ELA 10-2 Final Exam Preparation

1. 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

2. 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.

3. 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.

4. THE ASSIGNMENT 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.

5. short essay diary entry journal entry newspaper article editorial interior monologue short story personal observation letter eulogy interview rebuttal screen play speech anecdote commentary prose forms et cetera

6. 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.

7. 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.

8. 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

9. 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

10. 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.

11. 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.

12. Section II – Literary Exploration50% 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

13. 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 literature studied

14. 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

15. THE ASSIGNMENT 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.

16. 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. 

17. 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." 

18. 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. 

19. 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 

20. Section III – Persuasive Writing in Context30% 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

21. Persuasive Writing in Context ASSIGNMENTletter 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

22. 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