Congratulations!

Success! We did very well on the Comprehensive Final. I am extremely proud.

37% of the 8th Grade earned an A

34% of the 8th Grade earned a B

28% of the 8th Grade earned a C

and only 1% of the 8th Grade earned anything lower!

 

 

The knowledge component of your final exams will be given on Wednesday, May 2^nd and will consist primarily of grammar concepts covered throughout the year, but will also include some short answer questions related to techniques of writing discussed in class—including a short portion on MLA documentation. Review notes, Do Now’s, and use your MLA Style Guide (you will be able to use the MLA Guide on the exam but no other notes). We will devote in-class time from now until May 2^nd to review, but you should also do some outside of class review, paying particular attention to the following:

 

1. Three types of sentence structure
2. Three types of simple sentences
3. The structure and elements of a standard five-paragraph essay (including knowledge of “no-no” phrases)
4. How to identify and revise dead verbs
5. The issue of plagiarism
6. Three rules of a thesis statement
7. Five common kinds of figurative language
8. Seven elements of a strong body paragraph
9. All seven coordinating conjunctions
10. Knowing at least five common subordinating conjunctions
11. Comma usage with compound sentences
12. Comma usage with complex (remember that there are two different instances)
13. How to identify adjectives and adverb
14. How to identify prepositions and prepositional phrases
15. How to diagram simple sentences (may include adj./adverbs/prep.phrases)
16. How to diagram compound subjects/predicates
17. How to diagram compound sentences
18. The use of who vs. that
19. Punctuation with quotation
20. Proper use of in-text citation
21. Difference between an Annotated Bibliography and a Works Cited Page
22. Be able to properly document standard book, article and web site on a Works Cited
23. Know key elements for evaluating sources
24. Know key places to locate information
25. Know content information listed on essay portion of exam—there will be some short answer questions covering that material as well.

 

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The essay exam will begin on Thursday, May 3^rd and conclude on Friday, May 4^th. You will have the entire two class periods to complete the essay, but no extra time will be allotted—so please come prepared and manage your time wisely. The exact prompt will not be given until the day of the exam. However, you can re-familiarize yourself with the standard requirements of a five-paragraph essay prior to the exam:

 

 

The essay should be at least five paragraphs in length and meet the following criteria:

I. Introductory Paragraph (4-5 sentences)

a. Attention Grabber

b. Thesis Statement

c. Essay Map

d. (know which phrases to avoid)

 

II. Body Paragraph A (no “I think/I believe/In my opinion”)

a. Topic sentence that reflects first element listed in essay map

b. 7-8 sentences which support the topic sentence

 

III. Body Paragraph B (no “I think/I believe/In my opinion”)

a. Topic sentence that reflects second element listed in essay map

b. 7-8 sentences which support the topic sentence

 

IV. Body Paragraph C (no “I think/I believe/In my opinion”)

a. Topic sentence that reflects third element listed in essay map

b. 7-8 sentences which support the topic sentence

 

V. Concluding Paragraph

a. Should reiterate thesis in new way

b. Should avoid all phrases discussed in class

c. No new material should be introduced

 

If you lost your sample questions, you may download a second copy here: comprehensive-practice-questions.doc

Shakespeare–Final Discussion

At the end of the play, the feud between the Montagues and Capulets is neatly tied up. If this were a Disney movie it might end with the words, ” . . . And they all lived happily ever after.” However, it’s not a Disney movie, and the fact that this play remains present on so many high school freshmen curriculum lists (not too many middle school lists) gives testimony to a deeper significance present within the play as a whole, but most especially to the ending.

First, discuss how the play ends–how is the feud tied up?

Next–discuss the significance of the ending. How does the ending send a moral message to its audience? What might have been going on around Shakespeare that would prompt him to recreate this story (because remember, the plot of “star-crossed lovers” is not entirely original even for Shakespeare’s time)?

WARNING: YOU WILL RECEIVE ZERO CREDIT ON THIS THREAD IF YOU CHOOSE NOT TO SPELL CHECK, USE BOTH YOUR FIRST AND LAST NAME OR USE AN AKA–I DO NOT WANT TO GO BACK AND EDIT YOUR POSTS!

Act III — Discussion II

Give your interpretation of Juliet’s conversation with her parents at the end of

Act 3–then give your impressions of Juliet’s and her parents’ sentiments.

(If you are unfamiliar with the word “sentiments,” there are dictionaries available . . .

Also, please proofread and spell-check your work–points will be docked for sloppy posts.)

: )

Discuss Act III

Choose one character present in Act III. Discuss your impressions of this character–provide at least two specific details and list the Act, Scene and line numbers in a parenthetical citation.

Example:  So-in-so is blank. He sometimes X. For example, in this passage he Y (II.5.24-30).

Shakespearean Sonnets–Post by 9:00 p.m., Monday

Post your Sonnet and explanation of the quatrains and couplet.

Example:

In the first quatrain, Shakespeare is saying . . .

In the next quatrain . . .

By the third quatrain . . .

But in the couplet, Shakespeare .  . .

Acts I and II Discussion

Post your comments concerning Acts I and II here. Remember that you are to read through the balcony scene (Act 2, Scene 4)

Shakespeare!

Post facts here (don’t forget to include a citation)