The New York State English 11 Regents Examination

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The New York State English 11 Regents
Examination
STREEESSSS!!!
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Before we beginHow will my test be scored?

• Your correct multiple choice answers will be
  added to the following
• Part 3 Constructed Response (2 Paragraphs)
• Paragraphs can score between 0 and 2
• Part 4 Critical Lens Essay
• The Minimum 5-Paragraph Essay
• can score between 1 and 6
• A score conversion chart is then used to
  determine the final grade (We Dont Have That
  From The State Yet)
• Dont underestimate the multiple choice
  questions! Take your time, go back and look for
  the answers--the multiple choice can make you or
  break you!

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Task 1-Listening

• Part 1 tests your Listening Skills
• You will Stay Awake and Listen to a Speech
• Take notes during the First Read
• AFTER THE FIRST READ
• You will be allowed to look at the multiple
  choice questions
• If you know an answer, just mark it in the test
  booklet
• Figure out the questions you DO NOT KNOW and
  LISTEN FOR THOSE ANSWERS DURING THE SECOND READ
  --- STAY WITH THE READER!

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The Multiple Choice

• Do Not underestimate the importance of the
  multiple choice questions.
• If they ask a question with line numbers GO BACK
  and reread that line, the line before it, and the
  line after it. Put the question in context.
• Look for and find the answers in the text!
• They may use synonyms for a word in the text.
• The answers are designed to go in Chronological
  Order
• Interact with the text Underline, Mark
  Passages, Discover the Information that for which
  the Multiple Choice Questions are Asking
• NEVER RUSH THROUGH THE MULTIPLE CHOICE!

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PRACTICE Childhood Memories

• At first I used to dream of Mai Ling every
  night. I know that I dreamed about her and that
  it was her, it was Mai Ling, with her almond eyes
  in her pale face, her plait1 hanging before her
  as she bent over me, and her smile. Above all it
  was her smile that I used to see, and her bending
  over me and talking to me.And I would wake up.
• During the winter nights, when the cold
  threatened our warmth, Mai Ling would get up from
  time to time to add more dung2 as she did so the
  brazier3 would emit a startling flash of light,
  the fire seemed to come alive and the crimson of
  the carpets ignited for an instant, then fell
  swiftly into shadow again as the flame died down
  into the bottom of the pan. Then the air filled
  with that sharp smell I knew well, a mixture
• of burnt hay and earth and with the thin smoke.

Just a dream or pleasant memories?
Warmth and caring, feeling safe and warm, rich
with smells, sights, and description
Be careful to read the definitions provided!
1 plait braid 2 dung dried manure used for
fuel 3 brazier a pan for holding burning
fuel/coals
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PRACTICE A section of the poem

• Ironing Their Clothes
• With a hot glide up, then down, his shirts,
• I ironed out my fathers back, cramped
• And worried with work. I stroked the yoke,
• And breast pocket, collar and cuffs,
• Until the rumpled heap relaxed into the shape
• Of my fathers broad chest, the shoulders
  shrugged off
• The world, the collapsed arms spread for a hug.
• And if thered been a face above the button-down
  neck,
• I would have pressed the forehead out, I would
• Have made a boy again out of that tired man!
• -Julia Alvarez
• From The Renewal of The Vision
• Voices of Latin American Women Poets
  1940-80, 1987
• Spectacular Diseases

Dad works hard to take care of family Feeling
safe, loved Appreciation
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• Types of multiple choice

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Some questions will be straightforward

• According to the narrator, Mai lings
  responsibility was to
• Keep the fire burning
• Attend to the guests needs
• Teach the children manners
• Protect the familys valuables

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Some questions will based on your prior knowledge

• The narrators story is told primarily through
• contrast (3) simile
• flashback (4) analogy

So study your literary terms!
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Others will be inferred(using information to
draw a probable conclusion that has not been
directly stated by the narrator)

• The narrator most probably views Mai Ling as a
• teacher
• tribal leader
• playmate
• mother figure

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Part 3 Constructed Response

• You Will Write Two Paragraphs
• Question 26 Make a thesis about BOTH passages
  and prove it true using specific examples from
  both texts
• Question 27 Pick one (1) Literary Element from
  (1) one of the passages and explain how it
  relates to the given Theme
• TIPS
• Read both passages
• Underline important details about the topic
• Write your ideas and notes in the margin
• Refer to the multiple choice questions
• Go back and reread the section for each question
  (especially if they give line numbers)
• The multiple choice questions may give you some
  ideas for literary elements or techniques

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What are you expected to do?

• Question 26
• Read two passages (may be an excerpt from a novel
  and a poem)
• The unifying topic will be given to you
  (Possessions)
• Decide what BOTH authors are saying about the
  topic given
• Use ideas from both passages to develop your
  controlling idea (THESIS STATEMENT)
• Use evidence from BOTH passages to develop your
  Thesis

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Part 3 Constructed Response

• Rubric for Question 26 (used for 2-credit
  responses that refer to two texts)
• 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

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Part 3 Constructed Response (26) USE BOTH
PASSAGES

• 1st Sentence TS-Controlling Idea
• 2nd Sentence CD-According to Passage I, (Be
  sure to use at least one (1) specific quote and
  Line )
• 3rd-4th Sentence CM-Commentaries
• 5th Sentence CD-According to- Passage II, (Be
  sure to use at least one (1) specific quote and
  Line )
• 6th-7th Sentence CM-Commentaries
• 8th Sentence CS-Summary

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Part 3 Constructed Response

• 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

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27 1 Literary Element 1 Passage

• 1st sentence TS-Introduction to Literary Element
  as it relates to the topic
• 2nd-CD(quote/line )
• 3rd-4th Sentence-CM-Commentaries
• 5th CD (quote/line )
• 6th-7th Sentence CM-Commentaries
• 8th Sentence CS-Conclusion

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Task 4 THE CRITICAL LENS
Reading and Writing for Critical Analysis There
are NO multiple-choice for this section so take
your time on the writing.
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The Critical Lens

• What is your task?
• Write a critical essay in which you discuss two
  works of literature
• In your essay, provide a valid interpretation of
  the Critical lens
• Agree or disagree with the statement as you have
  interpreted it
• Support your opinion using specific references to
  appropriate literary elements from the two works.

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Development

• The ideas are elaborated using SPECIFIC and
  RELEVANT evidence
• Did you use specific details from the text?
• Did they support your main idea?
• Did you AVOID plot summary?
• Did you include at least 5 (five) paragraphs?
• Do those paragraphs explain the relevance of
  Literary Elements as Related to Your Thesis?

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Meaning

• The response shows
• Sound understanding of the task
• Did you know what they asked?
• Interpretation
• Did you SHOW you understood AND AVOIDED PERSONAL
  PRONOUNS?
• Analysis
• Did you DISCUSS BOTH texts, not just SUMMARIZE?

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Use titles you know!
Such as..
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(No Transcript)
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MEMORIZE...

• TAG for Each Work You Study
• Major Literary Elements such as
• Characterization
• Theme
• Conflict
• Symbolism
• Go On Spark Notes to Review ANALYSIS Sections

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Here is a chart that you could fill out for
review
title author characters setting summary symbols theme
The Crucible Arthur Miller Proctor Elizabeth Abigail Parris Putnam Hale Danforth Rebecca Giles Mary Warren Girls dance in woods get caught confess for self-preservation Girls become empowered mass hysteria ensues Private vengeance walks in Salem the innocent die and the guilty go free symbols Witch trials McCarthy Trials Authority hysteria greed power
The Great Gatsby F. Scott Fitzgerald Gatsby Nick Tom Daisy Jordan symbols Gatsby car wealth Green lightambition desire Eyes of Dr. TJEGod Disillusionment of the American Dream Social Stratification Hollowness of the Upper class
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So first, read the quote..
the strongest man upon earth is he who stands
most alone. -Henrik Ibsen An Enemy of
the People From Ghosts An Enemy of the People
The Wild Duck, 1890
Then ask yourself, what do I think this means?
Take your time. Think about it. Write down
some thoughts on your scrap paper. BRAINSTORM!
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the strongest man upon earth is he who stands
most alone. -Henrik Ibsen An
Enemy of the People From Ghosts An Enemy of
the People The Wild Duck, 1890
So what do you think? (student sample) Those
who are isolated in their lives develop an inner
strength that cannot be rivaled by the more
engaged in society. Now either agree or
disagree with what you have decided it means. You
cannot do BOTH! Decide what works of literature
you can use to support your opinion.
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the strongest man upon earth is he who stands
most alone. -Henrik Ibsen An
Enemy of the People From Ghosts An Enemy of
the People The Wild Duck, 1890
Select your titles and make some notes.

• Lord of the Flies The Scarlet Letter
• William Golding Nathaniel Hawthorne
• Character of Ralph Character of Hester Prynne
• wants to keep order ostracized by society
• isolated in sense and ? Symbol of Letter
• wisdom redemption through
• strength to resist sacrifice
• ends up standing required great inner
• alone strength

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How to begin.
According to Henrik Ibsen, The strongest man
upon earth is he who stands most alone. In other
words, those who are isolated in their lives
develop an inner strength that cannot be rivaled
by those more engaged in society. Loneliness can
challenge the human spirit to triumph over
adversity. This idea is clearly evident in the
novels The Lord of the Flies by William Golding
and The Scarlet Letter by Nathaniel Hawthorne. In
both of these works of literature, the
protagonists find a tremendous degree of inner
strength and power as they drift farther away
from being considered accepted members of
society.
Restate the Critical Lens
Interpret the quote State what you think the
quote is saying BUT No Personal Pronouns

Name and TAG the two books you are going to use
and their authors
Make Thesis Statement that includes both works.
Statement must be Specific, Provable and Arguable.
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Student Body Paragraph
In The Lord of Flies, William Golding depicts a
character in Ralph whose strength develops as he
is further ostracized from society. On an island
inhabited by a large group of young children,
Ralph attempts to establish a civil form of life
for the duration of their stay. Ralph is
characterized as a strong leader who establishes
order on the island, but as more and more
children begin to follow Jack, Ralphs nemesis
and antagonist, chaos erupts. Jack and his
savages wander the island, hunting pigs, setting
up forts, and ultimately ensuing the lives of
true barbarians. As fear of the symbolic
beastie mounts, tensions on the island elevate,
and Jacks followers increase in numbers due to a
desire for protection from what lies atop the
islands hills. Ralph, on the other hand, finds
himself isolated in his wisdom and sensibility,
both major themes in the novel. While all other
boys lose their senses of humanity, Ralph
realizes that fear, the true monster, exists
within all of them.
Introduce title and author, link to Critical
Lens Specific details about Ralphs Characterizat
ion Plus Theme and Symbolism Good
language ostracized, nemesis, espouses a
more savage form of life Tyranny Link to
the Interpretation to the Critical Lens