1. Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination? What questions do you have about the Regents Examination? DO NOW

2. Common Core Learning Standards Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 2 Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

3. English Regents Format Part 1 Listening Passage Answer 8 Multiple Choice Questions Part 2 One Literary Passage Answer 6 Multiple Choice Questions One Informational Passage Answer 6 Multiple Choice Questions Part 1 Listening Passage Answer 8 Multiple Choice Questions Part 2 One Literary Passage Answer 6 Multiple Choice Questions One Informational Passage Answer 6 Multiple Choice Questions Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

4. English Regents Format Part 3 A) Two Literary Passages linked by a common theme Answer 5 Multiple Choice Questions B) Paragraph Responses #1: controlling idea #2 literary element or technique from one of the passages Part 3 A) Two Literary Passages linked by a common theme Answer 5 Multiple Choice Questions B) Paragraph Responses #1: controlling idea #2 literary element or technique from one of the passages Before you read the two passages, read questions 26 and 27 first. THIS WILL HELP YOU KNOW WHAT THE TOPIC OF THE PASSAGE IS Before you read the two passages, read questions 26 and 27 first. THIS WILL HELP YOU KNOW WHAT THE TOPIC OF THE PASSAGE IS Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

5. English Regents Format Part 4 Critical Lens Quotation Essay Given a quote to read - Interpret the quote (Tell what you think it means) -Write an essay using two works you have read to show how the quote is true or untrue -(Must make mention of literary elements) Part 4 Critical Lens Quotation Essay Given a quote to read - Interpret the quote (Tell what you think it means) -Write an essay using two works you have read to show how the quote is true or untrue -(Must make mention of literary elements) Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

6. WHAT SHOULD I BRING TO THE TEST? Photo id Two sharpened pencils (for multiple choice) Pen (for the essay) Also: THE TEST BEGINS AT 1 PM SHARP no electronic devices Photo id Two sharpened pencils (for multiple choice) Pen (for the essay) Also: THE TEST BEGINS AT 1 PM SHARP no electronic devices Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

7. Helpful tips for the listening passage 1. Take notes. Remember that your notes are divided into two parts: main idea versus supporting details. 2. Listen carefully for pauses as this will tell you when a new paragraph will begin. This will help you to establish the topic sentence or main idea of the paragraph. 3. Do not focus on facts and small details. Focus on author’s perspective, overall tone of the account, and the author’s purpose in writing or speaking this account. 4. Immediately after the first read, read the 8 multiple choice questions carefully. Answer what you can as soon as you can. 5. If there are multiple choice questions you cannot answer, then underline the main words or paraphrase the question so you know what you have to listen for. 6. Then, during the second read, focus on just the questions that you are trying to answer. Do not focus so much on main idea and supporting details of the whole listening passage, but more on the questions you need to answer. This is why you need to understand the question before you know what to listen for. 1. Take notes. Remember that your notes are divided into two parts: main idea versus supporting details. 2. Listen carefully for pauses as this will tell you when a new paragraph will begin. This will help you to establish the topic sentence or main idea of the paragraph. 3. Do not focus on facts and small details. Focus on author’s perspective, overall tone of the account, and the author’s purpose in writing or speaking this account. 4. Immediately after the first read, read the 8 multiple choice questions carefully. Answer what you can as soon as you can. 5. If there are multiple choice questions you cannot answer, then underline the main words or paraphrase the question so you know what you have to listen for. 6. Then, during the second read, focus on just the questions that you are trying to answer. Do not focus so much on main idea and supporting details of the whole listening passage, but more on the questions you need to answer. This is why you need to understand the question before you know what to listen for. Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

8. Controlling Idea Topic + Author’s Opinion (given)(student needs to identify) (most important) Topic + Author’s Opinion (given)(student needs to identify) (most important) Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

9. Controlling Idea Topic + Author’s Opinion (given)(student needs to identify) (most important) Topic + Author’s Opinion (given)(student needs to identify) (most important) Write a well-developed paragraph in which you use ideas from both passages to establish a controlling idea about possessions. Develop your controlling idea using specific examples and details from each passage. Topic:________________________________ Topic + Opinion: _________________________________________________ Write a well-developed paragraph in which you use ideas from both passages to establish a controlling idea about possessions. Develop your controlling idea using specific examples and details from each passage. Topic:________________________________ Topic + Opinion: _________________________________________________ If you don’t write an opinion you will get a 0/2 for this part of the exam! Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

10. Controlling Idea – Questions #26 Sentence 1: Both Passage I, (genre) (title) by (author) and Passage II (genre) (title) by (author) establish the idea that (topic) (write the controlling idea here). Sentence 2: Passage I is about… (summarize – 1 sentence) Sentence 3-4: Give specific, relevant evidence from Passage I which supports the controlling idea (analysis) Sentence 5: Passage II involves… (summarize – 1 sentence) Sentence 6-7: Give specific, relevant evidence from Passage II which supports the controlling idea (analysis) Sentence 8: Therefore, both Passages show that (restate the controlling idea). Sentence 1: Both Passage I, (genre) (title) by (author) and Passage II (genre) (title) by (author) establish the idea that (topic) (write the controlling idea here). Sentence 2: Passage I is about… (summarize – 1 sentence) Sentence 3-4: Give specific, relevant evidence from Passage I which supports the controlling idea (analysis) Sentence 5: Passage II involves… (summarize – 1 sentence) Sentence 6-7: Give specific, relevant evidence from Passage II which supports the controlling idea (analysis) Sentence 8: Therefore, both Passages show that (restate the controlling idea). Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

11. Controlling Paragraph Template Both Passage I (genre, title) by (author) and Passage II (genre, title) by (author) establish the controlling idea that __________________. Passage one is about _______________________. An example of this is “_____________________________”. This means (Explain the meaning of the quote and how it connects to the controlling idea in your own words). Passage II involves ________________________. An example in passage two is “________________________________”. This means (Explain the meaning of the quote and how it connects to the controlling idea in your own words). (Therefore) or (As a result), both passages show the controlling idea about THE TOPIC (this is given to you on the regents exam) to be about ____________________ (restate the controlling idea). Both Passage I (genre, title) by (author) and Passage II (genre, title) by (author) establish the controlling idea that __________________. Passage one is about _______________________. An example of this is “_____________________________”. This means (Explain the meaning of the quote and how it connects to the controlling idea in your own words). Passage II involves ________________________. An example in passage two is “________________________________”. This means (Explain the meaning of the quote and how it connects to the controlling idea in your own words). (Therefore) or (As a result), both passages show the controlling idea about THE TOPIC (this is given to you on the regents exam) to be about ____________________ (restate the controlling idea). Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

12. Controlling Idea Controlling Idea = Topic + authors opinion Quote from passage 1 that proves controlling idea Quote from passage 2 that proves controlling idea Controlling Idea = Topic + authors opinion Quote from passage 1 that proves controlling idea Quote from passage 2 that proves controlling idea Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

13. Helpful hints when brainstorming about literary element passages. 1.What is the author trying to say? 2.What quote from the passage proves what the author is trying to say. 3.What element best represents the quote you chose. 1.What is the author trying to say? 2.What quote from the passage proves what the author is trying to say. 3.What element best represents the quote you chose. Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

14. Literary Element Paragraph Checklist Question #27 _____ Identify one genre, (poem, essay, novel) title, and author _____ Identify an appropriate literary element/technique used by the author _____ Define the literary element/technique used _____ One sentence summary about one of the passages _____ Use quotes (examples) from the passage that connect to the chosen literary element/technique _____ Explain how the authors use the literary element/technique to develop the passage _____ The author wants us to know… _____ Identify one genre, (poem, essay, novel) title, and author _____ Identify an appropriate literary element/technique used by the author _____ Define the literary element/technique used _____ One sentence summary about one of the passages _____ Use quotes (examples) from the passage that connect to the chosen literary element/technique _____ Explain how the authors use the literary element/technique to develop the passage _____ The author wants us to know… Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

15. In passage one, the author uses _____________________ to develop the passage. ___________________ is _________________________________________________ The passages is about ______________________________. When s/he writes, __________________________________________ s/he means _____________________________. The author wants us to know ___________________________________________________________. This is how the ______________ helps develop the story. In passage one, the author uses a literary element or technique to develop the passage. Literary element or technique is definition. When s/he writes, choose a direct quote that includes an examples of the literary element or technique s/he means explain what is meant by the literary element or technique. The author wants us to know how this literary element or technique helps develop the passage (tell the who, what, when, where, OR how of the passage). This is how the literary element or technique helps to develop the story. Literary Element Template Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

16. Literary Element Vocabulary Theme: Lesson learned about life through literature Characterization: method used by the writer to develop a character. (Speech – Thoughts – Emotions – Actions – Looks) STEAL Conflict: Struggle between two forces Theme: Lesson learned about life through literature Characterization: method used by the writer to develop a character. (Speech – Thoughts – Emotions – Actions – Looks) STEAL Conflict: Struggle between two forces

17. Helpful hints when writing Critical Lens Essays Introduction WHAT SHOULD I PUT IN THE CRITICAL LENS INTRODUCTION? (1 ST PARAGRAPH ) Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

18. Helpful hints when writing Critical Lens Essays Introduction (1)Rewrite the quote word for word including the author’s name. (2)Interpret the meaning of the quote using your own words. (3)Agree or disagree and explain why. (4)Pick two stories that you can connect to the quote and identify the literary element (1)Rewrite the quote word for word including the author’s name. (2)Interpret the meaning of the quote using your own words. (3)Agree or disagree and explain why. (4)Pick two stories that you can connect to the quote and identify the literary element Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

19. Intro Template once wrote, “.” This Speakers name first and lastquote quote means. This quote is paraphrase quote in your own words true/false because. Two Explain why this quote is true/false works that show this quote to be true/false are by and by. Titleauthor Both authors uses the literary devices of lit device 1 and to prove this quote to be true. Lit device 2

20. Quick outline Two stories that prove this quote are Romeo and juliet using conflict and characterization and The things they carried using conflict and theme. Body paragraph 1: R&J using conflict Body para 2: R&J using theme Body para 3: Things carried using conflict Body para 4: Things carried using theme

21. Critical Lens Outline REMEMBER: ALL OF YOUR EXAMPLES MUST CONNECT TO THE QUOTE AND PROVE IT TO BE TRUE OR UNTRUE. STORY# 1: _______ Paragraph 2Example 1: _________Literary Element: ________ Paragraph 3Example 2: _________Literary Element: ________ STORY#2:_________ Paragraph 4Example 1: _________Literary Element: ________ Paragraph 5Example 2: _________Literary Element: ________ Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

22. Helpful hints when writing Critical Lens Essays Body Paragraphs WHAT SHOULD I PUT IN THE CRITICAL LENS BODY PARAGRAPH? (2 ND 3 RD 4 TH 5 TH PARAGRAPHS ) 4 different Literary Element paragraphs about two different stories (without quotes, just examples from memory). 4 different Literary Element paragraphs about two different stories (without quotes, just examples from memory). Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

23. Critical Lens Body Paragraph Checklist 1._____ Identify one genre, (poem, essay, novel) title, and author 2._____ Identify an appropriate literary element/technique that connects to the quote 3._____ Define the literary element/technique used 4._____ Give examples from the passage, which connect to the quote and element 5._____ Explain how the author uses the literary element/technique to relate to the critical lens (ANALYSIS) 6._____ Write: This evidence relates to the critical lens because… 1._____ Identify one genre, (poem, essay, novel) title, and author 2._____ Identify an appropriate literary element/technique that connects to the quote 3._____ Define the literary element/technique used 4._____ Give examples from the passage, which connect to the quote and element 5._____ Explain how the author uses the literary element/technique to relate to the critical lens (ANALYSIS) 6._____ Write: This evidence relates to the critical lens because… Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

24. Critical Lens Body Paragraph In the novel/short story/play by (authors name) the author uses (literary element) to prove the quote to be (true/untrue). The definition of the literary element _______________ is _______________. One example using (literary element) that proves the quote to be true is ______________________ ____________________________________________________ ____________________________________. This means/this shows/ this reveals ________________________________ _______________ ___________________________________ ________________________________________________. This evidence relates to the critical lens because ___________________________________________________ ____________________________________________________ __________________________. Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

25. Helpful hints when writing Critical Lens Essays Conclusion WHAT SHOULD I PUT IN THE CRITICAL LENS CONCLUSION? (4 TH { LAST } PARAGRAPH ) Re-write introduction and add 4 more sentences at the end: -This evidence relates to the text (title/author) critical lens because (1 sentence) Re-write introduction and add 4 more sentences at the end: -This evidence relates to the text (title/author) critical lens because (1 sentence) Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

26. Conclusion  Re-write the quote  Last sentence of intro  Summarize how story one connects to the quote  Summarize how story two connect to the quote  Re-write the quote  Last sentence of intro  Summarize how story one connects to the quote  Summarize how story two connect to the quote Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

27. Let’s put it all together… Body Paragraph 1: Introduction (1) Rewrite the quote word for word including the author’s name. (2) Interpret the meaning of the quote using your own words. (3)Agree or disagree and explain why. (4) Pick two stories that you could write about this quote and identify the literary element Body Paragraph 1: Introduction (1) Rewrite the quote word for word including the author’s name. (2) Interpret the meaning of the quote using your own words. (3)Agree or disagree and explain why. (4) Pick two stories that you could write about this quote and identify the literary element Body Paragraph 2: literary element paragraph about story A Body Paragraph 2: literary element paragraph about story A Body Paragraph 3: literary element paragraph about story B Body Paragraph 3: literary element paragraph about story B Conclusion Paragraph 4: - Intro paragraph - last sentence of each body paragraph Conclusion Paragraph 4: - Intro paragraph - last sentence of each body paragraph Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

28. Works read this year  “Hills Like White Elephants” Hemmingway  “Desiree's Baby” Chopin  “The Yellow Wallpaper” Gilman  The Crucible by Arthur Miller  The Great Gatsby by F. Scott Fitzgerald  Into the Wild by Jon Krakauer  “Survivor Type” by Stephen King  “To Build a Fire” by Jack London  “Hills Like White Elephants” Hemmingway  “Desiree's Baby” Chopin  “The Yellow Wallpaper” Gilman  The Crucible by Arthur Miller  The Great Gatsby by F. Scott Fitzgerald  Into the Wild by Jon Krakauer  “Survivor Type” by Stephen King  “To Build a Fire” by Jack London Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

29. Works read this year – E3R  Serial by Sarah Koenig  Bodega Dreams by Ernesto Quinones  After Twenty Years by O. Henry  The Story of an Hour by Kate Chopin  The Invaders by Jack Ritchie  Blue Eyes far Away by MacKinlay Kantor  The Fifty-First Dragon by Heywood Broun  The Day the Sun Came Out by Dorothy M. Johnson  A Retrieved Reformation by O. Henry  The Lady or the Tiger by Frank R. Stockton  Serial by Sarah Koenig  Bodega Dreams by Ernesto Quinones  After Twenty Years by O. Henry  The Story of an Hour by Kate Chopin  The Invaders by Jack Ritchie  Blue Eyes far Away by MacKinlay Kantor  The Fifty-First Dragon by Heywood Broun  The Day the Sun Came Out by Dorothy M. Johnson  A Retrieved Reformation by O. Henry  The Lady or the Tiger by Frank R. Stockton Aim: How can strategies enable one (me) to develop a better understanding of the Regents Examination?

30. Books turned into movies (Novels)

31. Continue to work on regents packet.