Talons English: 9 10 and 11
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Transcript Talons English: 9 10 and 11
English: 9 10
and 11
Examination Preparation
Today
1.
2.
3.
4.
5.
6.
7.
Room 204: Orientation to the Exam
Library Computer Lab: Trial log-in to the site
Lay-out of the placemat and how to use it
Save your document (for the trial exam only)
Experiment within an exam (push all the
buttons)
Answer questions 1-9; enter some text for Qs
30/31
Print a copy of the exam for handing in
Part One
Getting
Organized
Exam: Where and When
You
will be spread out through a variety
of classrooms.
Grades 10s: Please take out your planner
and record your location as well as the
date and time of the exam on the next
slide
Exam Bulletin
If
you haven’t yet, create an account
tonight (as per Bulletin from last week)
English Exam Date and Time:
Friday, June 22nd; 9:00-12:00
Results
available on or after July 30
Exam Classrooms
Library: Abram-Gosselin
Room 221: Groenewald-Kim
Room 222: Kong-Mardan
Room 112: Marshall-Robertson
Room 101: Ross-Turner
Room 224: Tvergyak-Zhu
Procedure for the Real Exam
Study
– especially examinable terms and devices:
Homework: print off the list tonight from the BCED
site; Review paragraphing sentences, vocabulary,
six traits, using quotations, dialogue format
Show up early and relax: breathing is everything
Remember that you have already passed the
course – this is just the icing on the cake
Bring your Go-Card with you; on it is your PEN
When let into your exam, room find a spot you like
sign in and relax. You may have nothing at your
station except water and a pen or pencil (for
English)
Make sure you have a copy of the Placemat in front of
you. English teachers should bring them around early
Follow the instructions of the teacher for log-in
Once logged in, find the theme and write down it
down at the TOP of the placemat
Once you have written down the theme, THINK ABOUT
IT and record your ideas in a web: 5 minutes: bottom
left-hand corner
Once you have done this, create a chart for question
30. Make sure you get the correct readings into the
chart
On the back of the placemat, write the theme/prompt
at the top and write down the kinds of writing you can
use: Expository, persuasive, narrative, combination;
include description to remind to show, rather than just
tell.
You are now prepared.
The
next step is to review all instructions on
the electronic exam
Remember, the purpose of the above
steps is to establish that you are in control
of your answers and to get organized.
Relax by focusing on your exhalations
Part Two: Computer Lab
Library
Trial
In the lab
Log
on
Find the site: bced.gov.bc.ca/exams
Click on the Sample Exams icon
Click on English 10
Agree to the copyright terms
Click on Search
Click on English 10
Click on Get Exams
Click on the 2009/2010 e-exam – far right
Next
You
are asked for your PEN
Do not enter it.
Instead for the sample exam, simply click
on the 2009/2010 (with spell check –
which you will not have unless you have
been identified as deserving it)
When you click on the exam link, the site
will automatically fill in the form boxes for
you
Click the green log-in button
Exam completion
Read
the instructions
Pay close attention to rule 3 re language and
content
Click the green next button
Read the “Instruction for Navigating and
Description of Features”
When you are ready, click the green Start Exam
button
Use your placemat as instructed
Check the readings by clicking on the text title links
in blue
Preview the rest of the exam
Be sure to. . .
Read all text features:
Title, author, graphics, captions, source
As you read the first piece, think about how it relates to
the theme (keep your subconscious focused on the
main idea in prep for the two written responses.
Use the features as appropriate.
Answer the first nine questions
Write YOUR NAME AND any three words in the box for q
30
Write any four words in the box for Q 31
Print TO THE LIBRARY printer
Collect it from the printer, say thank you to the librarian
and hand it in to me.
Review this process.
Homework for Friday
Complete
questions 1-30 of this exam, within the
exam. Before you leave the site be sure to save
and print your answer.
Before starting please turn off your spellcheck
and grammar check to simulate the exam
conditions.
Save it! (Just in Case )
We will mark Q 30 using the exam rubric to give
you a sense of how you will do
Question 30: Compare and
Contrast
1.
2.
3.
Group Effort
2009/2010 past English 10 Exam
Main points:
show you understand both passages,
preferably at an interpretive level by finding
connections and differences
Write about these in a clear, organized
manner.
Support your ideas with direct evidence from
the texts
Topic Sentence
1.
2.
3.
4.
5.
6.
7.
Author
Title
Micro-summary
Theme
ATQ
SQC
SQC
SQC
So what and who cares (Why should the
reader give a darn?)
Attention Getter (metaphor)
Some
cooks slave for hours only to have
their creations gulped down by
unappreciative mouths; in other cases,
potentially discerning palates are served
up food prepared by cooks who would
serve better as bus drivers.
Re.: the attention getter
If
you can create an effective metaphor,
you can use it throughout your answer.
This is a grade 11-12 level skill that you can
start on.
Topic Sentence
When
writing about two passages, it is a bit clunky.
Recall how to do it for one passage.
Single Passage Format
In
“Students,” Tom Wayman’s speaker
bemoans the disinterest of students in
actual learning to convey the idea that no
matter how we try, we may not be able to
get people to act in their best interest.
and
Single Passage Format
In
“Crow Lake,” Mary Lawson’s narrator
recounts a crisis of conscience after
which the protagonist can no longer
continue at her job, to convey the idea
that leaving something may be better
than continuing it unsuccessfuly.
Dual Passage Format
In
“Students” and “Crow Lake,” writers Tom
Wayman and Mary Lawson present dissatisfying
relationships between students and teachers to
convey the idea that learning opportunities aren’t
always what we might expect or even hope they
might be; however, while there are some striking
similarities between the relationships, the contrasts
suggest different futures for the two sets of
relationships.
Sim 1: SQC from each passage with excellent
transitions.
Sim 2: SQC from each passage
Difference: SQC from each passage
Conclusion: