Content: Three class novels we’ve read (with application of ALL SKILLS MENTIONED ON THIS STUDY
GUIDE to the three novels) some general questions on presentation of news stories and creative news
project, some general questions on the writing process and styles of writing, as studied this year.
Study Materials: Cisneros’ The House on Mango Street, Orwell’s Animal Farm, and Steinbeck’s Of Mice
and Men coupled with class notes/high level questions, and previous tests
Pace: How should I break up my prep time for ELA final and speech?
(a) Study for final each night for about 20 minutes and practice your speech at home for an
additional 10 minutes
Or
(b) Study for final every other night for about 40 minutes and practice speech every other night for
about 20 minutes
Vocabulary words/skills to know in general for final exam:
1.
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4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Inference
Thesis
Evaluate
Synthesize (or build up)
Assume/Assumption
Evidence
Implicit/imply
Explicit
Diction
Syntax
Analytical
Interpretative
Creative
APT/APT Awareness (know this term and be able to describe what each letter means)
Secondary audience (how to appeal to multiple audiences and when as a writer might you
attempt this skill)
16. Revising vs. Editing (what is the difference)
Glossary of Terms: These literary devices/terms will be applied to your understanding of Cisneros’ The
House on Mango Street, Orwell’s Animal Farm, and Steinbeck’s Of Mice and Men.
(a)
(b)
(c)
(d)
Personification
Metaphor
Simile
Symbolism
(e) 2-Point Universal Theme
(f) Motif
(g) Characterization
(h) Verbal Irony
(i) Dramatic Irony
(j) Situational Irony
(k) Literary Parallel
(l) Ambiguous Meaning
(m) Modern Foreshadowing
(n) Tone
(o) Repetition
(p) Sensory Details
(q) Broken Syntax
(r) Big Picture Meaning
(s) Perception
Areas of focus: PRACTICE THESE SKILLS IN PARTICULAR for Mango!!! Please make sure you are
prepared!!!
(a) Knowing/understanding the details in all Cisneros’ vignettes
(b) Finding the big picture message from each vignette, especially from “My Name” and from
“Linoleum Roses” until “Mango Says Goodbye Sometimes”
(c) Synthesizing information from various vignettes to discover a big picture idea/message
(d) Finding symbols and motifs and what they mean on a deeper level
(e) Showing Cisneros continued display of 2-Point Universal Themes with examples of events,
symbols, and motifs (self vs. society, reality vs. dreaming, child-like vs. maturity)
(f) Finding vignettes where Esperanza’s perception is limited compared to ours (dramatic
irony) and understanding the difference in perceptions
(g) Discovering examples of dramatic irony, verbal irony, and situational irony
(h) Finding language/finding examples that allow us to perceive Esperanza’s mental maturity,
especially from “Linoleum Roses” through the end of the novel
(i) Recognizing events with Sally that contribute to Esperanza’s change
(j) Developing an interpretation of the end
(k) Backing up any claims or inferences with matching details from the novel and knowledge of
Cisneros
(l) Understanding literary parallels or symbolic relationships (a) between houses and
characters’ feelings/thoughts (b) between rats and Mango residents (c)other parallels or
symbolic connections we may discover
(m) Ambiguous meanings of select diction
Skills in focus: PRACTICE THESE SKILLS IN PARTICULAR for AF!!! Please make sure you are prepared!!!
1. Recognizing the author’s use of dramatic irony up until the final scene: how the author
constantly includes dramatic irony and what makes these things examples of dramatic irony
2. Understanding how Propaganda works: The animals believing until the end/willingness to
believe, need for change, and ignorance all allow propaganda to flourish
3. Understanding manipulation used by the pigs (including “education of the young,” application
of all propaganda tactics throughout the novel, especially using SB as a scapegoat, and Squealer
and dogs as Napoleon’s tools)
4. Understanding the symbolic significance of the animal’s labor and of the windmill
5. *Finding human behaviors of the pigs and knowing the significance of these behaviors
6. *Finding the symbolism used by Orwell to express human flaws through animal characters and
fictional events
7. Understanding Orwell’s final feelings on capitalism, socialism, and communism with examples
from the book to suggest his true feelings
8. Developing and supporting inferences: looking at high-level ideas and gathering textual
evidence that matches a particular idea (as seen in multiple choice. For example, “Which best
supports…?”)
9. Eliminating evidence that does not belong or match up to a particular given idea (as seen in
multiple choice. For example, “Which idea is least seen?” or “all except”
10. Results of brainwashing the animals such as: False memories, false confessions, and hysteria
(and how these things came about/how it got this bad)
11. Satire, internal contradiction, false memories, false confessions, hysteria, scapegoat,
oversimplification, euphemism, bandwagon, begging the question, etc…
12. Characters connected to real people/ ideas and any plot events connected to real events
13. Orwell’s voice in his novel (what ideas of his are expressed and how?)
Skills in focus: THINK OF THE SMALL DETAILS AS WELL AS THE BIGGER PICTURE/BIGGER MEANING
for these concepts from Of Mice and Men
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Symbolism/symbolic purpose of nature imagery (What is Steinbeck’s symbolic intent?
How does his description of nature add to a particular tone surrounding a particular
event?)
Rabbit motif (repeated use of rabbit image and what it means to characters/plot)
Literary Parallels (identify and discuss symbolic relationships and who or what they
connect to)
Two Point Universal Themes (reality vs. illusion, outcast vs. society, man vs. woman)
Friendships and bonds between characters
Societal Norms of time period (history of Migrant Workers, woman’s rights, etc…)
Characterization of Lennie, George, Crooks, Curley, Curley’s Wife, Carlton, Candy, and Slim
How characters connect to one another (common attributes, such as what makes each
character an outcast)