The New York State English 11 Regents Examination

1. STREEESSSS!!! The New York State English 11 Regents Examination

2. Before we begin…How 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 Don’t Have That From The State Yet) • Don’t underestimate the multiple choice questions! Take your time, go back and look for the answers--the multiple choice can ‘make you or break you’!

3. 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!

4. 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! The Multiple Choice

5. 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 PRACTICE: Childhood Memories 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

6. Ironing Their Clothes With a hot glide up, then down, his shirts, I ironed out my father’s 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 father’s broad chest, the shoulders shrugged off The world, the collapsed arms spread for a hug. And if there’d 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 PRACTICE: A section of the poem

7. Types of multiple choice

8. According to the narrator, Mai ling’s responsibility was to • Keep the fire burning • Attend to the guests’ needs • Teach the children manners • Protect the family’s valuables Some questions will be straightforward:

9. The narrator’s story is told primarily through • contrast (3) simile • flashback (4) analogy Some questions will based on your prior knowledge So study your literary terms!

10. The narrator most probably views Mai Ling as a • teacher • tribal leader • playmate • mother figure Others will be inferred(using information to draw a probable conclusion that has not been directly stated by the narrator)

11. 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 Part 3: Constructed Response

12. 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 What are you expected to do?

13. 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 Part 3: Constructed Response

14. 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 Part 3: Constructed Response (#26) USE BOTH PASSAGES

15. 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 Part 3: Constructed Response

16. 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 #27: 1 Literary Element – 1 Passage

17. 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.

18. The Critical Lens • What is your task? • Write a critical essay in which you discuss twoworks 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.

19. 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?

20. 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?

21. Use titles you know! Such as……..

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

24. Here is a chart that you could fill out for review:

25. 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!

26. “…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.

27. “…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 FliesThe Scarlet Letter • William Golding Nathaniel Hawthorne • Character of RalphCharacter of Hester Prynne • wants to keep order * ostracized by society • isolated in sense and ᇫ Symbol of Letter • wisdom * redemption through • strength to resist sacrifice • ends up standing * required great inner • alone strength

28. 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.

29. 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, Ralph’s 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 Jack’s followers increase in numbers due to a desire for protection from what lies atop the island’s 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 Ralph’s Characterization – Plus Theme and Symbolism Good language: ostracized, nemesis, espouses a more savage form of life Tyranny Link to the Interpretation to the Critical Lens