Freshmen Final Exam Review

Bad news...

Your study guides did not turn out well. Some classmates did not participate, and those of you who did...well, you missed the mark.

So here's me being nice...look around here for awhile.

There are four study guides - two for Mice, two for Raisin - compiled by previous classes. You might have to look for them, but they're in there.

Good luck.

Freshmen Final Exam Review Part 3 - To Kill a Mockingbird

Okay, listen up, kids. Here are a few sections of the book that I think you should review for the final exam. Please keep in mind that this does NOT mean that the exam is limited to the following sections, but this is a good place to start.

• Scout's days at school.
• Scout, Dill, and Jem sneaking over to Boo's house late at night.
• Mrs. Bubose' interaction with the kids.
• Miss Maudie's interaction with the kids.
• Atticus' defence of Tom Robinson in court.
• Atticus and Heck Tate on the front porch, talking about Boo.

Junior Studies Second Semester Final Exam Essay

This post is for JUNIORS only.

Purpose

To demonstrate your understanding of your chosen novel and to effectively convince the audience of your viewpoint.

Overview

Your task is to demonstrate your understanding of your chosen novel and to effectively convince the audience of your viewpoint. In response to the following scenario, you will write a well-crafted 5 paragraph persuasive essay.

Scenario

The Junior Curriculum Committee of the Glenbrook South English Department has undertaken a major revision of English 363.  Among the new literary works under consideration is the book you have just read.  Whether or not the Junior Curriculum Committee decides to adopt your book is up to you.

Directions

1.       In a 5 paragraph (minimum ) essay, argue whether or not your book should be adopted. (This will be your thesis statement.)

2.       Prior to the exam period, write a clear and thorough outline of your essay on the back of this sheet - including quotations.  Bring this sheet to the exam; your outline will be turned in with the essay for credit.

3.       Use the content guidelines below to focus your discussion. These questions are jumping off points from which you should expand your discussion. Each of the three types of questions – thematic, social/cultural, structure and writing style – will become one of three main body points.

Content Guidelines

1.       Thematic questions

·         What major topics and ideas does the book address?

·         Do these topics and ideas relate to the rest of the curriculum of the course? How?

·         Does the book add anything new to the themes of the course?

2.       Social/Cultural questions

·         Does the book address a social problem or issue?

·         Does the book discuss a major historical episode or significant current event?

·         Is the book of cultural importance?

·         Does the book force the reader to question a cultural value and ideal?

3.       Structure and Writing Style Questions

·         What storytelling choices does the author make and what is the impact of these choices?

·         What impact does the narrative perspective have on the story?

·         What stylistic choices (diction, syntax, mood, etc.) does the author make and what is their impact?

Assessment Criteria

This essay constitutes your final exam grade.  See rubric for grading criteria. If you wish to do so, YOU MAY GET ASSISTANCE ON YOUR OUTLINE FROM THE TLC.

Freshmen Final Exam Review Part 2 - A Raisin in the Sun

Final Exam Review Project - Period Schedule

Please follow the following schedule
when completing each final exam review activity.

Tuesday, 5/31 - Period 3 - A Raisin in the Sun
Tuesday, 5/31 - Period 6 - Of Mice and Men

Thursday, 6/2 - Period 3 - Of Mice and Men
Thursday, 6/2 - Period 6 - A Raisin in the Sun

In the comments section, record an entry the contains the following components:

1. one significant quotation from A Raisin in the Sun
2. the speaker of the quotation
3. to whom the quotation is being spoken
4. a brief context of what is happening in the scene
5. the page number
6. your name (to receive credit)

There are a few stipulations. First, no repeats. Second, first come, first served. Third, the more significant and important your quotation, the more helpful this study guide will become.

Freshmen Final Exam Review Part 1 - Of Mice and Men

Final Exam Review Project - Period Schedule

Please follow the following schedule
when completing each final exam review activity.

Tuesday, 5/31 - Period 3 - A Raisin in the Sun
Tuesday, 5/31 - Period 6 - Of Mice and Men

Thursday, 6/2 - Period 3 - Of Mice and Men
Thursday, 6/2 - Period 6 - A Raisin in the Sun

In the comments section, record an entry the contains the following components:

1. one significant quotation from Of Mice and Men
2. the speaker of the quotation
3. to whom the quotation is being spoken
4. a brief context of what is happening in the scene
5. the page number
6. your name (to receive credit)

There are a few stipulations. First, no repeats. Second, first come, first served. Third, the more significant and important your quotation, the more helpful this study guide will become.

Independent Book Report - 2nd half

This post is for JUNIORS only.

Once you have read the second half of your book, answer the following four questions in four thoughful, thorough paragraphs. Each paragraph should be a minimum of 150 words. Use at least three cited quotations throughout the report. (Introductions and conclusions are not necessary. The report should take the form of a four paragraph essay.)

1. Summarize in detail the events of the second half of the book.
2. Describe how each of the major characters has changed/grown throughout the course of the book. For each, explain whether or not achieved their goal - is each character satisfied at the end with regards to what motivated him or her?
3. Relate a significant incident from the scond half of the book that truly interested you or impressed you, and explain why you liked it.
4. Evaluate the book, indicating in specific terms what you liked and/or disliked about it.  Do not use words like “good” or “bad” – which are vague and useless.  Give concrete reasons for your evaluation.

Extra Credit Book Report Format

This post is for JUNIORS only.

Once you have finished your required two-part book reports, you may read a second (or third) book for extra credit. When you finish that book, you may write an extra credit book report and receive extra credit. The amount of credit will depend on (1) the length and dificulty of the book and (2) the length and quality of the book report. Include a minimum of three correctly cited quotations throughout the report. Use the following format:

1. Provide the following information: your name, the book title (underlined) the author, and the total number of pages
2. Provide a detailed summary of the events of the book. Include characters, settings, and plot details. (Remember, the point of this paragraph is to prove you read the book, so the more the better.)
3. Provide a thoughtful review of the book. Would you recommend the book to a friend? Why or why not? (The point of this paragraph is to prove you thought about the book, so the more thoughtful the better.)

Please note that you must get the book cleared with the teacher prior to reading it in order to receive credit. Also, YOU MUST HAVE A COPY OF THE BOOK ON HAND WHEN YOU TURN IN YOUR EXTRA CREDIT BOOK REPORT. If you do not have a copy of it on hand at that time, you may not receive credit. The due date for all extra credit book report is June 1.

Robinson Case Closing Arguments

Closing Arguments

 

Before we begin, here are your groups. Sit together in the lab and plan out your division of labor before you begin.

PERIOD 3 GROUPS

Group 1 - DEFENSE

Bendewald, Jaime

Berns, Michael

Blair, Erica

Carlson, Kajsa

Group 2 - DEFENSE

Carroll, Molly

Casey, Sean

Dubofsky, Zachary (Zach)

Ekonomiuk, Natalie

Group 3 - DEFENSE

Erber, Kekoa

Garden, Shannon

George, Lindsey

Gingrich, William

Group 4 - PROSECUTION

Ha, Jae Sung

Hagan, Quinn

Hennigan, Neil

Ho, Jeong Soo (Kevin)

Group 5 - PROSECUTION

Hoogland, Samuel

Karatasios, Yianni

Karnig, Erin

Kelly, Devin

Group 6 - PROSECUTION

Kim, Alex

McPhilliamy, Griffin

Sideris, Zoey

Watkins, Aaron

PERIOD 7 GROUPS

Group 1 - DEFENSE
Abrahamson, Theresa (Zoe)

Abrams, Quinn

Avila-Luevanos, Jose De Jesus

Balabanos, Peter

Group 2 - DEFENSE
Brkovic, Konstantin

Ciobotaru, Delia

Clatch, David

Dahiya, Riley

Group 3 - DEFENSE
Flores, Iridiana

Fogarty, Eleanor

Goldenberg, Jacob

Hamilton, Cole

Group 4 - PROSECUTION
Hawkes, Susan

Heneghan, Seamus

Jaszewski, Alexandra

Just, Joshua

Group 5 - PROSECUTION
Kim, Yeo Min (Jessica)

Krug, Madison

Philip, Steve

Phillips, Tyler

Group 6 - PROSECUTION
Romero, Andres

Thompson, David

Wytrzymalski, Natalie

Directions: 
You and a small group are a team of lawyers on the Tom Robinson case.  You are either on Atticus’ team (the defense) or on Mr. Gilmer’s team (the prosecution).  You and your fellow lawyers will compose closing arguments to the Tom Robinson case.  The purpose of the closing argument is to convince the jury to either convict (find guilty) or acquit (find innocent) Tom Robinson. Each closing argument should have five sections:

Part One, the opening: (short)

Begin by thanking the jury for its participation in the legal process, and stress how much you appreciate its patience and complete attention throughout the trial. Then begin with an attention-getting hook that incorporates the major issue or theme of the case.  Remind the jury of the prosecution's burden of proving quilt beyond a reasonable doubt and the defendant's legal right to the presumption of innocence.

Part Two, summary of the case: (short)

Summarize the entire case briefly in your closing arguments. Organize your summary of the case as if you were telling a story, pointing out each of the key people and relevant events as if they were characters in a novel's plot. This should be easy, since it is a novel. This approach may help the jury to envision and accept your argument as the truth.

Part Three, Laying Out Your Best Evidence: (longer)

Choose strong examples of specific evidence to refer to during your closing arguments. Most jurors will remember evidence that they can see or hear, so prepare to use it during your presentation to highlight the key statements of the witnesses to the case.

Part Four, Countering the Opponent: (longer)

Refer to arguments you think your opponent is likely to make in her closing arguments. Present a line of reasoning that challenges each of the main points you anticipate your opponent will try to make. Being prepared to address these arguments may help you undercut the effectiveness of your opponent's closing arguments. Exploit what you feel are weaknesses in your opponent’s case. Attack the credibility of the other side's witnesses. Underscore the absence of evidence if you are the defense attorney.  Emphasize the strength of the evidence if you are the prosecution. Challenge the other side's weakest claims.

Part Five, the Final Appeal: (short)

Conclude your message with strength, restating your theme and asking for a verdict of acquittal or conviction.

Elements of an effective argument:

Is your closing statement written to appeal to the core values and entrenched views of jurors in your case?  In Maycomb, this is a big, big deal.  Look at who is on the jury, and what their beliefs and prejudices are.  Think about their attitudes about race, social class, gender and education before you compose a speech to them.

Does your speech have a clear beginning, middle, and conclusion? Does the body of your argument build to a climax at the end?  Do you build to a major point? An emotional appeal?

Criteria:

This project is worth 50 points.  One polished draft should be submitted on behalf of the whole team; however, each section should include the name of lead student who spearheaded the section. (Divide the labor, and explain just how you did so.) The closing argument, in it's entirey, is due Friday, May 27.

Independent Book Report - 1st Half

This post is for JUNIORS only.

Once you have read the first half of your book, complete the following book report.

In the upper right hand corner, enter the following information:

1. student name
2. book title (underlined)
3. author
4. total number of pages
5. the pages numbers that the first book report will be covering

Here's an example of the header:

          John Perkins
          Carter Beats the Devil
          Glen David Gold
          339 total pages
          pages 1-172

Then answer the following four questions in four thoughful, thorough paragraphs. Each paragraph should be a minimum of 150 words. Use at least three cited quotations throughout the report. (Introductions and conclusions are not necessary. The report should take the form of a four paragraph essay.)

1. Give an overview of the book so far: list the major characters, describe the setting (time and place), and describe the central conflict.
2. Describe each major character and explain what motivates them.  Ask yourself what these characters are like as people.  Also, ask yourself that causes them to behave as they do.
3. Relate a significant incident from the first half of the book that truly interested you or impressed you, and explain why you liked it.
4. Predict what will likely happen in the rest of the novel. Are you looking forward to finishing it? Why or why not?

If you have any questions, please ask your instructor.