PRACTICE PASSAGE 1: “Diogenes”



English III Review Week for Semester 1 Exams 2014-2015/Day 1Final Exam: Friday, January 23rd from 8-10 AMUse this packet to study for your final next week. We will spend each day of this week working on a different skill. Tuesday : GrammarWednesday : WritingFriday: ReadingSTANDARDS THAT YOU CAN MAKE UP:11.CSE.2.b.E1 Solve multiple punctuation problems when editing a text.12.CSE.1.c.E2 Maintain a consistent and logical use of verb tense11.TTP..c.N4 Use appropriate and varied transitions11.TTP.2.c.E2 Compose a focused introduction and concluding section in a developed, 11th grade appropriate essay11. TTP.2.c.E3 Develop the topic for a developed, 11th grade text by using significant and relevant facts, definitions, concrete details, quotations, or examples in order to make connections and distinctions.11.TTP.2.c.E6 Maintain a consistent style and tone while attending to the norms and conventions of the discipline11.KID.1.b.E1 Cite thorough evidence that supports a main point of a literary text11.KID.2.b.E1 Analyze how the author’s choices develop the characters in a literary text11.KID.3.c.E1 Order sequences of events in a literary text11.INI.9.b.E1 Compare two foundational American literary texts from the same time period.11.VAU.5.c.E1 Use context clues to determine the meaning of a word You can make up standards, but you will need to do a couple of things:Print off your missing standards for my class (all three sessions)HIGHLIGHT any of the missing standards that you can make up (they have to be “standards you can make up”) Bring it in on Friday and staple it to your exam.*NOTE: Not ALL standards will be re-assessed on the final. You will have an opportunity to raise your grade for the standards that ARE on the final, but obviously you will not be able to make up the ones that are not on the final. DAY 1: GRAMMAR11.CSE.2.b.E1 Solve multiple punctuation problems when editing a text.12.CSE.1.c.E2 Maintain a consistent and logical use of verb tenseCOMMA RULES (that we’ve discussed so far… more to come, don’t worry ):FANBOYS conjunctions: _____________________________________________________________________________Example: I went to the store, and I got an awesome new shirt. Independent conjunction dependent (no comma)Example:Dependent, independentExample:PRACTICE: Directions: Look at the underlined portion of each sentence. If it needs to be changed, write the letter that shows the correct option. If no change needed, choose “D.”______ 1. Seinfeld?was definitely my favorite television show during the 1990s and in fact, it is my favorite television show of all time.during the 1990’s, and in fact,during the 1990’s, in fact,during the 1990’s and, in fact, NO CHANGE______ 2. The weeds were flourishing but the rest of the lawn was dying.flourishing but, the restflourishing, but the restflourishing, the restNO CHANGE_______ 3. The artist preferred to paint in oils and did not like watercolors.to paint, in oils and didto paint in oils, and, didto paint in oils, and didNO CHANGE_______ 4. I thought registration would be tiring but I didn’t know I’d have to stand in so many lines.would be tiring, but I didn’t knowwould be tiring, but, I didn’t knowwould be tiring but, I didn’t knowNO CHANGE_______ 5. Because Ron and Mike both skipped English class this morning they missed an important presentation.skipped English class, this morning they missedskipped English, class this morning they missedskipped English class this morning, they missedNO CHANGE._______ 6. When Sarah goes out onto the stage to perform, people notice immediately how beautiful she is.Sarah goes out onto the stage, to perform people Sarah goes out onto the stage to perform people Sarah goes out, onto the stage to perform people NO CHANGE_______ 7. That purse looks really expensive but is actually a fake. looks really expensive, but is looks really expensive, but, is looks really expensive but, is NO CHANGESUBJECT-VERB AGREEMENT:Rule:Example:If the subject is _____________, the verb should have an “s”The boy runs. (Subject= boy. Verb = runs. “Boy” is singular, so “run” needs an “s”)Everyone, even Mary and John, needs to do their homework. (Subject = everyone, verb = need. “Everyone” is a singular subject, so “need” should have an “s”If the subject is ________________, the verb should NOT have an “s”The boys run. (Subject = boys. Verb = run. “Boys” is plural, so “run” does NOT need an “s”)All of us, even Mary and John, need to do our homework. (Subject = all, verb = need. Because “all” is a plural subject, “need” should not have an “s”Either/or indefinite pronouns: If you have an either/or subject, use the next subject to determine whether you should use a singular subject or plural subject.None of the girls want to go to the mall. (Subject= none. This is an either/or pronoun, so look to the next subject = girls. Because “girls” is plural, you should not use an “s” on your verb). COMMON SINGULAR INDEFINITE PRONOUNS: Each, everybody, everyone, neither, either, nobody, no one, one, nothing, something, someone, anyone, every, one…PLURAL INDEFINITE PRONOUNS: both, several, many, few.EITHER/OR INDEFINITE PRONOUNS: none, some, all, most, any, moreDirections: For each of the following sentences, determine if the verb used is correct. If it is not correct, change it to make it correct. Otherwise, write “correct” next to the sentence.The dead tree, along with the broken windows and flapping shutters, make everyone believe the house is haunted.There is the earrings I was looking for all day!Neither of those sharks circling your surfboard look hungry enough to bite.Everyone, even Patty and Jordan, know how to tie a good knot.The car that Sarah’s dad gave her for graduation costs more than any present I’ve ever received.Each of the washing machines in the dorm room shake so forcefully that it almost feels like an earthquake.Every cereal bowl and casserole dish have slipped out of Michelle’s soapy hands and broken on the floor.The girl’s basketball team were so excited because they won their last game.Both the girls and boys team win almost every game they play.Only some of the cake was gone at the end of the night.All of the slices was gone by the next day, though.The four microwaves on the third floor means that no one has to fight over them. There is the broken appliances you promised to repair.The class, even Jacob and Sophia, disagree with their teacher about the windows being open.One of the teachers want to start a band class.HOMEWORK: Study the indefinite pronouns. Study the comma rules. Be able to tell Ms. Stitt when she sees you in the hallway.DAY 2: WRITING597388850582900For the writing piece of this exam, you will be expected to use examples from different texts that we have read this semester in a 5-7 paragraph essay. You may want to think about main themes or ideas from each text and prepare a couple of examples to support your theme(s). Enrique’s Journey by Gary SotoThe Crucible by Arthur MillerOf Mice and Men by John Steinbeck*Note: You will be asked to use specific examples from each text to support what you write. You do not need quotes—just specific examplesStandard:4.0 (4 points)3.0 (3 points)2.0 (2 points)1.0 (1 point)0.0 (0)11.TTP.2.c.E2Intro/Thesis:______/3______/4.0-The complexity of argument is sophisticated.-Wording is clear and cogent and beyond what is expected. -Transitions are present and contribute to fluency. -Grammar is perfect and contributes to clarity.-Sophisticated grabber-Clear, fluent bridge-The thesis is specific and arguable.-It outlines the major claims(1-2 sentences)-Interesting grabber-Bridge clearly connects grabber to thesis-The thesis may answer the question but the claims are too broad or too narrow and may not be arguable.-Some claims are missing or inarguable.-Language is not concise and/or clarity is lacking. -The meaning is unclear.-Weak grabber-Weak bridge that doesn’t connect grabber to thesis-The thesis may answer the question but the arguments are not outlined. -Not arguable. -No claims. -Meaning unclear.-May be missing grabber or bridgeNo thesis, grabber, or bridge11.KID.1.b.E1 Theme______/3______/4.0Sophisticated theme. Clearly stated. Evidence, organization, and explanations within paper clearly show these themes. Theme is clear and understandable. Most evidence, the general organization, and most explanations show themes.Theme may need to be clearer. Some evidence, explanations, and organization may need work. Theme is unclear and confusing. Most evidence, explanation, and organization do not show theme. No theme stated. 11.TTP.2.c.E3 Evidence and explanation_____/9_____/4.0-free from grammatical errors-multiple sources of evidence (above what is required)-uses evidence to address counterarguments and commentary-sophisticated explanation of how evidence supports claim and thesis-makes the point of the paragraph clear and understandable-shows awareness of an alternate point of view (not necessarily a counterargument, but aware)-makes complex connections that are-select appropriate evidence to prove claim-example is introduced with context and speaker-explanation clearly supports claim of paragraph-explanation clearly connects claim of paragraph to thesis and overall argument-uses enough explanation to clearly develop the point of the paragraph-some evidence may not prove claim clearly-quote needs to be introduced with stronger context-quote needs to be introduced with clear speaker-explanation may simply repeat what is stated in the quote (rather than explaining how it supports claim)-explanation may be confusing or unclear-may not explain enough-may use too much explanation (and become repetitive)-explanation may not relate to evidence clearly-explanation may not relate to thesis and overall argument of essay-evidence does not prove claim-example is not introduced at all-explanations are confusing and illogical-explanations do not relate to evidence or thesis-may not have enough explanation-no evidence present.-no explanation11.TTP.c.2.N4 Transitions_____/3_____/4.0-uses transitions in a sophisticated manner to create cohesion-ideas are connected seamlessly-transitions are used between paragraphs AND within paragraphs to create clear connections-transitions consistently clarify relationship between ideas-uses appropriate transition words and phrases (e.g. “secondly” or “on the other hand” or “similar to this”)-transitions help to clarify relationships between ideas and major ideas-transitions are used to clarify connections between grabber, bridge, and thesis in introduction -transitions may sometimes be used incorrectly (e.g. uses “consequently” instead of “similarly”)-essay needs more transitions for clarity -essay needs fewer transitions to move away from wordiness-transitions may need to be clearer in how two ideas link together.-most transitions are used incorrectly-almost no transitions used (so as to be confusing)-far too many transitions used (to be overly wordy)-may touch on how ideas relate, but may not use appropriate phrasing. -may use far too many transitions-may use far too few transitions.-no transitions used.11.TTP.2.c.E6 Grammar _______/3_______/4.0Shows command of standard writing conventions. Demonstrate control of standard writing conventions. May be some minor errors, but not distracting.Errors may be slightly distracting. May be slightly sloppy.Errors are very distracting and many errors throughout each paragraph.Errors cause the paper to be unreadable. Total: _______/21HOMEWORK for Thursday night: Finish determining themes and preparing for the writing section. 612711540576500DAY 3: READING11.KID.1.b.E1 Cite thorough evidence that supports a main point of a literary text11.KID.2.b.E1 Analyze how the author’s choices develop the characters in a literary text11.KID.3.c.E1 Order sequences of events in a literary text11.INI.9.b.E1 Compare two foundational American literary texts from the same time period.11.VAU.5.c.E1 Use context clues to determine the meaning of a word -7112053340READING TIP REMINDER: Read the questions BEFORE you read the passage. You can read the passage with a more careful eye because you will know what to look for. 00READING TIP REMINDER: Read the questions BEFORE you read the passage. You can read the passage with a more careful eye because you will know what to look for. Structure of the test: For the reading section, you will be given one-two excerpts from a text. You will then have to respond to questions about the excerpt. PRACTICE PASSAGE 1: “Diogenes” by Gilbert Highet1. Lying on the bare earth, shoeless, bearded, half-naked, he looked like a beggar or a lunatic. He was one, but not the other. He had opened his eyes with the sun at dawn, scratched, done his business like a dog at the roadside, washed at the public fountain, begged a piece of breakfast bread and a few olives, eaten them squatting on the ground, and washed them down with a few handfuls of water scooped from the spring. (Long ago he had owned a rough wooden cup, but he threw it away when he saw a boy drinking out of his hollowed hands.) Having no work to go to and no family to provide for, he was free. As the market place filled up with shoppers and merchants and gossipers and sharpers and slaves and foreigners, he had strolled through it for an hour or two. Everybody knew him, or knew of him. They would throw sharp questions at him and get sharper answers. Sometimes they threw jeers and abuse. They were not quite sure whether he was mad or not. He knew they were mad, all mad, each in a different way; they amused him. Now he was back at his home.2. It was not a house, not even a squatter's hut. He thought everybody lived far too elaborately, expensively, anxiously. What good is a house? No one needs privacy; natural acts are not shameful; we all do the same things, and need not hide them. No one needs beds and chairs and such furniture: the animals live healthy lives and sleep on the ground. All we require, since nature did not dress us properly, is one garment to keep us warm, and some shelter from rain and wind. So he had one blanket--to dress him in the daytime and cover him at night--and he slept in a cask. His name was Diogenes. He was the founder of the creed called Cynicism (the word means "doggishness"); he spent much of his life in the rich, lazy, corrupt Greek city of Corinth, mocking and satirizing its people, and occasionally converting one of them.3. His home was not a barrel made of wood: too expensive. It was a storage jar made of earthenware, something like a modern fuel tank--no doubt discarded because a break had made it useless. He was not the first to inhabit such a thing: the refugees driven into Athens by the Spartan invasion had been forced to sleep in casks. But he was the first who ever did so by choice, out of principle.4.Diogenes was not a degenerate or a maniac. He was a philosopher who wrote plays and poems and essays expounding his doctrine; he talked to those who cared to listen; he had pupils who admired him. But he taught chiefly by example. All should live naturally, he said, for what is natural is normal and cannot possibly be evil or shameful. Live without conventions, which are artificial and false; escape complexities and superfluities and extravagances: only so can you live a free life. The rich man believes he possesses his big house with its many rooms and its elaborate furniture, his pictures and expensive clothes, his horses and his servants and his bank accounts. He does not. He depends on them, he worries about them, he spends most of his life's energy looking after them; the thought of losing them makes him sick with anxiety. They possess him. He is their slave. In order to procure a quantity of false, perishable goods he has sold the only true, lasting good, his own independence.Diogene’s central belief is that the “Greek city of Corinth” is characterized by people who are:“mad, all mad, each in their own way”Those who “live naturally”People who have sold their “own independence”“refugees driven into Athens” Given as it is used in paragraph 4, “convention” most likely means:a usual waya simple waya harmful wayan intelligent way When Diogenes says that, “The rich man believes he possesses his big house with its many rooms and its elaborate furniture, his pictures and expensive clothes, his horses and his servants and his bank accounts. He does not,” he means that rich men:are delusional because they really do not own anything.are more constricted by their riches than freed.are not materialistic enough and need more goodsso caught up in what they have that they neglect the afterlife.Considering the passage as a whole, the reader can conclude that Diogenes is:eager to convert people to his lifestylemissing his previous life in the city when he had more moneyhappy with his natural way of livingjealous of everyone else’s lifestyle. Which of the following describes the structural approach used in this passage?Paragraph 1 explains Diogenes’s way of living, and paragraph 2 contradicts this.Paragraph 1 explains Diogenes’s way of living, and paragraph 2 expands upon this.Paragraph 1 states Diogenes’s beliefs about his way of living, and paragraph 2 explains his beliefs about the people of the city.Paragraph 1 states Diogenes’s beliefs about the people of the city, and paragraph 2 expands on this545147513906500PRACTICE PASSAGE 2: from "Appetite" by Laurie Lee1. Fasting is an act of homage to the majesty of appetite. So I think we should arrange to give up our pleasures regularly--our food, our friends, our lovers--in order to preserve their intensity, and the moment of coming back to them. For this is the moment that renews and refreshes both oneself and the thing one loves. Sailors and travelers enjoyed this once, and so did hunters, I suppose. Part of the weariness of modern life may be that we live too much on top of each other, and are entertained and fed too regularly. Once we were separated by hunger both from our food and families, and then we learned to value both. The men went off hunting, and the dogs went with them; the women and children waved goodbye. The cave was empty of men for days on end; nobody ate, or knew what to do. The women crouched by the fire, the wet smoke in their eyes; the children wailed; everybody was hungry. Then one night there shouts and the barking of dogs from the hills, and the men came back loaded with meat. This was the great reunion, and everybody gorged themselves silly, and appetite came into its own; the long-awaited meal became a feast to remember and an almost sacred celebration of life. Now we go off to the office and come home in the evenings to cheap chicken and frozen peas. Very nice, but too much of it, too easy and regular, served up without effort or wanting. We eat, we are lucky, our faces are shining with fat, but we don’t know the pleasure of being hungry any more.2. Too much of anything--too much music, entertainment, happy snacks, or time spent with one’s friends--creates a kind of impotence of living by which one can no longer hear, or taste, or see, or love, or remember. Life is short and precious, and appetite is one of its guardians, and loss of appetite is a sort of death. So if we are to enjoy this short life we should respect the divinity of appetite, and keep it eager and not too much blunted.Directions: Respond to each of the following questions in 1-3 sentences. Lee’s central argument about “appetite” is that:it is a “weariness of modern life”everyone should “gorge themselves silly”it “creates a kind of impotence”it is a “pleasure of being hungry”Looking at the first sentence of the passage, “homage” most closely means:PainHonorFrustrationBeauty When Lee says, “and loss of appetite is a sort of death,” she most nearly means:If you are not hungry, you will die because of a lack of food.If you are not hungry, you cannot appreciate the gift of food.If you are too hungry, you die because you don’t have enough.If you do not become excited for food, you cannot appreciate the gift of food. When Lee says, “Part of the weariness of modern life may be that we live too much on top of each other, and are entertained and fed too regularly,” she means:Life is less fulfilling when it’s too easy and underappreciated.We need to have more space to live because we are becoming overpopulated.We need less entertainment because we are becoming corrupt.Life is tiring because we have too many people that we have to pare/Contrast:Consider the texts “Diogenes” and “Appetite.” Compare and contrast the two texts using the box below. Use textual evidence from each to explain the way each views how people should live their lives:Similarity between two texts’ views on how people should live life:Quote from “Diogenes”Quote from “Appetite”Difference between the way the two texts view how people should live life:Quote from “Diogenes”Quote from “Appetite”*TIPS OF THE DAY (in case you forgot)1) Don’t necessarily start at the beginning—start at a place you are comfortable with and go with that.Do the questions you KNOW and feel CONFIDENT about and put stars/marks next to ones you need to come back to do. This way, you’re getting points for ones you feel confident about, and not wasting time on ones that you may not know anyway.2) Bring a watch or keep a close eye on the time—know that an essay will take you AT LEAST 30-40 minutes to write, if not more. 3) On the reading section, read the questions BEFORE you read the passage. You can read the passage with a more careful eye because you will know what to look for.28808034331335 00 30828952991987=00=4521835203835000223266020351750029718014928850200005326764157794500277378415331110039163323812500GET GOOD REST BEFORE YOUR FINALS AND EAT A GOOD BREAKFAST! GOOD LUCK! (NOT THAT YOU’LL NEED IT IF YOU STUDY ) ................
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