Bilbo," said Gandalf. "If you had really
    started this affair, you might be expected to
    finish it. But you know well enough now that
    starting is too great a claim for any, and that
    only a small part is played in great deeds by any
    hero. You need not bow! Though the word was
    meant, and we do not doubt that under jest you
    are making a valiant offer. But one beyond your
    strength, Bilbo. You cannot take this thing back.
    It has passed on. If you need my advice any
    longer, Bilbo,

16
excerpt continued
  • I should say that your part is ended, unless as a
    recorder. Finish your book, and leave the ending
    unaltered! There is still hope for it. But get
    ready to write a sequel, when they come back.
  • Bilbo laughed. "I have never known you give me
    pleasant advice before," he said. "As all your
    unpleasant advice has been good, I wonder if this
    advice is not bad. Still, I don't suppose I have
    the strength or luck left to deal with the Ring.
    It has grown, and I have not. But tell me what
    do you mean by they?"
  • "The messengers who are sent with the Ring."
  • "Exactly! And who are they to be? That seems to
    me what this Council has to decide, and all that
    it has to decide. Elves may thrive on speech
    alone, and Dwarves endure great weariness but I
    am only an old hobbit, and I miss my meal at
    noon. Can't you think of some names now? Or put
    it off till after dinner?"
  • No one answered. The noon-bell rang. Still no one
    spoke. Frodo glanced at all the faces, but they
    were not turned to him. All the Council sat with
    downcast eyes, as if in deep thought. A great
    dread fell on him, as if he was awaiting the
    pronouncement of some doom that he had long
    foreseen and vainly hoped might after all never
    be spoken. An overwhelming longing to rest and
    remain at peace by Bilbo's side in Rivendell
    filled all his heart. At last with an effort he
    spoke, and wondered to hear his own words, as if
    some other will was sing his small voice.
  • "I will take the Ring," he said, "though I do not
    know the way."
  • J.R.R. Tolkien

17
THE ASSIGNMENT
  • The excerpt from The Lord of the Rings develops
    the idea that great tasks must often be performed
    by ordinary people. The excerpt also illustrates
    several different ways that characters respond to
    difficult situations. Some, like Bilbo, are
    willing to accept a burden even though they know
    that the task is beyond their ability. Others
    know that they are not equal to the task and so
    do not step forward. Still others, like Frodo,
    choose to accept responsibility for a task even
    though they cannot be certain of success.

Write an essay based on literature you have studied where characters are faced with a challenging or difficult situation. What is your opinion of the idea that people reveal their true selves in how they respond to a challenge or difficulty?
18
You MUST
  • discuss a character from literature or film you
    studied in ELA 10-2. You may choose to discuss
    more than one character.
  • present your ideas in prose (a form of language
    which applies ordinary grammatical structure and
    natural flow of speech)

19
You SHOULD
  • reflect upon your own knowledge and / or
    experiences.
  • select a character that is relevant to this
    assignment and interesting to you from the short
    stories, novels, plays, poetry, non-fiction, or
    films that you have studied in ELA 10-2.
  • carefully consider your controlling idea or how
    you will create a strong unifying effect in your
    response. Organize your discussion so that your
    ideas are clearly and effectively presented
  • make sure that the examples and details you
    select are relevant and support your opinion
    about the topic under discussion

20
What is your opinion of the idea that people
reveal their true selves in how they respond to a
challenge or difficulty?
21
Assignment Three - Persuasive Writing in
Context (LETTER or SPEECH)
  • introductory paragraph identify yourself (and
    on whose behalf you are writing) and state your
    position
  • body paragraph ONE support for your position
  • body paragraph TWO support for your position
  • body paragraph THREE support for your position
  • conclusion urge to act (or not) thank for
    time / consideration

22
Assignment III Persuasive Writing in Context
Example
  • THE SITUATION
  • The Prosper High School Advisory Group is
    considering a proposal that would allow the use
    of genetically modified foods in the school
    cafeteria. Students are considering various
    opinions on the subject in preparation for
    presenting their position to the Advisory Group.
  • You are a student from Prosper High School. You
    have considered information and opinions from a
    variety of sources. You have considered at length
    the advantages and disadvantages of the proposal,
    and have reached a decision. You now need to
    write a persuasive speech that clearly explains
  • your decision on the use of genetically modified
    foods
  • the reasons why you believe your decision is in
    the best interests of students at Prosper High
    School

23
THE ASSIGNMENT
Write a speech that will persuade the Prosper High School Advisory Group to either ACCEPT or REJECT the proposal to allow the use of genetically modified foods in the school cafeteria.
  • In preparing your speech, BE SURE TO
  • consider your purpose and audience
  • study the information which follows and use it to
    write a persuasive speech
  • use an appropriate tone
  • Remember that you must clearly and directly
    choose to either accept or reject the proposal.

24
Definition of Genetically Modified Foods 
  • Genetically modified (GM) foods are foods that
    have been altered through genetic engineering
    techniques. These techniques allow scientists to
    "cut and paste" DNA from one organism to another
    in order to create a new hybrid. For example, a
    certain gene can be inserted into tomatoes in
    order to maintain their freshness and colour. A
    different gene can be inserted into corn and
    soybean plants to give them resistance to a
    certain herbicide. A farmer can then control
    weeds in the corn and soybean crops by spraying
    with that herbicide. 

25
A statement from Monsanto, one of the world's
leading biotechnology firms 
  • "We all share the same planet-and the same needs.
    In agriculture, many of our needs have an ally in
    biotechnology and the promising advances it
    offers for our future. Healthier, more abundant
    food. Less expensive crops. Reduced reliance on
    pesticides and fossil fuels. A cleaner
    environment. With these advances, we prosper
    without them, we cannot thrive. 
  • "As we stand on the edge of a new millennium, we
    dream of a tomorrow without hunger. To achieve
    that dream, we must welcome the science that
    promises hope. We know advances in biotechnology
    must be tested and safe, but they should not be
    unduly delayed. Biotechnology is one of
    tomorrow's tools in our hands today." 

26
Statements from Genetically Engineered Food A
Self-Defence Guide for Consumers 
  • GE foods are not being adequately safety-tested
    for possible damage to our health . . .
  • Mounting scientific evidence indicates that
    genetically engineered foods and crops may
    present serious hazards for our health and
    environment . . .
  • The.. .British Medical Association.. .has called
    for a moratorium on all genetically engineered
    foods because they may not be safe . . .
  • GMOs (genetically modified organisms) once
    created and released into the environment, are
    permanent. They can never be recalled back into
    the laboratory, nor can they be contained within
    a restricted pasture, farmland, watershed, marine
    environment, or geographical space. 

27
Opinions About GM Foods
  • "The social benefits of genetic engineering are
    considerable treating human and animal diseases
    increasing food production from crops and
    animals increasing the nutritional value of
    foods extending the shelf life of food products.
    . . and helping to provide a cleaner
    environment.  -  George G. Khatchatourians,
    Department of Applied Microbiology, University of
    Saskatchewan 
  • "If left to me, I certainly would not eat it. We
    are putting new things into food which would not
    have been eaten before. The effects on the immune
    system are not easily predictable and I challenge
    anyone who will say that the effects are
    predictable."  -  Dr. Arpad Pusztai, Research
    Scientist 

28
Opinions About GM Foods - continued
  • "The risks of modem genetic engineering have been
    studied by technical experts at the National
    Academy of Sciences and World Bank. They
    concluded that we can predict the environmental
    effects by reviewing past experiences with those
    plants and animals produced through selective
    breeding. None of these products of selective
    breeding have harmed either the environment or
    biodiversity."  -  Jimmy Carter, Former U.S.
    President 
  • "The fact that we do not really know what the
    long-term consequences of genetic engineering
    will be, and are not prepared to move slowly and
    take the time to find out, means that a grand
    experiment is taking place and the outcome is
    anyone's guess. The Bt potato, Roundup Ready
    canola, or Liberty-link soybean might be
    harmless, or they might breed a disaster. We
    won't know until it is too late."  -  Brewster
    Kneen, Author of Farmageddon Food and the
    Culture of Biotechnology 

29
. . . the speech . . .
30
PREPARE Part A
  • Visual Reflection
  • 1. What is it that first needs to be determined
    when studying the visual presented on the exam?
  • 2. What are the three perspectives from which are
    directed to respond?
  • 3. List at least ten different prose forms from
    which you may chose to write.
  • Literary Exploration
  • 1. What prose form must this assignment take?
  • 2. How many paragraphs must you write for this
    assignment?
  • 3. In this assignment, you must discuss a
    character studied in this course. List three
    characters, along with title and genre, that you
    could possibly use. Explain why each of these
    three characters would make good general choices.
  • Persuasive Writing in Context
  • 1. What prose form must this assignment take?
  • 2. How many paragraphs must you write for this
    assignment?
  • 3. Why can you not remain neutral on the position
    presented?
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