FINAL EXAM REVIEW
Your final exam is worth 20% of your semester grade. You will take your final on ____________________.
No extra time is permitted, so be sure to have all parts completed by the end of the final exam period.
Period 1 =
Period 4 =
Period 5 =
SECTION OF EXAM
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# OF QUESTIONS
TOTAL POINTS FOR
SECTION


7 multiple choice questions
1 short answer

Romeo and Juliet section
(comprehension and
dramatic element terms)


6 multiple choice questions
2 short answer

The Odyssey section
(comprehension, literary
elements, definition of epic
hero and of leadership)
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10 multiple choice
questions
1 short answer
Poetry section
(new poem + identify
literary elements)


6 multiple choice questions
2 short answers

Writing
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10 multiple choice
questions

Nonfiction reading
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


1 point for each multiple
choice (7 points)
6 points for short answer
(6 points)
1 point for each multiple
choice (6 points)
6 points for each short
answer (12 points)
1 point for each multiple
choice (10 points)
6 points for each short
answer (6 points)
1 point for each multiple
choice question (6 points)
6 points for short answer
(12 points)
1 point for each multiple
choice question (10 points)
TOTAL = 75 POINTS (20% OF SEMESTER GRADE)
NONFICTION
DIRECTIONS: After reading, summarize the article and then provide two supportive reasons to
support the author’s claim that “the habits and skills you practice now will take less time and effort in
the future.”
"Wiring" your brain: your actions as a teen directly influence your brain's efficiency
Source: Junior Scholastic/Current Events. 116.12 (Mar. 3, 2014): p12. From Global Issues in Context.
Document Type: Brief article
Copyright: COPYRIGHT 2014 Scholastic, Inc.
http://junior.scholastic.com/
Full Text:
Our brains develop from birth through adulthood in a process that starts with our genes but is then shaped by
our experiences. So although you don't have control over the building blocks (genes) of who you are, you do
have a say in who you will become. In fact, it is during your teen years--yes, right now!--that you have the
most say in how efficiently your brain applies new information. In other words, the habits and skills you
practice now will take less time and effort in the future.
HOW? Brain cells, called neurons, communicate with each other through connections called synapses.
During childhood, your brain produces more of these synaptic connections than you actually need. This
abundance allows you to develop skills as you grow, such as coordinated movements for sports and
academic skills for school.
As a person ages, synapses that are used a lot become strong and efficient, while unused synapses die off in a
process known as synaptic pruning. So the more you do a certain activity--for example, solving a math
problem or throwing a ball--the better you become at it.
SUMMARY:
2 SUPPORTIVE REASONS:
HOW WOULD YOU IN-TEXT CITE THIS ARTICLE?
Romeo and Juliet
DIRECTIONS: Define the following dramatic element terms and provide at least 1 example from the
play.
TERM
DEFINITION
EXAMPLE FROM PLAY
Monologue
Soliloquy
Aside
Dramatic Irony
Comic Relief
Stage Directions
How do we learn about a character’s traits in a play? Provide 3 ways and examples.
1.
2.
3.
THE ODYSSEY
DIRECTIONS: Using your Odyssey packets, determine the characteristics that make an epic hero.
Then, provide an example of this from The Odyssey.
EPIC HERO TRAIT
EXAMPLE FROM ODYSSEY
EXAMPLE FROM OTHER
LITERATURE, MOVIES, TV
SHOWS, ETC.
The main character is a hero, who
is often possessed (or appears to
be possessed) with supernatural
abilities or qualities.
The hero is charged with a quest.
The hero is tested, often to prove
the worthiness of himself and his
quest.
The presence of numerous
mythical beings, magical and
helpful animals, and human
helpers and companions.
The hero’s travels take him to a
supernatural world, often one
that normal human beings are
barred from entering.
The cycle must reach a low point
where the hero nearly gives up his
quest or appears defeated.
Restitution: Often this takes the
form of the hero regaining his
rightful place on the throne.
Provide a brief summary of the sections of the poem we read and the characters. Focus on: Odysseus,
Penelope, Telemachus, Athena, the suitors.
POETRY
DIRECTIONS: Complete the chart by defining the literary elements and providing an example. Then,
identify the elements in the poem.
ELEMENT
DEFINITION
EXAMPLE
Metaphor
Simile
Personification
Hyperbole
Onomatopoeia
Alliteration
Imagery
Because I Could Not Stop for Death
Emily Dickinson
Because I could not stop for Death –
He kindly stopped for me –
The Carriage held but just Ourselves –
And Immortality.
Or rather – He passed us –
The Dews drew quivering and chill –
For only Gossamer, my Gown –
My Tippet – only Tulle –
We slowly drove – He knew no haste
And I had put away
My labor and my leisure too,
For His Civility –
We paused before a House that seemed
A Swelling of the Ground –
The Roof was scarcely visible –
The Cornice – in the Ground –
We passed the School, where Children strove
At Recess – in the Ring –
We passed the Fields of Gazing Grain –
We passed the Setting Sun –
Since then – ‘tis Centuries – and yet
Feels shorter than the Day
I first surmised the Horses’ Heads
Were toward Eternity –
WRITING
DIRECTIONS: Define the following with specifics to help you prepare for the writing section of the
final exam.
1. Hook
2. Thesis Statement
3. Topic Sentence
4. Transition Sentences
5. Introductory Paragraph
6. Research
7. Works Cited page
8. Grammar/Conventions
9. Complex Sentences