Regents Exam Regents Exam

English 10English 10

The BreakdownThe Breakdown

PART I Listening (8 Questions)PART II Reading Comprehension (12 Questions)PART III Reading Comprehension and Writing (5 Questions)PART IV Critical Lens Essay

What does the exam What does the exam look like?look like?

four partsfour parts   25 multiple-choice questions25 multiple-choice questions two constructed response questionstwo constructed response questions one extended essayone extended essay

The The first two partsfirst two parts require the student to listen to or read  require the student to listen to or read extended passages of informational text or literary passages and extended passages of informational text or literary passages and answer multiple-choice questions on those passages. answer multiple-choice questions on those passages.

The third part requires the reading of two literary passages linked The third part requires the reading of two literary passages linked by a common theme, answering 5 multiple-choice questions, and by a common theme, answering 5 multiple-choice questions, and writing two short Constructed Response questions. writing two short Constructed Response questions. 

Part 4Part 4 is an essay of critical analysis and an evaluation of two  is an essay of critical analysis and an evaluation of two works of literature the student has read. All written responses works of literature the student has read. All written responses require effective use of language and standard written English. require effective use of language and standard written English.

Part 1: Listening for Part 1: Listening for Information and Information and UnderstandingUnderstanding

You will You will listen to a lecture or a speech listen to a lecture or a speech Answer 8 multiple-choice questionsAnswer 8 multiple-choice questions about  about

key ideas key ideas in the passage. in the passage.

The lecture or speech will be read twice. You The lecture or speech will be read twice. You may take notes at any time during the may take notes at any time during the readings, and you may use your notes in readings, and you may use your notes in answering the multiple-choice questions. answering the multiple-choice questions.

Part 2: Reading for Part 2: Reading for Information and Information and UnderstandingUnderstanding

Read a literary passage plus an Read a literary passage plus an informational passage informational passage

Answer 12 multiple-choice Answer 12 multiple-choice questionsquestions on basic comprehension of  on basic comprehension of main ideas, vocabulary, and main ideas, vocabulary, and interpretation for each passage. interpretation for each passage.

Part 3: Reading and Part 3: Reading and Writing for Literary Writing for Literary ResponseResponse

Read two literature selectionsRead two literature selections (from fiction,  (from fiction, poetry, memoir, or literary non-fiction) that are poetry, memoir, or literary non-fiction) that are

linked by a common linked by a common themetheme Answer 5 multiple-choice questionsAnswer 5 multiple-choice questions on key  on key

ideas, details, vocabularyideas, details, vocabulary Answer two short constructed response Answer two short constructed response

questionsquestions—one on the controlling idea and —one on the controlling idea and one on a literary element or technique from one on a literary element or technique from one of the passages. one of the passages. 

Part 4: Writing for Critical Part 4: Writing for Critical Analysis and EvaluationAnalysis and Evaluation   (Critical Lens Essay)(Critical Lens Essay)

Write a critical essayWrite a critical essay Discuss Discuss twotwo works of literature you have read from the  works of literature you have read from the

particular perspective of a statement that is provided as particular perspective of a statement that is provided as a “critical lens.” a “critical lens.”

Your interpretation of the “lens” and response to it Your interpretation of the “lens” and response to it become the controlling idea for your essay. become the controlling idea for your essay.

Interpret a sophisticated prompt, develop a critical point Interpret a sophisticated prompt, develop a critical point of view in response to that prompt, and develop that of view in response to that prompt, and develop that critical point of view with detailed reference to two critical point of view with detailed reference to two works. works.

Use specific references to appropriate literary elements Use specific references to appropriate literary elements to show how the chosen works support your opinion. to show how the chosen works support your opinion.

PART THREEPART THREE

QUESTIONS 26 AND 27: WE ARE TOTALLY IN CONTROL OF THESE TWO QUESTIONS!!!

HANDWRITING IS A HUGE FACTOR. DON’T RUSH!!

Question 26Question 26You need to find the CONTROLLING IDEA between the passages—NOT THE TOPIC OF THE PASSAGES.

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 comprehensionScore Point 1• has a controlling ideaor• implies a controlling ideaor• has an unclear controlling ideaAND• supports the controlling idea with partial and/or overly general information from the texts• uses language that may be imprecise or inappropriate• exhibits errors in conventions that may hinder comprehensionScore Point 0• is off topic, incoherent, a copy of the task/texts, or blank• demonstrates no understanding of the task/texts• is a personal response

Helpful Hints…Helpful Hints…

A controlling idea is not equal to a topic—what’s the difference?

The passage will be easier to understand!!! Find one line in the poem that relates. The rubric asks for a “basic” understanding of the controlling idea.

You need ONE DIRECT QUOTE PER PASSAGE!!!

Your first sentence should include your controlling idea

Question 27Score 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 comprehensionScore Point 1• provides an explanation of the literary element or techniqueor• implies an explanation of the literary element or techniqueor• has an unclear explanation of the literary element or techniqueAND• supports the explanation with partial and/or overly general information from the text• uses language that may be imprecise or inappropriate• is off topic • exhibits errors in conventions that may hinder comprehensionScore Point 0topic, incoherent, a copy of the task/text, or blank• demonstrates no understanding of the task/text• is a personal response

Helpful Hints…Helpful Hints…

FOLLOW DIRECTIONS. A PLOT SUMMARY WILL EARN YOU 0-1 POINTS.

YOU NEED ONE LITERARY ELEMENT AND DETAIL FROM ONE PASSAGE.

LET’S LIST SOME ELEMENTS…

SAFETY ELEMENT: IMAGERY—USES SPECIFIC WORDS TO APPEAL TO THE SENSE OF THE READER. PICK THE MOST DESCRIPTIVE LANGUAGE YOU CAN FIND AND DESCRIBE IT AS IMAGERY

AVOID: SIMILE—WHY?

PART I--LISTENINGPART I--LISTENING

There are EIGHT questions that you will answer…

How many times will you hear the passage?

When can you see the questions?

When should you take notes?

Note taking strategies…

Part IV Critical LensPart IV Critical Lens

What do they give you to start with?

What are they asking you to discuss?

Can you use the same literary elements?

Part 4 (Question 28)Your Task:

Write a critical essay in which you discuss two works of literature you have read from the particular perspective of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using specific references to appropriate literary elements from the two works. You may use scrap paper to plan your response. Write your essay beginning on page 3 of the essay booklet.

Be sure to• Provide a valid interpretation of the critical lens that clearly establishes the criteria for analysis• Indicate whether you agree or disagree with the statement as you have interpreted it• Choose two works you have read that you believe best support your opinion• Use the criteria suggested by the critical lens to analyze the works you have chosen• Avoid plot summary. Instead, use specific references to appropriate literary elements (for example: theme, characterization, setting, point of view) to developyour analysis• Organize your ideas in a unified and coherent manner• Specify the titles and authors of the literature you choose• Follow the conventions of standard written English

Group Period 4:Group Period 4:

Group 1: Samantha, Katie, Danny

Group 2: Anna, Muiread, Scott

Group 3: Gianna, Sean, Matt

Group 4: Valentina, Sydney, Jarred, Anastasia

Groups Period 9:Groups Period 9:

Group 1: Sam, Lexus, Davis

Group 2: Cole, Ariel, Joe, Danielle

Group 3: Kate, Micah, Charlotte, Alex

Group 4: John, Gwen, Matt, Olivia

As a GROUP:As a GROUP:

EVERYONE IN YOUR GROUP WILL WRITE!!!

1.Interpret the quote2.Agree/Disagree3.Explain WHY you agree/disagree—no “I”4.Select TWO works of literature (this year, or last year) that support the quote5.You must recall SPECIFIC REASONS/EXAMPLES INCLUDING TITLES, AUTHOR’S NAME, CHARACTER NAMES, AND TWO LITERARY ELEMENTS

1.“…the strongest man upon earth is he who stands most alone.”

2.“I like flawed characters because somewhere in them I see more of the truth.”

3.“It is the human lot to try an fail….”

4.“The human heart has ever dreamed of a fairer world than the one it knows…”

What can be improved within this introduction?

“The best laid plans of mice and men often go awry,” –John Steinbeck. I agree with this quote. In Julius Caesar there are many plans that don’t work out.

Introduction Checklist: Introduce Quote – include author Interpretation – what does the quote mean Does the work support the quote – not if you agree General statement linking the quote to the work

John Steinbeck once wrote, “The best laid plans of mice and men often go awry.” This quote supports the idea that often the plans that we make don’t always work out the way we hoped they would. This notion is clearly evident in Julius Caesar by William Shakespeare through the endless scheming amongst the characters to generate plans to keep Rome from chaos. The use of characterization and dramatic irony enhances this idea within the story. Due to the poor execution of these plans, this play ended in a tragedy that might have been avoided.

INTRODUCTION EXAMPLE:

Introduction Checklist: Introduce Quote – include author Interpretation – what does the quote mean Does the work support the quote – not if you agree General statement linking the quote to the work

""All literature shows us the power of emotion. It All literature shows us the power of emotion. It

is emotion, not reason, that motivates characters is emotion, not reason, that motivates characters in literature.” -- Duff Brennain literature.” -- Duff Brenna

YOUR TASK:

•WRITE AN INTRODUCTION USING THE ABOVE LENS IN RELATION TO JULIUS CAESAR.

Introduction Checklist: Introduce Quote – include author Interpretation – what does the quote mean Does the work support the quote – not if you agree General statement linking the quote to the work

CONCLUSION:

Re-state the lens IN YOUR OWN WORDS

Mention the works of literature and the literary elements

A concluding statement to solidify your point

CONCLUSION EXAMPLE:

The tactics that a person can take to accomplish a certain goal does not always play out the way that we envision it. This idea is exemplified in Julius Caesar through William Shakespeare’s use of characterization and dramatic irony. The characters within this play often strategize to get what they want, and suffer the resulting consequences when their plans fail.

John Steinbeck once wrote, “The best laid plans of mice and men often go awry.” This quote supports the idea that often the plans that we make don’t always work out the way we hoped they would. This notion is clearly evident in Julius Caesar by William Shakespeare through the endless scheming amongst the characters to generate plans to keep Rome from chaos. Due to the poor execution of these plans, this play ended in a tragedy that might have been avoided.

The tactics that a person can take to accomplish a certain goal does not always play out the way that we envision it. This idea is exemplified in Julius Caesar through William Shakespeare’s use of characterization and dramatic irony. The characters within this play often strategize to get what they want, and suffer the resulting consequences when their plans fail.

PART II—READING COMPPART II—READING COMP

You will read a literary passage and an informational passage.

You will answer SIX questions on basic comprehension: vocab, main idea, etc.