6/15/15
Do Now:
Homework:
- Take out your Regents
review materials and sit
with your teams.
- Literature review packet due
TODAY!!!
Content Objective: Students will work in groups to complete part III multiple choice and
a literary device response before working on the literature review packet.
Language Objective: Students will practice reading comprehension, multiple choice
skills, and writing a literary device response. Students will complete the literature
review packet by filling in major plot points, themes, conflicts, characters, symbols,
and motifs to assist them in studying for the English Regents exam.
Regents Review Schedule:
Monday: Start Literature review – Quote Practice
Tuesday: Part I Continue Literature Review - Listening
Wednesday: Part II Literature Review – Reading Comp.
Thursday: Part III Controlling Idea
Friday: Part III Literary Device Analysis
Monday: Critical Lens and Final Review
Regents Exam – Thursday 6/18 12:15pm In the gym
Team
Name:
Critical
Lens
Quote:
Part I
Listening
MC
Part II
MC
Part III
MC
Controlling
Idea
Response
Literary
Device
Analysis
Total
Score:
No Names
(Period 5)
9
14
22
10
17
72
Ralph
(Period 5)
10
16
24
10
19
79
Brachel
(Period 5)
8
16
24
10
13
71
Chocolate
(Period 5)
9
16
22
6
10
63
Zip-Ties
(Period 5)
8
16
24
10
12
70
Fly
(Period 5)
7
16
10
0
0
33
Team Fab!
(Period 3)
8
16
24
8
19
75
Curious
George
(Period 3)
8
16
22
10
15
71
The Woes
(Period 3)
9
16
24
10
19
78
ASM(B2)
(Period 3)
8
14
22
10
20
74
Tom House
9
16
22
10
15
72
Critical Lens:
Your Task: Critical Lens:
Write a critical essay in which you discuss two works of literature you have read from the
particular perspective of the statement that is provided for you in the Critical Lens. In your essay,
provide a valid interpretation of the statement, agree or disagree with the statement as you
have interpreted it, and support your opinion using specific references to appropriate literary
elements from the two works.
Guidelines:
Be sure to:
~ Provide a valid interpretation of the critical lens that clearly establishes the criteria for analysis
~ Indicate whether you agree or disagree with the statement as you have interpreted it
~ Choose two works you have read that you believe best support your opinion
~ Use the criteria suggested by the critical lens to analyze the works you have chosen
~ Avoid plot summary. Instead, use specific references to appropriate literary elements (for
example: theme, characterization, setting, point of view) to develop your analysis
~ Organize your ideas in a unified and coherent manner
~ Specify the titles and authors of the literature you choose
~ Follow the conventions of standard written English
Critical Lens Tips and Tricks:
1) Plan your essay
2) Circle key words in the quote and list synonyms that
you can use in your interpretation.
3) Regularly refer back to your interpretation of the
quote.
4) USE LITERARY ELEMENTS –
1) Protagonist, Antagonist, Conflict, Characterization are the
easiest
2) CAUTION: Be careful using Theme and Point-of-View
(see next two slides)
Critical Lens Tips and Tricks:
Theme - It is important not to confuse a theme of a literary work with
its subject. Subject is a topic which acts as a foundation for a literary
work while a theme is an opinion expressed on the subject. For
example, a writer may choose a subject of war for his story and the
theme of a story may be writer’s personal opinion that war is a curse
for humanity. Usually, it is up to the readers to explore a theme of a
literary work by analyzing characters, plot and other literary devices.
Example:
NO: The theme of Macbeth is ambition and power.
YES: Macbeth’s internal conflict highlights the
theme of the corrupting power of unchecked
ambition.
Critical Lens Tips and Tricks:
Point of View Definition: Point of view is the angle of considering things,
which shows us the opinion, or feelings of the individuals involved in a
situation. In literature, point of view is the mode of narration that an author
employs to let the readers “hear” and “see” what takes place in a story,
poem, essay etc.
First person point of view involves the use of either of the two pronouns “I”
and “we”.
Example:
“I felt like I was going to throw up because I was so nervous.”
Third person point of view uses pronouns like “he”, “she”, “it”, “they” or a
name.
Example:
“He studied for two days so he was prepared for the English Regents exam.”
Critical Lens Tips and Tricks:
First Person Point of View Example:
Hamlet, the protagonist, explains the feeling of melancholy,
which afflicts him after his father’s death in the following
lines, “I have of late,—but wherefore I know not,—lost all my
mirth, forgone all custom of exercises; and indeed, it goes so
heavily with my disposition that this goodly frame, the earth,
seems to me a sterile promontory” (2.2. 35-42).
This is one of the best first person point of view examples. The
use of first person point of view gives us a glimpse into the
real inner feelings of frustration of the character. The writer
has utilized the first person point of view to expose Hamlet’s
feelings in a detailed way.
Critical Lens Tips and Tricks:
Third Person Point of View Example:
Have a look at the following lines from “Pride and Prejudice” by Jane Austen:
When Jane and Elizabeth were alone, the former, who had been cautious in
her praise of Mr. Bingley before, expressed to her sister how very much she
admired him. “He is just what a young man ought to be,” said she, “sensible,
good humoured, lively; and I never saw such happy manners! — so much
ease, with such perfect good breeding!”
These lines demonstrate a fine use of the third person point of view. The
excerpt shows the reader two different ways of the use of the third person
point of view. Jane Austen first presents two leading characters Jane and
Elizabeth, from the third person point of view and then shows us that the two
characters are talking about Bingley from their own third person point of
view.
Question 27 – Scoring Guide:
Score Point 2
• presents a well-developed paragraph
• provides an appropriate explanation of the literary element or technique
chosen
• supports the explanation with clear and appropriate evidence from the text
• uses language that is appropriate
• may exhibit errors in conventions that do not hinder comprehension
Score Point 1
• provides an explanation of the literary element or technique
or
• implies an explanation of the literary element or technique
or
• has an unclear explanation of the literary element or technique
AND
• supports the explanation with partial and/or overly general information from
the text
• uses language that may be imprecise or inappropriate
• exhibits errors in conventions that may hinder comprehension
Question 27 Tips and Tricks:
What are the directions for Question 27 asking
you to do?
1) Write a well-developed paragraph (at least
five sentences)
2) Talk about ONE passage
3) Talk about how the author uses ONE literary
device. The easiest ones are characterization
and conflict.
4) Provide examples (two or three) and explain
those examples
Question 27 Tips and Tricks:
Sentence 1: Thesis
You must include: Title, author, literary device, what does this literary device reveal
about the passage?
You need to be specific: Do not say something like: The author uses characterization to show
a lot about the characters in the passage.
Sentence 2: First Example
You must include: the name of the literary device and a quote from the text.
Sentence 3: How does your first example relate to your thesis?
You must include: the name of the literary device and how this example relates to your
thesis.
Sentence 4: Second Example
You must include: the name of the literary device and a quote from t
he text.
Sentence 5: How does your second example relate to your thesis?
You must include: the name of the literary device and how this example relates to your
thesis.
Concluding Statement: Synthesis
How do all of your examples relate to your thesis?
You must include: the name of the literary device and how all of your examples relate to your
thesis.
Question 26 Tips and Tricks:
What Makes A Good Controlling Idea?
Three Steps to Writing a Controlling Idea:
•Relevant to the essay topic/question
•Contains only 1 main idea
•Can be proven with details from each
text
•Reflects the main idea of the
paragraph/essay
•Makes a definite statement (no "I
think"/if)
•Be simple and specific.
•Mention the common topic in the
controlling idea sentence.
(1) Identify the topic. On the Regents
Exam, you will be given the topic.
Check the directions for Question 26 to
see what your topic is.
(2) Turn the topic into a question, "What
does (Text 1) and (Text 2) both
say/show/tell us about ____ (the topic)?“
(3) Your answer will be your controlling
idea, but be sure you can back it up with
evidence from the text/s.
Question 26 Scoring Guide:
Score Point 2
• presents a well-developed paragraph
• demonstrates a basic understanding of the texts
• establishes an appropriate controlling idea
• supports the controlling idea with clear and appropriate details from both texts
• uses language that is appropriate
• may exhibit errors in conventions that do not hinder comprehension
Score Point 1
• has a controlling idea
or
• implies a controlling idea
or
• has an unclear controlling idea
AND
• supports the controlling idea with partial and/or overly general information from
the texts
• uses language that may be imprecise or inappropriate
• exhibits errors in conventions that may hinder comprehension
Multiple Choice Tips and Tricks:
• Preview the questions (only use a couple of minutes)
• Annotate the questions – Key words, phrases, quotes
and line numbers
• If a question asks about a specific line write question
numbers next to it. *focus your reading and save
time later
• Take notes in the margins about key details and main
ideas.
• Reread specific parts of the passage as necessary
• Use the process of elimination – trust your gut.
• Don’t leave anything blank… ever.
Climax:
Plot Diagram for ____________________
9.
10.
8.
7.
11.
6.
Falling
Action
5.
13.
4.
3.
Resolution:
2.
Rising Action
1.
Exposition
Theme(s):
Protagonist:
Antagonist:
Symbolism:
Setting – Time:
Setting – Place:
Motifs:
Internal Conflict:
Foreshadowing:
External Conflict:
12.
Irony:
Literature to use for Regents Review:
Must Use:
The Great Gatsby – Novel – F. Scott Fitzgerald
The Crucible – Drama – Arthur Miller
Into the Wild – Biography/Travel Essay – Jon Krakauer
Macbeth – Drama/Tragedy – William Shakespeare
Can Use:
The Catcher in the Rye – Novel – J.D. Salinger
Antigone – Drama/Tragedy – Sophocles
To Kill a Mockingbird – Novel – Harper Lee
Romeo and Juliet – Drama/Tragedy – William Shakespeare
A Raisin in the Sun – Drama – Lorraine Hansberry
Of Mice and Men – Novel – John Steinbeck
Hamlet – Drama/Tragedy – William Shakespeare
Speak – Novel – Laurie Halse Anderson
Ralph
W
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n
d
o
w
s
Nicole
Mike
Allison
Gabriel
Carolina
Natalie
Andrei
Derek
Michelle
D
o
o
r
James
Noah
John
Moham
ad
Victoria
Alexan
dra
Steve
Leanna
Period 5
Ayleen
Brenda
Julia
Teachers
Desk
SmartBoard
Guadal
upe
Melissa
Alejandr
a
Jun
Frank E
George
Andrew
Bri P.
Nick
Frank N
AJ
Lovallo
Brandon
Matt A.
Lindsey
Paul
Melanie
Micaela
AJ
Magee
Heeyeon
Bri V.
Period 3
Sakura
Alina
Monica
Bianca
Amanda
Ana
Jake
D
o
o
r
Shirley
Teachers
Desk
SmartBoard
W
i
n
d
o
w
s