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ELA 20-2 Final Exam Preparation Part A – Writing two assignments ONLINE - written at home supervised and administered by Key Parent Part B – Reading 8.

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Presentation on theme: "ELA 20-2 Final Exam Preparation Part A – Writing two assignments ONLINE - written at home supervised and administered by Key Parent Part B – Reading 8."— Presentation transcript:

1 ELA 20-2 Final Exam Preparation Part A – Writing two assignments ONLINE - written at home supervised and administered by Key Parent Part B – Reading 8 readings with 70 multiple choice questions ONSITE – written at your 'contract school' or at the closest RVLC campus

2 REVIEW PART “A”  visuals lesson – Theory Unit  persuasive writing – Theory Unit  essay writing – Theory Unit  final exam preparation tutorial  Reading content throughout course PART “B”  all Theory Unit lessons  all vocab lists  Reading content throughout course

3 DESCRIPTION – PART “A” (50%) ‏ Part A: Written Response of the ELA 20-2 Final Exam consists of two main sections. Section I: Visual Reflection Value 35% of total examination mark Section II: Literary Exploration Value 65% of total examination mark Time: 2.5 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 that may be on the test  photograph  painting  illustration  drawing  poster  advertisement  political cartoon et cetera

6 prose forms that you may use in your response  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

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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 Assignment Two – Literary Exploration  What is your opinion of the idea...  You MUST discuss a character from literature or film that you studied in ELA You may choose to discuss more than one character.  Present your ideas in prose.

10 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  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

11 Literary Exploration - Essay Structure  introductory paragraph – thesis statement body paragraph ONE body paragraph TWO body paragraph THREE  conclusion

12 texts studied  “Paper Matches”  “Candle in the Wind  “Thief”  “What a Good Boy”  “It Was a Year Ago”  “Paid-up Member”  “The Interlopers”  “Teenage Wasteland”  “Fame and Greatness”  “One Woman’s Story”  “Kids Who Came in From the Cold”  “Arctic Plums”  “Canada, My Canada”  Charade  October Sky  Forbidden City

13 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.

14 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,

15 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

16 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?

17 You MUST:  discuss a character from literature or film you studied in ELA You may choose to discuss more than one character.  present your ideas in prose.

18 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  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

19 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 – refute your opponent’s position body paragraph THREE – support for your position  conclusion – urge to act (or not) – thank for time / consideration

20 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

21 THE ASSIGNMENT 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. 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.

22 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.

23 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."

24 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.

25 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

26 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

27 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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