Mr. A. Kaplan – Gray Academy of Jewish Education
June Exam
(15% of Final Grade)
The Final Exam will consist of 3 parts: Essay Question, Multiple Choice, and Shakespeare Subtext.
Materials: To Kill a Mockingbird – Harper Lee, Julius Caesar – Shakespeare, Multiple Choice (based on Literary Devices and Shakespeare vocabulary)
Part 1: Essay Question
Note: Please review this outline carefully in order to fully understand the complex expectations of your exam. Furthermore, the exact essay question will not be known until the day of your exam.
For this in-class exam, you are expected to have: a) read and re-read To Kill a Mockingbird b) researched the related themes (Stereotypes, Mockingbird) by reviewing the novel and making notes of quotes that will help support your essay topic.
In a persuasive essay 300-500 words in length you will be asked to explore one out of two possible essay questions. The essay questions will relate to themes discussed in class, related to To Kill a Mockingbird by Harper Lee. On the exam you are advised to read all the essay questions carefully and assure to achieve ALL of the assigned criteria of the 1 question you select.
Formatting
Your essay must follow the formatting laid out in “Andrew’s super happy paper format”. In other words, all the font selections, margin requirements, text size, etc. must coincide with the assigned paper format in order to receive a passing grade.
Your essay should concisely introduce your thesis in the first 2 sentences and then provide all the fundamental points for your essay in the remaining introductory paragraph. Each paragraph should then begin with the thesis statement for that paragraph and follow with a description and support for said point.
Your concluding paragraph should articulately reiterate and boil down your main points in support of your fundamental issue and introductory paragraph.
June Exam
(15% of Final Grade)
The Final Exam will consist of 3 parts: Essay Question, Multiple Choice, and Shakespeare Subtext.
Materials: To Kill a Mockingbird – Harper Lee, Julius Caesar – Shakespeare, Multiple Choice (based on Literary Devices and Shakespeare vocabulary)
Part 1: Essay Question
Note: Please review this outline carefully in order to fully understand the complex expectations of your exam. Furthermore, the exact essay question will not be known until the day of your exam.
For this in-class exam, you are expected to have: a) read and re-read To Kill a Mockingbird b) researched the related themes (Stereotypes, Mockingbird) by reviewing the novel and making notes of quotes that will help support your essay topic.
In a persuasive essay 300-500 words in length you will be asked to explore one out of two possible essay questions. The essay questions will relate to themes discussed in class, related to To Kill a Mockingbird by Harper Lee. On the exam you are advised to read all the essay questions carefully and assure to achieve ALL of the assigned criteria of the 1 question you select.
Formatting
Your essay must follow the formatting laid out in “Andrew’s super happy paper format”. In other words, all the font selections, margin requirements, text size, etc. must coincide with the assigned paper format in order to receive a passing grade.
Your essay should concisely introduce your thesis in the first 2 sentences and then provide all the fundamental points for your essay in the remaining introductory paragraph. Each paragraph should then begin with the thesis statement for that paragraph and follow with a description and support for said point.
Your concluding paragraph should articulately reiterate and boil down your main points in support of your fundamental issue and introductory paragraph.
Permitted Supplies:
You may use post-it’s to identify relevant quotes and themes in your To Kill a Mockingbird text. Julius Caesar may also be brought into the exam. Both your book and your post-it notes MAY be brought into the examination room and used as resources for your exam. Separate pages of notes or electronic resources are NOT permitted.
Part 2: Subtext in Julius Caesar
You will be given an excerpt from the play Julius Caesar and will be asked to provide the subtext in the space provided. The subtext should be analyzed in the same fashion as the class performances.
Part 3: Multiple Choice
This Section will be based on the two tests that were administered on Literary Devices and Shakespeare vocabulary. Questions will require identification of correct definitions.
Location
Your exam will take place in the upstairs computer lab at 8:50am on
WEDNESDAY JUNE 17. During the exam you will be permitted use of the school computers and Microsoft Word; Internet access is FORBIDDEN (those found using the Internet for ANY reason during the exam will receive a ZERO) and ANY electronic resource such as a thumb drive or smart disk is also disallowed.
Consider the following:
Use the ‘cheat sheet’ I gave you to find articulate connecting words; two sentences in a single paragraph should not begin with the same word.
Citation for this paper will be APA (American Psychological Association). You must have in essay citation if you are using words which are NOT your own. Please note: although you are required to write a bibliography, I will not be docking marks for formatting.
Note: each relevant section listed below (ideas, style, etc) is marked from 1 to 10
1 - 2 = objective not achieved, unsatisfactory
3 - 4 = objective achieved but work requires complete revision
5 - 6 = objective meets grade level
7 - 8 = Student meets objectives and shows exceptional ability in assessed area
9 - 10 = Goes beyond expectation and shows mastery of relevant objective.
· Organization (do your ideas flow logically, do you have a proper thesis statement in your intro, followed by linear points with evidence? Is there an intro, body, and conclusion? Does each of your paragraphs begin with a thesis statement and then have supporting points with evidence?) -
· Style (do you have a command of the English language? Can you augment your transitions using a different word to begin each sentence in a single paragraph? Can you effectively introduce quotes to support your ideas? Do you have stylistic flow? Are your sentences fragmented or fluid, are they concise or muddled?) -
· Ideas (do your ideas showcase understanding of the text and relevant questions; do your ideas explore the question/text in a logical and creative manner?) -
· Assigned criteria (did the student answer the question and following instructions, this includes the ‘paper format’)-
Mechanics (spelling, grammar, punctuation) –
You may use post-it’s to identify relevant quotes and themes in your To Kill a Mockingbird text. Julius Caesar may also be brought into the exam. Both your book and your post-it notes MAY be brought into the examination room and used as resources for your exam. Separate pages of notes or electronic resources are NOT permitted.
Part 2: Subtext in Julius Caesar
You will be given an excerpt from the play Julius Caesar and will be asked to provide the subtext in the space provided. The subtext should be analyzed in the same fashion as the class performances.
Part 3: Multiple Choice
This Section will be based on the two tests that were administered on Literary Devices and Shakespeare vocabulary. Questions will require identification of correct definitions.
Location
Your exam will take place in the upstairs computer lab at 8:50am on
WEDNESDAY JUNE 17. During the exam you will be permitted use of the school computers and Microsoft Word; Internet access is FORBIDDEN (those found using the Internet for ANY reason during the exam will receive a ZERO) and ANY electronic resource such as a thumb drive or smart disk is also disallowed.
Consider the following:
Use the ‘cheat sheet’ I gave you to find articulate connecting words; two sentences in a single paragraph should not begin with the same word.
Citation for this paper will be APA (American Psychological Association). You must have in essay citation if you are using words which are NOT your own. Please note: although you are required to write a bibliography, I will not be docking marks for formatting.
Note: each relevant section listed below (ideas, style, etc) is marked from 1 to 10
1 - 2 = objective not achieved, unsatisfactory
3 - 4 = objective achieved but work requires complete revision
5 - 6 = objective meets grade level
7 - 8 = Student meets objectives and shows exceptional ability in assessed area
9 - 10 = Goes beyond expectation and shows mastery of relevant objective.
· Organization (do your ideas flow logically, do you have a proper thesis statement in your intro, followed by linear points with evidence? Is there an intro, body, and conclusion? Does each of your paragraphs begin with a thesis statement and then have supporting points with evidence?) -
· Style (do you have a command of the English language? Can you augment your transitions using a different word to begin each sentence in a single paragraph? Can you effectively introduce quotes to support your ideas? Do you have stylistic flow? Are your sentences fragmented or fluid, are they concise or muddled?) -
· Ideas (do your ideas showcase understanding of the text and relevant questions; do your ideas explore the question/text in a logical and creative manner?) -
· Assigned criteria (did the student answer the question and following instructions, this includes the ‘paper format’)-
Mechanics (spelling, grammar, punctuation) –
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