1. W E WILL BE ABLE TO REVIEW THE STRATEGY AND WRITE #26 ( A SHORT RESPONSE ).

2. “… IGNORANCE IS NEVER BETTER THAN KNOWLEDGE.” — L AURA F ERMI A TOMS IN THE F AMILY, 1954 C=C opy the Quote O= Put it in Your O wn Words A=A gree or Disagree T= Provide T wo works that support Your Opinion According to ____, “.” This quote means/ One way to interpret this quote is… This idea is true/ accurate/ not true/ incorrect because… Two works that prove this idea correct/ true/ inaccurate/ not true are … (name title and author).

3. S AMPLE COAT “Much, however, of what we call evil is really good in disguise …” —Sir John Lubbock The Pleasures of Life, 1887 According to Sir John Lubbock, “much, however, of what we call evil is really good in disguise.” This quote means that even those people with the best of intentions can be seen as negative or wrong by many. Many we call evil are just misunderstood. This idea is true because there is good in most people and we never know the complete truth about people. Two works that prove this idea true are The Crucible by Arthur Miller and The Great Gatsby by F. Scott Fitzgerald. C O A T

4. You will write about two reading passages I - One fiction or narrative non-fiction II - One poem You will have answered multiple choice questions about both passages. There are two short response questions – 26 and 27. P ART 3 S HORT R ESPONSES

5. 26 requires you to write about BOTH the short story and the poem. You have identify a controlling idea (same as central idea) You will be provided with a topic. Compose a phrase/ idea/ sentence ABOUT liberty. P ART 3 S HORT R ESPONSES 26 Write a well-developed paragraph in which you use ideas from both Passage I (the short story excerpt) and Passage II (the poem) to establish a controlling idea about liberty. Develop your controlling idea using specific examples and details from both Passage I and Passage II.

6. 27 only requires you to write about ONE passage. You can pick either the poem or the short story. You can write about a literary technique or a literary element. Please do not write about a rhetorical technique (ethos, logos, pathos). P ART 3 S HORT R ESPONSES 27 Choose a specific literary element (e.g., theme, characterization, structure, point of view, etc.) or literary technique (e.g., symbolism, irony, figurative language, etc.) used by one of the authors. Using specific details from either Passage I (the short story excerpt) or Passage II (the poem), in a well-developed paragraph, show how the author uses that element or technique to develop the passage.

7. These responses are graded 0-2. Instead of scale 0-4 (empty to excellent), the scale is 0-2 (empty to good). It is far easier to earn a complete 4/4 on this Regents. P ART 3 S HORT R ESPONSES G RADING

8. #26 S TRATEGY Answer the multiple choice Identify the topic Compose an idea ABOUT the topic that is true for BOTH passages. Support it with an example from each passage.

9. “M UCH, HOWEVER, OF WHAT WE CALL EVIL IS REALLY GOOD IN DISGUISE …” —S IR J OHN L UBBOCK T HE P LEASURES OF L IFE, 1887 C=C opy the Quote O= Put it in Your O wn Words A=A gree or Disagree T= Provide T wo works that support Your Opinion According to ____, “.” This quote means/ One way to interpret this quote is… This idea is true/ accurate/ not true/ incorrect because… Two works that prove this idea correct/ true/ inaccurate/ not true are … (name title and author).

10. O UTLINE FOR #26 Thesis Sentence Introduce the example Cite the example Explain how the example proves the controlling idea ICE AGAIN from the other passage The controlling idea of both passages is…. (MAKE SURE TO INCLUDE THE TOPIC) One example of this idea is….. “quote” (Text 1 Lines 2-3). This example proves the controlling idea because…. OutlineSentence Starters

11. SAMPLE #26 (C ONTROLLING I DEA ) Thesis Sentence Introduce the example Cite the example Explain how the example proves the controlling idea ICE AGAIN from the other passage The controlling idea of both passages is that traditions may change over time. One example of this idea is the okoto, the musical instrument, in Passage One. The okoto was given to the narrator’s mother by her father, and the narrator also feels a connection to it. She says “an American daughter, I cannot understand the teachings of my mother’s okoto. Instead, I listen to the music of her words” (Passage 1 Lines 32-33). This examples proves the controlling idea because the narrator cannot play the okoto, as is family tradition, but she can enjoy the music her mother plays on it. Another example of this controlling idea is in Passage Two. It is family tradition to climb the tree. An example of this is the description of the spot at the top of the tree as “last reliable seat, the family seat” (Passage Two Line 20). This family tradition will not continue because the tree has been cut down. Like the other passage, the memory of the tradition will remain but the tradition will not. OutlineSentence Starters

12. O UTLINE FOR #26 Thesis Sentence Introduce the example Cite the example Explain how the example proves the controlling idea ICE AGAIN from the other passage The controlling idea of both passages is…. (MAKE SURE TO INCLUDE THE TOPIC) One example of this idea is….. “quote” (Text 1 Lines 2-3). This example proves the controlling idea because…. OutlineSentence Starters

13. “… ONLY WHEN IT IS DARK ENOUGH CAN YOU SEE THE STARS.” —M ARTIN L UTHER K ING, J R. “I’ VE B EEN TO THE M OUNTAINTOP ” DELIVERED AT M ASON T EMPLE, M EMPHIS, TN, A PRIL 3, 1968 C=C opy the Quote O= Put it in Your O wn Words A=A gree or Disagree T= Provide T wo works that support Your Opinion According to ____, “.” This quote means/ One way to interpret this quote is… This idea is true/ accurate/ not true/ incorrect because… Two works that prove this idea correct/ true/ inaccurate/ not true are … (name title and author).

14. S CORING FOR #26 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 comprehension has a controlling idea or implies a controlling idea or has an unclear controlling idea AND 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 comprehension Score Point 2Score Point 1

15. A UTOMATIC F AILURE #26 DON’T Provide a controlling idea that does not include the topic Bad Example: The controlling idea of both passages is that people are kind. Better: The controlling idea of both passages is that it is kind to help others. Say that the topic is the controlling idea Bad Example: The controlling idea of both passages is helping others. Better: The controlling idea of both passages is that helping others can be a positive thing. Use only one passage. You need an example from BOTH!

16. A T THE BOTTOM OF YOUR #26 RESPONSE … Write a sentence that explains what score you think your response deserves (2=passing or 1=failing) and why you think you deserve that score.

17. #27 (L ITERARY D EVICE ) Choose a specific literary element (e.g., theme, characterization, structure, point of view, etc.) or literary technique (e.g., symbolism, irony, figurative language, etc.) used by one of the authors. Using specific details from either Passage I (the poem) or Passage II (the memoir excerpt), in a well-developed paragraph, show how the author uses that element or technique to develop the passage. You only have to use ONE passage.

18. O UTLINE FOR #27 (J UNE 5 PAGE ) Thesis Sentence Introduce the example Cite the example Explain why the example is a ICE AGAIN from the same passage The author of Passage 1 (or Passage 2) uses ________ to _____________. literary device definition of the literary device One example of this literary device (you can also name it) is… “quote” (Text 1 Lines 2-3). This example is the literary device because…. OutlineSentence Starters

19. S AMPLE #27 The author of Passage II uses characterization to describe the narrator’s qualities. In just 35 lines, the reader can learn a lot about the personality of the speaker. The speaker is very sympathetic. Although he is in a bad situation himself because he is tired and his eyes hurt, he is willing to keep swimming for the sake of the baby whale Grayson. For example, the narrator says “all I got was a noseful of saltwater and tears in my goggles from the salty sting” (Passage II lines 6-7). Regardless, the narrator keeps swimming. The narrator is characterized as physically strong. For example, the narrator swims with the baby whale far away from shore, which is not an easy feat (Passage II). The author’s characterization helps the reader to connect with and understand the narrator. Thesis Sentence Introduce the example Cite the example Explain how the example proves the controlling idea ICE AGAIN from the same passage

20. S CORING FOR #27 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 comprehension provides an explanation of the literary element or technique or implies an explanation of the literary element or technique or has an unclear explanation of the literary element or technique AND supports the explanation with partial and/or overly general information from the text uses language that may be imprecise or inappropriate exhibits errors in conventions that may hinder comprehension Score Point 2Score Point 1