Merivale High School Exam Cover Page Student’s Name: _______________________________________ Subject: GRADE 9 ACADEMIC ENGLISH Course Code: ENG1D/E Teacher: WOOD Date of Exam: June 20, 2014 Regular Allotted Time: 1.5 hours (up to 2.25 hours for completion) Number of Pages: 13 Students – please check to be sure you have all pages! Section Curriculum Expectation Level Weight Suggested Time Allotment R.1, R.2 1 2 3 4 35% 25 mins R.2 1 2 3 4 15% 10 mins M.1, 2, 4 1 2 3 4 20% 25 mins R.1, 2 W.1, 2, 3 1 2 3 4 30% 30 mins 100% 90 mins A: Short Answer Short Story Terms & Literary Devices B: Multiple Choice Short Story Literary Terms & Grammar C: Media Analysis Print Ads Comparison D: Long Answer Novel/Play Studies LEVEL____ Total GRADE______% Instructions: Read through the entire exam carefully before you begin. Prioritize the questions on your exam. Respond to all questions on this paper. Attach additional pages if needed. Leave yourself a few minutes to review your answers before handing in. Take a deep breath, relax, and do your best – Good Luck! 2 PART A: Short Answer – Short Story Terms and Literary Devices Read the short story “The Nest” and answer the questions that follow in proper sentence form in the space provided. Answer all of the questions in this section. THE NEST Robert Zacks Jimmy was fourteen. He was listening to his mother tell him, in her kindly, measured speech, why she didn’t want him to go on the hike, and his clear grey eyes were clouded with sullen rebellion. “All right, Mom,” he said in the controlled voice he had learned from his parents. “If you say I can’t go, then I can’t, can I?” Mrs. Swanson said gravely, “You make me sound like a dictator, Jimmy.” “Well, you are, kind of, aren’t you?” said Jimmy coldly. “I have to do what you say.” His mother winced a little. She bit her lower lip and considered this. “It isn’t as simple as that,” she said, pushing her mind with some difficulty toward coping with the point Jimmy had made. She smiled a little, however, in pleasure at such evidence of Jimmy’s growing power to analyse a situation. “My decisions are made for your own good, Jimmy.” He misunderstood her smile. He thought she was relegating him to his position as a child. All his parents seemed to do these days was figure out how to hem him in. “Jimmy, you mustn’t – ” The words, the restrictions, they wrapped around him like tentacles of an octopus, crushing in on his chest so he couldn’t seem to breathe. He was on his feet, yelling, the controlled, polite speech lost in his bursting anguish for freedom. “Everything is for my own good. Everything! But you aren’t telling me the truth. You know why you don’t want me to go on the hike? Because of Paul. You just don’t like him.” He sucked in his breath, almost sobbing, shocked at himself and yet glad. Mrs. Swanson had an unhappy look. The Swansons were a happy family, but these days a strange restlessness had come into it. “No,” she admitted. “I don’t think Paul is good for you. I don’t like your associating with him.” Jimmy said, all his heart and soul in his words, “I like Paul. He’s my best friend.” “His father is a drunkard,” said Mrs. Swanson quietly. “And Paul came out of reform school, didn’t he? He stole from a candy store – ” “He’s nice!” cried Jimmy, pain in his voice. “And he isn’t a crook. He made a mistake. He told me what happened. He was showing off. And now nobody will be friends – ” “But he’s formed a gang already, hasn’t he? I’ve heard about it.” “It’s just a club, that’s all,” said Jimmy. “And – and I’m a member. The club is running the hike.” “We won’t discuss it further.” Mrs. Swanson’s voice was suddenly like steel. She stood up. She hesitated, pitying him, and tried to soften it with logic. “Remember, Jimmy, every time we’ve disagreed, it turned out I knew what I was talking about.” But he didn’t listen further. Jimmy turned and blindly ran off the porch across the lawn toward the meeting place at Briggs’ Drugstore. After three bocks he slowed down, panting, his face set with fury. The habit of thinking, encouraged by his parents at every opportunity, began to function. “‘I know what’s best for you. I know what’s best for you.’ That’s all I ever hear!” muttered Jimmy. To his reluctant mind sprang memories. The time he insisted he could swim to the raft. Mr. Swanson had curtly said no, he couldn’t risk it. Jimmy had raged, with his father quietly letting him run down. His father had told him to go ahead, but that he’d swim next to him. Jimmy’s throat strangled suddenly at the memory: the water was constricting his windpipe dreadfully, his eyes were bulging, his legs and arms numb with exhaustion from the too-long swim. And then the wonderful, strong, blessed arms of his father turning him on his back, pulling him back to shore – . It was confusing. Jimmy shook his head in bewilderment. Suddenly he felt uncertain, the rebellion drained out of him. 3 Paul was waiting for him at the drug store with a stillness upon his face as he leaned against the glass front. He was about fourteen, with dark hair and bright dark eyes. He wore dungarees. Jimmy saw, when he came closer, traces of tears on Paul’s cheeks. “Well,” said Paul fiercely, “let’s go.” Jimmy started. “Where’s everybody?” “They changed their minds,” said Paul, hate in his voice. The two boys looked at each other, and Jimmy understood. It made fury grow in him, it made him want to hit somebody. All those parents had stopped the gang from going with Paul because he was once in reform school. Paul said, his voice odd, “Maybe you can’t go either?” Jimmy looked deep into Paul’s eyes. His heart beat fast with friendship and loyalty. “Don’t be a jerk. Come on,” he said cheerfully. Paul’s face changed. The hate seeped away, leaving sweetness and humbleness. He flung an arm over Jimmy’s shoulder happily. “Your – your mother doesn’t care if you go, huh?” he said. Jimmy swallowed. Paul needed this so badly. So very badly. Paul had no mother at all. And his father just didn’t like looking at the world without Paul’s mother, and was always drunk. “Nah,” said Jimmy. “She – she even said I should bring you to supper, afterwards. What shall I tell her, huh?” Paul turned ashen, then flushed a deep scarlet. “Sure,” he muttered. “Be glad to.” “I got to call her,” said Jimmy numbly. “Just a minute.” Jimmy went into the drugstore and called his mother. He told her in a choking voice he was going on the hike, just he and Paul, and he didn’t care how mad she got. “Nobody else cam,” he shouted into the telephone, “because all the mothers – ” He was unable to go on for a moment. Then he finished. “I’m bringing him to supper afterwards, Mom. I said you asked him.” He hung up before she could answer. They had a wonderful day. Wonderful. It was May, and the leaves on the trees were chartreuse and new. They went six miles out of town. They watched chip-munks skitter. They lay on their backs and stared at fleecy white clouds changing shape. Paul’s face showed his contentment. His eyes were dreamy. But Jimmy, in one cloud, saw the stern face of his mother. But Mrs. Swanson’s face, when she greeted Paul, wasn’t stern at all. She looked uncertain as she studied his wistful, shy smile. Jimmy knew, of course, that his parents would wait until later to lecture him. They never made a scene before other people. Throughout supper, Mr. Swanson was very friendly to their guest. But Jimmy could see that at the same time his father was carefully studying Paul. And Paul, never knowing, thinking they’d wanted him, had invited him, glowed and showed the side of his personality that Jimmy liked. After they’d washed the dishes (at Paul’s suggestion), Mr. Swanson nodded to Paul. “Come on, Paul,” he said. “I’ll show you my tool shop.” As Paul eagerly followed him down the basement steps, Mrs. Swanson touched Jimmy’s shoulder. Jimmy’s heart thudded as he reluctantly lingered behind. He turned and glared in defiance. “I don’t care,” he whispered. “Nobody else came. I couldn’t – ” “Jimmy,” she said softly, and bent and kissed him. “I’m proud of you, Jimmy. You did the right thing at the right time.” “But you said – ” faltered Jimmy. “I mean – ” Her eyes were very bright. “I was wrong,” she said steadily. “This time I was wrong. You were right. He’s a nice boy, I think.” She turned away, patting his cheek as she did so. At first, joy filled Jimmy. Joy and pride. I’m the one who’s right, he thought, dazed. My mother was wrong. Actually wrong. She admitted it. And then came a queer and a frightening sense of loss, as well as of gain. It was like being alone, high up on a precipice where the footing was slippery with moss. Jimmy felt he had to be careful of each step. He had always been sure, even in his anger, of being able to depend on the wisdom of his father and mother. They’d always been right. But not any more. Now they might be wrong. And Jimmy would have to decide. 4 1. Identify the climax of this story and explain in detail why you believe this to be the climax of this story. 2. Identify two main types of conflicts evident in this story and provide a quotation and explanation to support each of your answers. a) Type of Conflict: Supporting Quotation/Explanation: b) Type of Conflict: Supporting Quotation/Explanation: 3. In your own words, explain why the author includes a recollection of Jimmy’s swimming to the raft after his father had refused him permission to try. 5 4. Identify a moment of foreshadowing at the beginning of this story that indicates that Jimmy’s mother might be recognizing that he is growing up. Explain why this is foreshadowing: 5. Provide one example from the story for each of the following and explain what two things are being compared and how they are similar: Metaphor: Simile:_____________________________________________________________ 6. Explain the significance of the title, “The Nest” 7. In your own words, explain why at the end of the story Jimmy felt, “…a queer and frightening sense of loss as well as of gain.” 6 8. Identify one possible theme in this story and justify your answer using proof from the text. 9. Using as much detail as possible from the story, identify the setting. Rubric Part A: Short Answer – Short Story Term & Literary Devices EXPECTATIONS R.1, 2 Level R Insufficient Below 50 Identify a variety of elements of style in a text and explain how they help communicate meaning and enhance the effectiveness of the text Absent/ Insufficient Level 1 Limited 50 53 Level 2 Approaching 57 Correctly identifies stylistic devices with limited explanation 60 63 67 Level 3 Sufficient 70 73 Level 4 Insightful 78 Demonstrates some understanding of stylistic devices by selecting an appropriate example Demonstrates considerable understanding of stylistic devices by quoting or paraphrasing an appropriate example Provides some explanation of how the example helps enhance the effectiveness of the text Provides considerable and specific explanation of how the example helps enhance the effectiveness of the text OR Effectively explains an example but misidentifies the stylistic device 80 87 95 Demonstrates thorough understanding of stylistic devices by quoting or paraphrasing an effective example Explains specifically and insightfully how the example helps to enhance the effectiveness of the text PART B: MULTIPLE CHOICE – SHORT STORY LITERARY DEVICES AND GRAMMAR 1. Identify the statement from the story that contains alliteration: a) “We can’t discuss it further.” b) “Jimmy’s throat strangled at the memory.” c) “If you say I can’t go, then I can’t, can I?” d) “Jimmy shook his head in bewilderment.” 2. The type of narrator in this story is: a) 3rd person omniscient b) 3rd person limited c) 2nd person d) 1st person 98+ 7 3. The dynamic character of this story is: a) Paul b) Jimmy c) Paul’s dad d) Mr. Swanson 4. The inciting incident of this story is: a) Jimmy inviting Paul to dinner b) Jimmy hanging up on his mother c) Paul’s father being an alcoholic d) Mrs. Swanson not wanting Paul to go on the hike. 5. The irony in this story takes place when: a) Mr. Swanson shows Paul his workshop. b) Mrs. Swanson fakes being nice to Paul when he comes over for dinner. c) Jimmy chooses to go on the hike despite his mother’s concerns. d) None of Paul’s other friends show up for the hike. 6. Which of the following sentences contain a comma-splice error? a) “Everything is for my own good, right mother?” b) “My decisions are made for your own good, Jimmy.” c) “ It made fury grow in him, it made him want to hit somebody.” d) “But not any more. Now they might be wrong, and Jimmy would have to decide.” 7. Which one of the following sentences contains appropriate punctuation? a) He said, “I felt alone. High up.The footing though was slippery with moss.” b) He said I felt alone and high up. The footing though, was slippery with moss. c) He said, “I felt alone and high up. The footing though, was slippery with moss.” d) He said, “I felt alone and high up, the footing though, was slippery with moss.” 8. Choose the sentence with the sentence fragment: a) “His mother winced. Just a little.” b) “You make me sound like a dictator.” c) “ He slowed down, panting.” d) “It was May, and the leaves were on the trees.” Rubric Part B: Multiple Choice – Short Story Literary Devices and Grammar Level R Below 50 Expectation R2 Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding 50 R - Level 1 53 Limited 1 + 57 60 + - Limited recognition of most text forms, text features, and stylistic elements and limited demonstration of understanding Level 2 63 + 67 Approaching 2 + Some recognition of a variety of text forms, text features, and stylistic elements and some demonstration of understanding 70 - Level 3 73 + 78 Sufficient 3 + Sufficient recognition of a variety of most text forms, text features, and stylistic elements and considerable demonstration of understanding 80 Level 4 + 87 95 4++ 98+ Exceeds expectations 4 + ++ Excellent recognition of a variety of all text forms, text features, and stylistic elements and exceeds expectation of understanding 8 PART C: MEDIA ANALYSIS - PRINT ADS COMPARISON 1. Compare and Contrast the two Coca-Cola print advertisements (on the next page) by using the Venn Diagram (on page 10). Consider the media deconstruction strategies practiced in class assignments, including, but not limited to: tone/mood chosen visuals target audience chosen characters potential product style and wording placement techniques story 2. After completing your Venn Diagram, reflect upon your analysis. In your personal opinion, which Coca-Cola ad is more effective and why? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Rubric Part C: Media Analysis – Print Ads Comparison Level R Below 50 Expectation M 1,2,4 Explain how both simple & complex media texts are created: identifying purposes and audiences, overall messages, perspectives & biases Identify several different techniques used in familiar media forms and explain how they convey meaning and influence their audience Describe several different strategies they used in interpreting media texts, explain which ones they found most helpful R - Level 1 + 50 53 57 - Limited 1 + Limited knowledge of media audiences, message, perspectives and biases Identifies basic techniques or uses inappropriate media terms States an opinion with little analysis of process Level 2 60 63 + 67 Approaching 2 + - Level 3 + 70 73 78 - Sufficient 3 + - Level 4 + 4++ 80 87 95 98+ Exceeds expectations 4 + ++ Mostly identifies audiences, messages, perspectives and biases Effectively identifies audiences, messages, perspectives and biases Expertly identifies audiences, messages, perspectives and biases Identifies some techniques accurately Identifies various techniques accurately and clearly Thoroughly identifies and explains various techniques Provides an adequate response with some analysis of process Sufficiently provides response to media texts on analysis process Thoughtfully provides response to media texts on analysis process 9 1941 Coca-Cola Ad Ad Text: People on-the-go are never too busy to go to the soda fountain. It’s a place where the hurried are glad to take a minute for the pause that refreshes with ice-cold CocaCola… that refreshing little stop that keeps you going. Try it. 5¢ YOU TASTE ITS QUALITY Experience proves that nothing takes the place of quality. You taste the quality of ice-cold Coca-Cola. Again and again you enjoy the charm of its delicious taste… and its cool, clean after-sense of complete refreshment. Thirst asks nothing more. 2004 Coca-Cola Ad Ad Text: Always Coca-Cola 10 11 PART D: Long Answer – Novel/Play Studies Answer the following questions in full sentences using the space provided. Consider the paragraph format studied in class: 1. Appearances can often be deceiving and characters must learn to not 'judge a book by its cover’. Using William Shakespeare’s play Twelfth Night, discuss how three different characters are tremendously affected when they do not perceive a situation accurately or correctly. Use specific examples (one for each character) from the text. 12 2. Literary works often feature a character who comes to a new understanding of the world in which he/she lives. Using one character from Harper Lee’s To Kill a Mockingbird, prove that this statement is true using specific examples (2-3) from the text. 13 Rubric Part D: Long Answer – Novel/Play Studies EXPECTATIONS R.1 W. 1, 2, 3 Level R Insufficient Below 50 Make and explain inferences about both simple and complex texts, supporting with stated and implied ideas from the texts. Provides inadequate, inaccurate or irrelevant evidence from text Analyse texts in terms of the information, ideas, issues, or themes they explore. Organizes information and ideas with clarity and focus Insufficient explanations or mere plot summary Lacks a sense of direction and/or has fewer than 500 words Does not write in sentence form and/or does not effectively communicate through appropriate structure, length and transitions Write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length for different purposes and making logical transitions between ideas Uses correct language structures of English and its conventions of grammar, usage, spelling and punctuation Numerous major and minor errors interfere seriously with expression of ideas and/or has fewer than 500 words Level 1 Limited 50 53 Level 2 Approaching 57 60 63 67 Level 3 Sufficient 70 73 Level 4 Insightful 78 Provides limited supporting evidence which is frequently vague or inappropriate Provides some supporting evidence, but is occasionally vague or inappropriate Integrates considerable and convincing supporting evidence Provides limited explanation of ideas Provides explanation and shows some analysis of ideas Frequent loss of focus and logical sequencing of ideas Occasional lapse(s) in focus and/or logical sequencing of ideas writes some complete sentences that communicate meaning ; varies some sentences ; makes some transitions between ideas Shows considerable analysis and synthesis of ideas Organization is clear, focused and logical writes sentences that communicate meaning with limited effectiveness, does not vary sentence type, structure, and length effectively; limited use of transitions between ideas Errors frequently interfere with expression of ideas and/or frequently weaken impact of the essay Errors occasionally interfere with expression of ideas and/or weaken impact of the essay writes complete sentences that communicate meaning clearly, varying sentence type, structure, and length making clear transitions between ideas with considerable effectiveness Errors do not significantly interfere with expression of ideas or weaken impact of the essay 80 87 95 98+ Integrates substantial and compelling supporting evidence Shows thorough analysis and skilful synthesis of ideas Organizes information and ideas with a high degree of coherence and unity writes complete sentences that communicates meaning clearly and accurately, varying sentence type, structure, and length making logical transitions between ideas with a high degree of effectiveness Few errors do not interfere with expression of ideas or weaken impact of the essay