Transcript ELA 30-2 Pilot Diploma Exam

ELA 10-2 Final Exam Preparation
Part A – three assignments - written
written at home
supervised and administered by Key Parent
Wednesday, June 14, 2006
Part B – 9 reading selections
with 70 multiple choice questions
written at George McDougall School, Aux Gym, Airdrie
Friday, June 16, 2006
9:00-11:00 am
DESCRIPTION – PART “A”
Part A: Written Response of the
English Language Arts 10-2 Final Examination
consists of three main sections.
Section I: Visual Reflection
Value 10% of total examination mark
Section II: Literary Exploration
Value 25% of total examination mark
Section III: Persuasive Writing in Context
Value 15% of total examination mark
Time: 2 1/2 hours. This examination was developed to be completed in 2 1/2
hours; however, you may take an additional 1/2 hour to complete the
examination.
Budget your time carefully.
SECTION I: VISUAL REFLECTION
(suggested time: 30 minutes)
• Examine the photograph.
• Consider how the
composition of the
photograph communicates
a main idea.
THE ASSIGNMENT
• What idea does the
photograph communicate
to you?
• Support your responses by
referring to specific details
from the photograph.
THE ASSIGNMENT
What ideas and impressions does the visual text suggest to you?
Consider the context, and develop your response by referring to the text.
Note: You may respond from a personal, critical, and/or creative
perspective.
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
• consider how you can create a strong unifying effect.
prose forms
•
•
•
•
•
•
•
•
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
SECTION I – Visual Reflection
20% of PART A – 30 minutes
Respond to Photo – at least ONE ten-sentence response
What idea does the photograph communicate to you?
You MUST discuss the THEME of the photo.
Support your response by referring to specific details
from the photograph.
Use your knowledge of the elements of a photograph, as
well as specific details from the photo.
SECTION II: LITERARY EXPLORATION
(suggested time: 75 minutes)
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.
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
excerpt continued
on. If you need my advice any longer, 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
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 a composition based on the excerpt and 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?
reminders for writing
In your writing, you must
• consider the details in this excerpt
• select supporting examples from literature or films that you have studied
Our own observations and experiences are useful in understanding why people act
the way they do. Therefore, in your writing, you may also use your own relevant
experiences and/or observations to support your ideas.
Suggestions for Writing
• Select literary examples that are relevant to this assignment and interesting to
you from the short stories, novels, plays, poetry, non-fiction, or films that you
have studied in your ELA 10-2 classes. You should focus your discussion on a
particular character or situation from the literature you have studied. You may
choose your examples from more than one selection.
• Organize your discussion so that your ideas are clearly and effectively
presented. Make sure that the examples and details that you select are relevant
and support your idea(s) about the ways that individuals respond to difficult or
challenging situations.
Section II – Literary Exploration
50% of PART A – 75 minutes
Essay – at LEAST five paragraphs
introduction
body 1 – literature on exam
body 2 – literature from course
body 3 – literature from course OR
example/observation
conclusion
literature studied
•
•
•
•
•
Terry Fox
“Beware the Bite”
Kellogg’s
“Nine Lives”
“Along Came Jones”
• “Universal Soldier”
• “My Guilt”
• “Mother to Son”
•
•
•
•
“Story of an Hour”
“Fall of a City”
“The Skating Party”
“Just Lather, That’s All”
• The Mazarin Stone
• Shrek
• Deathwatch
SECTION III: PERSUASIVE WRITING IN CONTEXT
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
THE ASSIGNMENT
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.
In preparing your speech, BE SURE TO
– consider your purpose and audience
– study the information below 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.
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.
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."
Statements from Genetically Engineered Food:
A Self-Defense 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.
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
•
"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
Section III – Persuasive Writing in Context
30% of PART A – 45 minutes
Letter or Speech – at least three paragraphs – MUST state
a position
introduction – identify yourself - state your purpose
body - present your evidence – DETAILS,
DETAILS, DETAILS
conclusion – thank for time/consideration
Persuasive Writing in Context ASSIGNMENT
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 – support for your position
– body paragraph THREE – support for your position
• conclusion – urge to act (or not) – thank for time /
consideration
Unit Five Lesson ONE
• suggestions for writing "Part A"
• visual reflection RUBRIC
• literary exploration RUBRIC
• persuasive writing RUBRIC
• January 2004 Part A Final Exam
• January 2005 Part A Final Exam
• January 2006 Part A Final Exam