1. Regents Exam English 10

2. The Breakdown PART I Listening (8 Questions) PART II Reading Comprehension (12 Questions) PART III Reading Comprehension and Writing (5 Questions) PART IV Critical Lens Essay

3. What does the exam look like?  four parts  four parts  25 multiple-choice questions  two constructed response questions  one extended essay  The first two parts require the student to listen to or read extended passages of informational text or literary passages and answer multiple-choice questions on those passages.  The third part requires the reading of two literary passages linked by a common theme, answering 5 multiple-choice questions, and writing two short Constructed Response questions.  The third part requires the reading of two literary passages linked by a common theme, answering 5 multiple-choice questions, and writing two short Constructed Response questions.  Part 4 is an essay of critical analysis and an evaluation of two works of literature the student has read. All written responses require effective use of language and standard written English.

4. Part 1: Listening for Information and Understanding  You will listen to a lecture or a speech  Answer 8 multiple-choice questions about key ideas in the passage.  The lecture or speech will be read twice. You may take notes at any time during the readings, and you may use your notes in answering the multiple-choice questions.

5. Part 2: Reading for Information and Understanding  Read a literary passage plus an informational passage  Answer 12 multiple-choice questions on basic comprehension of main ideas, vocabulary, and interpretation for each passage.

6. Part 3: Reading and Writing for Literary Response  Read two literature selections (from fiction, poetry, memoir, or literary non-fiction) that are linked by a common theme  Answer 5 multiple-choice questions on key ideas, details, vocabulary  Answer two short constructed response questions—one on the controlling idea and one on a literary element or technique from one of the passages.  Answer two short constructed response questions—one on the controlling idea and one on a literary element or technique from one of the passages.

7. Part 4: Writing for Critical Analysis and Evaluation (Critical Lens Essay)  Write a critical essay  Discuss two works of literature you have read from the particular perspective of a statement that is provided as a “critical lens.”  Your interpretation of the “lens” and response to it become the controlling idea for your essay.  Interpret a sophisticated prompt, develop a critical point of view in response to that prompt, and develop that critical point of view with detailed reference to two works.  Use specific references to appropriate literary elements to show how the chosen works support your opinion.

8. PART THREE QUESTIONS 26 AND 27: WE ARE TOTALLY IN CONTROL OF THESE TWO QUESTIONS!!! HANDWRITING IS A HUGE FACTOR. DON’T RUSH!!

9. Question 26 You need to find the CONTROLLING IDEA between the passages—NOT THE TOPIC OF THE PASSAGES. 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 Score Point 0 is off topic, incoherent, a copy of the task/texts, or blank demonstrates no understanding of the task/texts is a personal response

10. Helpful Hints… A controlling idea is not equal to a topic—what’s the difference? The passage will be easier to understand!!! Find one line in the poem that relates. The rubric asks for a “basic” understanding of the controlling idea. You need ONE DIRECT QUOTE PER PASSAGE!!! Your first sentence should include your controlling idea

11. Question 27 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 is off topic exhibits errors in conventions that may hinder comprehension Score Point 0 topic, incoherent, a copy of the task/text, or blank demonstrates no understanding of the task/text is a personal response

12. Helpful Hints… FOLLOW DIRECTIONS. A PLOT SUMMARY WILL EARN YOU 0-1 POINTS. YOU NEED ONE LITERARY ELEMENT AND DETAIL FROM ONE PASSAGE. LET’S LIST SOME ELEMENTS… SAFETY ELEMENT: IMAGERY—USES SPECIFIC WORDS TO APPEAL TO THE SENSE OF THE READER. PICK THE MOST DESCRIPTIVE LANGUAGE YOU CAN FIND AND DESCRIBE IT AS IMAGERY AVOID: SIMILE—WHY?

13. PART I--LISTENING There are EIGHT questions that you will answer… How many times will you hear the passage? When can you see the questions? When should you take notes? Note taking strategies…

14. Part IV Critical Lens What do they give you to start with? What are they asking you to discuss? Can you use the same literary elements?

15. Part 4 (Question 28) Your Task: 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. You may use scrap paper to plan your response. Write your essay beginning on page 3 of the essay booklet. 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

17. Group Period 4: Group 1: Samantha, Katie, Danny Group 2: Anna, Muiread, Scott Group 3: Gianna, Sean, Matt Group 4: Valentina, Sydney, Jarred, Anastasia

18. Groups Period 9: Group 1: Sam, Lexus, Davis Group 2: Cole, Ariel, Joe, Danielle Group 3: Kate, Micah, Charlotte, Alex Group 4: John, Gwen, Matt, Olivia

19. As a GROUP: EVERYONE IN YOUR GROUP WILL WRITE!!! 1.Interpret the quote 2.Agree/Disagree 3.Explain WHY you agree/disagree—no “I” 4.Select TWO works of literature (this year, or last year) that support the quote 5.You must recall SPECIFIC REASONS/EXAMPLES INCLUDING TITLES, AUTHOR’S NAME, CHARACTER NAMES, AND TWO LITERARY ELEMENTS

20. 1.“…the strongest man upon earth is he who stands most alone.” 2.“I like flawed characters because somewhere in them I see more of the truth.” 3.“It is the human lot to try an fail….” 4.“The human heart has ever dreamed of a fairer world than the one it knows…”

21. What can be improved within this introduction? “The best laid plans of mice and men often go awry,” – John Steinbeck. I agree with this quote. In Julius Caesar there are many plans that don’t work out. Introduction Checklist: Introduce Quote – include author Interpretation – what does the quote mean Does the work support the quote – not if you agree General statement linking the quote to the work

22. John Steinbeck once wrote, “The best laid plans of mice and men often go awry.” This quote supports the idea that often the plans that we make don’t always work out the way we hoped they would. This notion is clearly evident in Julius Caesar by William Shakespeare through the endless scheming amongst the characters to generate plans to keep Rome from chaos. The use of characterization and dramatic irony enhances this idea within the story. Due to the poor execution of these plans, this play ended in a tragedy that might have been avoided. INTRODUCTION EXAMPLE: Introduction Checklist: Introduce Quote – include author Interpretation – what does the quote mean Does the work support the quote – not if you agree General statement linking the quote to the work

23. " All literature shows us the power of emotion. It is emotion, not reason, that motivates characters in literature.” -- Duff Brenna YOUR TASK: WRITE AN INTRODUCTION USING THE ABOVE LENS IN RELATION TO JULIUS CAESAR. Introduction Checklist: Introduce Quote – include author Interpretation – what does the quote mean Does the work support the quote – not if you agree General statement linking the quote to the work

24. CONCLUSION: Re-state the lens IN YOUR OWN WORDS Mention the works of literature and the literary elements A concluding statement to solidify your point

25. CONCLUSION EXAMPLE: The tactics that a person can take to accomplish a certain goal does not always play out the way that we envision it. This idea is exemplified in Julius Caesar through William Shakespeare’s use of characterization and dramatic irony. The characters within this play often strategize to get what they want, and suffer the resulting consequences when their plans fail.

26. John Steinbeck once wrote, “The best laid plans of mice and men often go awry.” This quote supports the idea that often the plans that we make don’t always work out the way we hoped they would. This notion is clearly evident in Julius Caesar by William Shakespeare through the endless scheming amongst the characters to generate plans to keep Rome from chaos. Due to the poor execution of these plans, this play ended in a tragedy that might have been avoided. The tactics that a person can take to accomplish a certain goal does not always play out the way that we envision it. This idea is exemplified in Julius Caesar through William Shakespeare’s use of characterization and dramatic irony. The characters within this play often strategize to get what they want, and suffer the resulting consequences when their plans fail.

27. PART II—READING COMP You will read a literary passage and an informational passage. You will answer SIX questions on basic comprehension: vocab, main idea, etc.