“A Timeless Thirst for Power: The Political Lessons of ...



Name:_________________________Teacher:_______________________Period:___________STAAR English I Re-Tester ReviewDear Student and Parent,This packet is intended as a review for the upcoming STAAR English I Retest on December 1st. This date is the Monday after we return from Thanksgiving break. Because your student will not be in school for the week before his or her re-test, we are sending this packet home for your student to review and prepare for the upcoming test. We understand that Thanksgiving is a hectic time of year and ask for your student to take just an hour a day to review this material and keep his or her mind “in the game” so to speak so that on Monday he or she will be successful. Thank you for your dedication to your student’s success,J. Frank Dobie High School English Department.Directions: This packet will be separated into 6 separate days of instruction each with a practice section and an “on your own section”. These are designed to be ? to 1 hour of work. Answers to multiple choice questions will be in the back of the packet but it does you no good if you don’t actually do the work before checking. Extension activities are if you want to go above and beyond to prepare for the test. The days are as follows:Day 1: Academic VocabularyDay 2: Expository Essay WritingDay 3: Revising and Editing PracticeDay 4: Close Reading DramaDay 5: Close Reading of ExpositoryDay 6: Short-Answer Responses (This day will take information from days 4 &5)Day 1: Academic VocabularyDirections: Below are listed the most common Academic vocabulary words that are seen on the STAAR and beyond (SAT,ACT…etc). Know these like the back of your hand as they will crop up all over the test in multiple contexts. If you are having trouble with learning these words, try using flash cards.Question Stem Vocabulary:Aspect- PartContradictory- OppositesConvey (ing)- ShowDistinguishes- separates Emphasize- make importantEvidence- proof Excerpt (s)- what you just readExemplified- made example ofMost likely- best fit to the word (not exactly)Portray- To describePurpose- why did the author do this? Significant- ImportantLiterary devices:Alliteration – same beginning consonant sounds (sally sells seashells)Allusion – reference to another workAnalogy- Comparing one thing to anotherFigurative language- non-literal (more than what is there) languageFoil (character)- character who is different from the protagonist in order to highlight the differences. Idiom- phrase that means something in only one specific culture.Mood- how the READER feels during a particular part.Point of view –the author’s perspectiveSensory image(s)- any image using one of the 5 senses (sight, touch, taste, smell, hearing)Tone- the AUTHOR’s attitude in the writing Test Taking Tip: Dictionary Use: Dictionaries can be used at any time on the STAAR English I test; if you have a question about a particular word that you don’t know…LOOK IT UP!On your own:Directions: Answer the following questions using the words and definitions above.The author may use a(n) ____________________ of a theme instead of the whole thing.The reader felt an uneasy ____________________ when she read “The Tell Tale Heart”.The author used a(n) ____________________ when he referenced the Bible in his speech.The author decided to ____________________ the character as misunderstood instead of evil.Mercutio and Romeo in Romeo and Juliet are ______________________ because they are such opposite characters.Your dedication to passing the STAAR is _____________________________ by you completing this assignment.There will not be an entire text on the STAAR just a(n)_______________________.An author’s _______________________ is the message that he/she is attempting to get you to understand.Extension activity:Go online and find 10 more academic vocabulary words (look up academic vocabulary words) and study them. The more words you know, the easier your life will be.Day 2: Expository Essay writingPractice: For the following essay, Underline the Thesis Statement (the sentence where the author states his/her position), [put the author’s topic sentences in brackets], and] Circle the evidence that he/she uses (hint: look in the body paragraphs).Prompt: Write an essay explaining whether failure can strengthen a person.Failure strengthtens a person from the inside and out. When it occurs, we’re in doubt. Yet, we are always reminded that without failure, there is no success. Therefore, we must subdue to our haughtiness and accept the fact that trying and failing is more effective than not trying at all.Take athletes, for example. They’re always willing to commit the famous quote “Work Hard, play Hard”. It’s encouraging, and motivates the pain-stricken athletes after an exhausting match. Lance Armstrong has failed multiple times during his career. Losing a few Tour de France races meant a downgrade on his ego. Amazingly, he march on toward and dominated the rest of the races with an iron fist. He’s a hardworking athlete who never gave in to critiscism and judgement, instead looked into another challenge. Also Serena Williams, losing tennis matches to her 2nd in line competition for “Bet Woman Tennis Player”, have her the determination to practice even more for another chance at fame and glory. Rising up to the task with experience.Revolutionary Heroes also give out an important message about failure. The world renowned George Washington was precatious with his abilities, and understood the lesson of learning from mistakes. Nonetheless, he was still defeated in many Revolutionary War battles for independence. But that did not stop him. He worked diligently and efficiently to categorize a plan that defeated the menacing British once and for all. He truly proved himself to be a courageous hero of wise intellect.As days go by, having the feeling of success after a gruesome journey is quite the self-esteem booster. But, there’s always going to be another obstacle, and sometimes we’re gonna have to lose. It doesn’t matter how fast we’ll get there, success will always be at the other side. Just got to keep going, and be brave. The greatest glory in living is rising everytime we fall.Write down any observations you have about this essay: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Remark: The essay you just read was graded as a 4, the highest score possible on the STAAR writing. Notice that the author had a clear position (we knew exactly what he/she was talking about) and Specific examples (no “someone’s”, “people”, we know exactly who this happened to and Why it connects to the original prompt). This is the ideal for you to create on the STAAR English I exam. Nowhere in this essay is language that is above and beyond what a high school student can manage. If you follow our following directions, it’ll be the last STAAR English I essay you have to write.Steps to writing a great essay:Step 1: Finding the prompt:This one’s rather easy, just look for “Write an Essay…”. That’s it! Above the prompt will be a quote in a box and a “think about” statement. Ignore those. Those are for you AFTER you have started thinking about the prompt. Find the prompts in the following set ups.Read the information in the box below. 104203566675Many people have succeeded in life or gained wisdom from someone who mentored them. Helen Keller, a blind and deaf woman, greatly benefited from the instruction of Annie Sullivan. Through Ms. Sullivan’s teaching, Helen learned how to communicate using sign language and went on to achieve in school and in life.020000Many people have succeeded in life or gained wisdom from someone who mentored them. Helen Keller, a blind and deaf woman, greatly benefited from the instruction of Annie Sullivan. Through Ms. Sullivan’s teaching, Helen learned how to communicate using sign language and went on to achieve in school and in life.Think about people who mentor and guide others and what enables them to be such influential figures.Write an essay explaining what qualities are needed to be a mentor to someone.Read the quotation in the box below.“The man that does not read good books has no advantage over the man who cannot read them.”Mark TwainThink about people who consider themselves well educated although they rarely read anything they are not required to read.Write an essay explaining the impact of reading on an individual’s current and future life.Exercise continued on back:Write the prompts below:1)2)Step 2: The Insider Chart: The insider chart is a PREWRITING technique that will focus you on creating an essay that looks a lot like the 4 on the previous page. The insider chart looks like below:PromptTopicsExamplesThesisWrite the prompt that you found on the prompt page below.Write an essay….What GENERAL things could you talk about? Or Reasons why your position is correct?SPECIFIC EXAMPLES THAT PROVE YOUR REASONS (H.E.L.P.S- helpful acronym to help you make specific examples.)H- History- examples from any time in history (happened in real life just not to you)E-Entertainment- examples from any movie, video game, song…etcL- Literary- Examples from booksP-Personal story- Examples from your lifeS-Sports- from the world of sportsWrite you position here:Use the words after “write an essay…” to make your thesis.Ex)Prompt-Write an essay explaining how studying is important for success.Thesis-Studying is important for success because it allows a person to be more prepared to be assessed. Notice how it is the same?Directions: Complete the insider chart below for one of the prompts on page 5PromptTopicsExamplesThesisWrite an essay explaining _____ ______________ ______________ ______________ ______________ ______________ ______________H-E-LP-S-Step 3: Making your examples amazing: To make your examples as specific as possible you just need to answer the following questions FOR EACH EXAMPLE!WHO is this example about?WHAT happened?WHEN did it happen?WHY did it happen?HOW does this connect to your thesis? (Absolutely necessary for even a passing score)Directions: For Two of your examples above, answer the 5 questions below:Example 1:_____________________________________1) WHO is this example about?2) WHAT happened?3) WHEN did it happen?4) WHY did it happen?5) HOW does this connect to your thesis?Example 2:______________________________________1) WHO is this example about?2) WHAT happened?3) WHEN did it happen?4) WHY did it happen?5) HOW does this connect to your thesis?Step 4: turning pre writing into a full blown essay:An essay consists of 4 major parts:IntroductionThis part contains a short introduction to the topic and your Thesis statementBody Paragraph 1:This part contains a topic sentence introducing the reason, stating the example and connecting the example to the thesis statement (HOW does this example prove my thesis?)Body Paragraph 2:Same as above with your second exampleConclusion:Restate your thesis and end with how this topic relates to real life.Directions:Using the attached lined paper, your insider chart, and the Who/What/When/Where/Why/How Questions, write your essay.Extension activity:Do an insider chart and who/what/when/where/why/how questions for the prompt you didn’t do and write that essay on a separate sheet of notebook paper.Test taking tips:Do this section first, you’ll be the freshest for the part that requires the MOST creativity.PRE-WRITE! Prewriting will make your essay overall better. In addition, it will actually SAVE you time because you’ll spend less time “not knowing what to write” or “how to start it”Re-Read your essay; you won’t believe how many weird spelling and grammatical errors you’ll make when you’re rushing. Read your essay sentence by sentence bottom to top to make sure that you’re not missing any parts of sentences.Expository Essay Review: RubricDirections: Using the following rubric, how did you do? Please note “Vague” means that you missed a part of the who/what/when/where/why/how questions. So if they’re not ALL there you CANNOT PASS. Try to get someone besides you to read your paper for a more accurate grade. Note: a grade of 3 is required to pass this section.According to the Rubric I wrote a score point ___________. Because ___________________ ___________________________________________________________________________ ___________________________________________________________________________Score Point 4Essay Represents an Accomplished Writing PerformanceOrganization/ ProgressionOrganizing structure is appropriate and skillfully crafted, particularly suited for the expository taskAll ideas are strongly related to thesis statement and focused on the promptWriter’s progression of ideas is logical & controlled with transitions & sentence-to-sentence connections that enhance the essayDevelopment of IdeasDevelopment of ideas is effective with specific/well chosen details and examples that add substanceEssay is thoughtful and engaging and may use an unique perspective or world viewUse of Language/ ConventionsWord choice is purposeful and precise-keen awareness of the expository purpose, maintaining an appropriate tone.Sentences are purposeful, varied, and well controlledOverall consistent command of conventions, contributing to the effectiveness of the essayScore Point 3Essay Represents a Satisfactory Writing PerformanceOrganization/ ProgressionOrganizing structure is appropriate to the stated purpose and the expository taskMost ideas are related to a clear thesis statement and focused on topicWriter’s progression of ideas is coherent and generally controlled, with transitions and sentence-to-sentence connections through most parts of the essayDevelopment of IdeasDevelopment of ideas is sufficient: specific/appropriate details and examplesEssay reflects some depth of thought; original rather than formulaicUse of Language/ ConventionsWriter’s word choice is clear and specific-establishes an appropriate toneSentences are varied and adequately controlledWriter demonstrates an adequate command of conventionsScore Point 2Essay Represents a Basic Writing PerformanceOrganization/ ProgressionOrganizing structure is evident but not always appropriate to the explanatory taskIdeas are generally related but the thesis is weak Progression of ideas is weak, repetitive, wordy, or irrelevantDevelopment of IdeasMinimal use of effective details and examples: not always appropriate, brief, or partialResponse shows little or no thoughtfulness-sometimes formulaicUse of Language and ConventionsWord choice is general or imprecise-does little to establish an appropriate toneSentences are awkward or somewhat uncontrolledWriter demonstrates partial command of conventions Score Point 1Essay Represents a Very Limited Writing PerformanceOrganization/ ProgressionOrganizing structure is inappropriate to explanatory task or not evidentIdeas are general rather than specific; thesis is missing or unclearProgression of ideas is weak, repetitive, or wordy-may include extraneous information, or shifts abruptlyDevelopment of IdeasIneffective use of details and examples: inappropriate, vague, or insufficientResponse is vague or confusing, weakly linked to the promptUse of Language and ConventionsWord choice is vague or limited-doesn’t establish toneSentences are simplistic, awkward, or uncontrolledWriter demonstrates little or no control of conventionsDay 3:Revising and Editing:Revising:Revising is taking a grammatically perfect essay and altering it for CONTENT (as in no commas, semi colons…etc here)The keys for effective revising areClarity- Moving elements around so that the message is clear.Wordiness- eliminating extra information that doesn’t matterWord choice- related to clarity, changing what words are used to make the language more exact. Ex. Raced instead of ran; yelled instead of said…etcEditing:Below are the MOST common rules using commas, semi-colons, and capitalization. Study them and use them to answer the revising and editing questions that are in the on your own section.CAPITALIZATION:Always capitalize the first word of a sentence.Always capitalize proper names or official titles like President ObamaCommas, commas everywhere and where to put them all.Use a comma to join two complete sentences with “and,” “but,” or “or.”You cook, and I’ll do the dishes.Explanation: This example joins two complete sentences. I’ll cook and do the dishes.Explanation: This example does not join two complete sentences because there is only one subject: “I”.Use a comma after an introductory word group.If you cook, I’ll do the dishes.Use a comma between items in a series.I’d rather not do the cleaning, laundry, or dishes.Use a comma to set off added information only if that information is not absolutely necessary to the meaning of the sentence.My mother, who is a college professor, hates her job.I am looking for a college professor who hates his job. [no comma]Use commas to set off direct address or quotations.John, would you come over here?“John,” she shouted, “would you come over here?”Do NOT use a comma every time you breathe.Semi-Colons and when to use them:Semicolons can connect complete sentences as well. Just be sure to leave out the comma and the “and,” “but,” or “or.”My brother was sixteen years old that winter; I was thirteen. He had a Mustang; I, however, wanted a Denali.Test Taking Tips: Read through all of the answer choices, very commonly two answers will be very similar but only off by a comma or capital; these are meant to trip you up if you’re not taking your time. BE CAREFUL!On your own practice:Revising: Fishing for Monsters(1) It wasn’t going to be the kind of day anyone would want to be outside. (2) It was already muggy. (3) It was a little bit breezy. (4) It was getting hot. (5) Still, right after she crawled out of bed, Kim called Nichelle, hoping she’d thought of something “outdoorsy” to do. (6) They talked a while, and Nichelle said she wanted to try fishing at Muddy Branch Pond. (7) Kim hung up. (8) She got her brother’s fishing gear and met Nichelle outside. (9) The weather was muggy, breezy, and hot. (10) Even though the fish usually didn’t bite on warm, windy days, they rode their bikes to the edge of the woods and then walked them down through the trees to the pond.(11) The pond was green. (12) Nichelle knew more about what she was doing than Kim did. (13) Kim didn’t catch anything at all. (14) Nichelle caught a couple of “keepers”; she tossed them back.(15) Kim, after she started to get bored, saw something peeking up from behind a couple of tree stumps in the water. (16) It looked huge. (17) It looked bumpy. (18) It looked sort of grey.(19) “See that?”(20) “No.”(21) She pointed at the thing. (22) “There,” she said. (23) “The big alligator thing with its back sticking out of the water. (24) Maybe it’s the Loch Ness monster of Muddy Branch Pond.”(25) Kim realized that it was a tent floating in the pond. (26) She stood up. (27) Nichelle shouted for her not to get in the water, but Kim got in and swam toward the thing. (28) Kim stood up a few minutes later, holding an old tent in one hand.Revising questions:Deshawna is evaluating the use of muggy, breezy, and hot in her description of the weather in the first paragraph (sentences 1–10). What is the most effective way for her to improve her paragraph?Delete sentence 9Delete sentence 10 Combine sentences 2–4 Change warm and windy to hot and breezy in sentence 10What is the most effective way for Deshawna to revise sentence 14 so that its idea is clear? Nichelle used her fishing pole to catch a couple of “keepers”; she tossed them back.Nichelle caught a couple of “keepers,” fish that were big enough for her to keep legally, but she tossed them back. All Nichelle caught that whole hot and humid morning were a couple of “keepers” that she tossed back.J All Nichelle did was fish and complain about the heat, but she caught a couple of “keepers” that she tossed back.Deshawna thinks that sentences 16, 17, and 18 sound choppy. What is the most effective way for her to rewrite them?It looked huge, bumpy, and sort of grey. Because it looked huge and bumpy, it looked sort of grey.Although it looked huge and bumpy, it also looked sort of grey. It looked huge; it looked bumpy; it looked sort of grey.Deshawna’s audience may be confused by the dialogue in sentences 19–24. What change, if any, should she make? Identify the speakers Delete sentences 20–23Move sentence 20 to the paragraph belowMake no change5 What is the most effective way for Deshawna to improve the level of suspense in the seventh paragraph (sentences 25–28)?Move sentence 27 so that it appears after sentence 28Use more descriptive details in sentence 28 to show how dirty the pond isAdd a scene in which Kim and Nichelle argue about whether to get into the waterReplace sentence 25 with a scary description of the strange object in the pondDeshawna wants to use figurative language to describe Kim and the tent. What is the most effective way for her to rewrite sentence 28?Kim stood up a few minutes later, holding an old tent in one hand and wearing a big grin.Kim stood up a few minutes later, holding an old tent in one hand, and Nichelle started laughing.Kim stood up a few minutes later, holding an old tent in one hand, letting it dangle there like a prize-winning fish.Kim stood up a few minutes later, holding an old tent in a really funny way.Editing: Books: No Longer the Same Old Thing(1) When an author publishes a novel, how will you read it? (2) You may run to a bookstore and buy them or order it online. (3) You may decide, however, to download the book in digital format. (4) Like printed books, digital books can be bought online.(5) The two types of books share certain characteristics, but they also differ, and digital books are becoming more and more popular!(6) Although the content in print and digital books may be the same, there are differences among the two. (7) The first difference is access. (8) Printed books are borrowed from libraries or bought at bookstores by people. (9) Millions of printed books can be ordered online. (10) Although a couple of million titles are available for download, more are in print. (11) While a couple of million sounds like a lot, it does not help if you are looking for one of the millions, which are unavailable. (12) Libraries don’t have every book, so you may need to buy one. (13) However, if someone was to order a book online, delivery might take days. (14) Digital books come immediately, and you don’t have to travel to a library or bookstore.(15) Another difference is storage. (16) You may run out of room for printed books, but a digital book reader can hold thousands. (17) If the reader’s battery dies, you may lose books. (18) However, this does not ocur with printed books; they will still be on the shelf!(19) A final difference concerns how the books are made. (20) Printed books use raw materials like wood pulp and water. (21) Digital books do not require paper or water. (22) They may be better for the environment.(23) Make your own choice, print or digital. (24) Just keep on reading!Questions:What change should be made in sentence 2? Change may to shouldChange bookstore to book storeChange online to on lineChange them to itWhat change should be made in sentence 6?Change Although to WhenChange among to betweenDelete the comma after sameChange differences to diferencesWhat is the correct way to rewrite sentence 8 so that it is in the active voice? Printed books are loaned by libraries or sold by bookstores to people.People borrow printed books from libraries or buy them at bookstores.Books are borrowed from libraries or sold at bookstores by people. Printed books are borrowed or bought by people who use libraries or bookstores. What change, if any, should be made in sentence 11?Change sounds to sound Change a couple of to severalChange millions, which are to millions that areMake no changeWhat change should be made in sentence 13? Change was to wereInsert a comma after someoneChange a book to books Replace the second comma with a semicolonWhat change, if any, should be made in sentence 18?Delete However, Change ocur to occurReplace the semicolon after books with a commaMake no changeDay 4: Reading a DramaDrama is unlike short fiction and poetry because it is meant to be SEEN not read. Because of this difference Dramas you can only “read” two things:The Dialogue: Dialogue is what lines are spoken by each character. Unlike in a short story, Dialogue in a drama looks like this CHARACTER’S NAME: dialogue that the person is giving. It is extremely important to keep an eye on what a character says and who is saying a particular line.Stage Direction: Stage direction is how the actors are supposed to be acting, these can tell you anything from how a stage is set up to who is talking to whom or even how that character is standing. Stage direction is generally in Italics.Line numbers: beside every line (or every 5 lines) is a line number, this is how specific sections of the drama will be referenced in questions (like paragraph numbers but for drama and poetry)Remark: Make sure you understand what the THEME of the selection is.Theme is a general statement that the story (literature) makes about some significant aspect of life. Also remember that THEME is not a MORAL. A theme merely describes life as it is lived. A moral dictates a rule as to how life must be lived. A moral often uses the word “should” in it.For your THEME STATEMENT to be meaningful, it must contain a subject and a predicate. The SUBJECT (L2) usually refers to what the story is about (topic of story), and the PREDICATE is a comment about the topic that the story makes.Question types: Much like short stories, MOST of the questions related to drama relate to making inferences about the characters, actions, and setting as well as literary devices. There may be some surface level (i.e. literal) questions but those will be in the plex Inference: A complex inference is when the test maker is asking YOU, the reader, to make an analysis of the character, action, setting or literary device. This is usually WHY an author has this element in the piece, HOW the element ties into the theme.Character: This type of inference will ask you how the character fits into the theme. Do his/her actions PROVE the theme is true? Does the character’s attitude help ADVANCE (or make more obvious) the theme?Setting: This type of inference will ask you to analyze how the SETTING (when, where) plays into the theme. This makes you think about how the setting changes the character’s thoughts/actions.Literary Devices: Remember those from the first day? These questions will ask you WHY an author put in a certain literary device. The literary device can be used for many different reasons. Some of them areDescribe the character or settingMake a comment about the themeText to read: Julius Caesar By William Shakespeare; Modern Text.Background:Caesar is the leader of Rome (capital of the Roman Empire); he is beloved by the common people but the Leaders in the Senate fear that he will take their power away. Because of this fear, they plot to murder Caesar to keep him from taking absolute power. Previously, Caesar received a warning from a soothsayer (fortuneteller) to beware March 15th; Caesar has ignored this warning and is marching into the senate house and his own inevitable murder. Text:A crowd of people enters, among them ARTEMIDORUS and the SOOTHSAYER. A trumpet plays. CAESAR,BRUTUS, CASSIUS, CASCA, DECIUS, METELLUS,TREBONIUS, CINNA, ANTONY, LEPIDUS, POPILLIUS,PUBLIUS, and others enter.CAESAR:(to the SOOTHSAYER) March 15th has come.SOOTHSAYER: Yes, Caesar, but it’s not gone yet.ARTEMIDORUS: (offering his letter) Hail, Caesar! Read this schedule.DECIUS: (offering CAESAR another paper) Trebonius wants you to look over hishumble petition, at your leisure.ARTEMIDORUS: Oh, Caesar, read mine first, for my petition affects you more directly.Read it, great Caesar.CAESAR: Whatever pertains to myself I will deal with last.ARTEMIDORUS: Don’t delay, Caesar. Read it instantly.CAESAR: What, is the man insane?PUBLIUS: (to ARTEMIDORUS) Stand aside, you.CASSIUS: (to ARTEMIDORUS) What? Are you pressing your petition on the street? Goto the Capitol.CAESAR goes up to the senate house, the rest following.POPILLIUS: (to CASSIUS) I hope your endeavor goes well today.CASSIUS: What endeavor, Popillius?POPILLIUS: Good luck.POPILLIUS approaches CAESAR.BRUTUS: (to CASSIUS) What did Popillius Lena say?CASSIUS: (speaking so that only BRUTUS can hear) He wished that our endeavorwould go well today. I’m afraid we’ve been found out.BRUTUS: Look, he’s approaching Caesar. Keep an eye on him.CASSIUS: Casca, be quick, because we’re worried we might be stopped. Brutus, whatwill we do? If our secret’s known, either Caesar or I will die, for I’ll kill myself.BRUTUS: Cassius, stand firm. Popillius Lena wasn’t talking about our plot—for, look,he’s smiling, and Caesar’s expression is the same.CASSIUS: Trebonius knows his cue. See, Brutus, he’s pulling Mark Antony aside.TREBONIUS and ANTONY exit.DECIUS: Where’s Metellus Cimber? He should go up and offer his petition to Caesar now.BRUTUS: They’re speaking to him. Go up there and second his petition.CINNA: Casca, you’ll be the first to raise your hand.CAESAR: Are we all ready? What problem should I discuss with you first?METELLUS: (kneeling) Most high, most mighty, and most powerful Caesar, MetellusCimber kneels before you with a humble heart—CAESAR: I have to stop you, Cimber. These kneelings and humble courtesies mightexcite ordinary men, flattering them into turning Roman law into children’s games. Butdon’t be so foolish as to think you can sway me from what’s right by using the tactics thatpersuade fools—I mean this flattery, low bows, and puppy-like fawning. Your brotherhas been banished by decree. If you kneel and beg and flatter for him, I’ll kick you out ofmy way like I would a dog. Know that I am not unjust, and I will not grant him a pardonwithout reason.METELLUS: Is there no voice worthier than my own to appeal to Caesar to repeal theorder that my brother be banished?BRUTUS: (kneeling) I kiss your hand, but not in flattery, Caesar. I ask you to repealPublius Cimber’s banishment immediately.CAESAR: What, even you, Brutus?CASSIUS (kneeling) Pardon him, Caesar, pardon him. I fall to your feet to beg you torestore Publius Cimber to citizenship.CAESAR: I could be convinced if I were like you. If I could beg others to change theirminds, begging would convince me, too. But I’m as immovable as the northern star,whose stable and stationary quality has no equal in the sky. The sky shows countlessstars. They’re all made of fire, and each one shines. But only one among all of themremains in a fixed position. So it is on earth. The world is full of men, and men are fleshand blood, and they are capable of reason. Yet out of all of them, I know only one who isunassailable, who never moves from his position. To show you that that’s me, let meprove it a little even in this case. I was firm in ordering that Cimber be banished, and Iremain firm in that decision.CINNA: (kneeling) Oh, Caesar—CAESAR: Enough! Would you try to lift Mount Olympus?DECIUS: (kneeling) Great Caesar—CAESAR: Haven’t I resisted even Brutus, begging from his knees?CASCA: Hands!CASCA and the other conspirators stab CAESAR. BRUTUS stabs him last.CAESAR: Et tu, Bruté?—Then fall, Caesar.(dies)CINNA: Liberty! Freedom! Tyranny is dead! Run and proclaim it in the streets.CASSIUS: Some should go to the public platforms and cry out, “Liberty, freedom, anddemocracy!”Confusion. Some citizens and senators exit.BRUTUS: People and senators, don’t be afraid. Don’t run away—stay where you are.Only Caesar had to die for his ambition. Speak for me!Questions:In what way is the dialogue between Brutus and Cassius (lines18-19) an example of dramatic irony? Caesar knows that Cassius wants to murder him but Cassius doesn’tCaesar trusts Cassius even though Cassius hates CaesarBrutus and Cassius know that Caesar is going to be murdered by Caesar doesn’tThe soothsayer just gave Caesar all of the Conspirator’s names to CaesarIn what way does Caesar’s verdict (lines 46-54) help develop his character? It makes him look weakIt makes him look apatheticIt makes him look wiseIt makes him look determinedWhy do the Conspirators attempt to get Cimber’s brother pardoned?To make Caesar look like a tyrant.To prove to Brutus that Caesar should be sparedTo prove to Casca that Caesar needs to die.To save Caesar’s lifeWhat do Brutus’ lines (64-65) tell you about Brutus?He wants to be the next EmperorHe believes that Caesar needed to die for wanting to become an EmperorHe wants Cassius and Casca to join him in becoming a Triumvirate (rule by 3)He is a bloodthirsty killer.Which line(s) best explain why the conspirators kill Caesar?Lines 62-63 Line 65Line 58Lines 53-54Day 5: Reading an Expository Article/EssayPractice:First, we’ll start out with a few definitions:Expository EXPLAINS what the author thinks about something and why the author thinks that way.For this section for the test, you will be tasked with reading a piece of Expository writing and asked questions pertaining (related) to that specific article. Questions can ask you about ANY of the following:Main idea: What is the Author’s position? Why did the Author write this article? here you’re looking for the Author’s thesis or position statementRemark: This question can also ask you for the quotation that Best supports the author’s main idea.To answer this question you must first Understand the position, then Decide on which quotation is the one that makes the thesis Right.Support: This type of question will ask you why an author used a certain piece of evidence.The most common reasons an author will use a particular piece of evidence areTo emphasize his/her pointTo explain or prove his/her pointTo provide a counterargument (taking the other side) to his/her pointTo sum up his/her pointVocabulary in Context: This type of question will task you with finding the BEST definition for a given word in the article OR will ask you which words in the essay help you UNDERSTAND the vocabulary word.Very commonly the words that are in these sorts of questions will have MULTIPLE definitions. After looking up the word in the dictionary, check which definition fits the best in the sentence.For the questions that ask which words in the essay help you understand the vocabulary word; first look the word up in the dictionary, then pick the choice that gives the best CLUE to what he word you looked up means. The test-maker wants the word that gives actual Context to the vocabulary word in question.On your own:“A Timeless Thirst for Power: The Political Lessons of ‘Julius Caesar’”1A country is thrown into chaos when its leaders descend into conflict in Shakespeare’s “Julius Caesar.” Does this sound slightly familiar? 2The Rome depicted in Shakespeare’s play and our own fractious democracy are of course hardly equivalent. But it is an odd coincidence that at a time when the country appears to be on the brink of confusion — with the fate of the world’s financial markets hanging in the balance, or so we are told — New York should be hosting a new production of one of Shakespeare’s most overtly political plays, and one, furthermore, in which scheming politicians wreak havoc on what had been a functioning state. 3As the Shakespeare scholar Marjorie Garber notes in her book “Shakespeare After All,” this particular play “is as likely to be taught and read today in classes on political theory, business, and “leadership” as it is in the context of Shakespeare and his literary contemporaries,” adding that the play speaks “pertinently, and impertinently, to the modern and postmodern condition, to modern history, and to modern politics, rhetoric and oratory.” 4Were you to go probing for specific parallels of the current moment, you might fancifully see the far-right wing of the Republican party as similar to at least some of the Roman conspirators who are determined to bring down the mighty Caesar in Shakespeare’s play. While the American president is hardly a figure ruling with the power of a Caesar, there does sometimes seem to be an almost obsessive desire on the part of the Tea Party and its Congressional supporters to oppose the President’s will at every turn. 5Obviously I don’t mean to suggest that any cabal of Congressman plans to pull out the knives in a conference in the Oval Office, but their animosity toward the chief achievement of the Obama presidency — the health care plan grinding into operation just as the government has been effectively shut down — does seem to resemble Cassius’s maniacal envy of Caesar’s power, as when Cassius crankily observes: 6Why, man, he doth bestride the narrow world Like a Colossus, and we petty men Walk under his huge legs, and peep about To find ourselves dishonourable graves. 7You could also compare Cassius’s manipulation of Brutus into joining the conspiracy to the manner in which the hard-liners in the House of Representatives are causing Speaker John Boehner to be torn between conflicting factions. (That said, Mr. Boehner hardly professes to be the devoted friend to Obama that Brutus does to Caesar.) 8Certainly I’m putting forth these comparisons for the sake of amusement — and Lord knows we could all use some diversion right now. But it is continually a marvel that Shakespeare’s drama contains such an astute analysis of the way men with a taste for power behave : the egoism that blinds Caesar to even the possibility of his losing power, let alone being assassinated; the unctuous words with which politicians attempt to cover their nefarious deeds (see Brutus’s speech to the public to explain the motivations for the killing of Caesar); the still more unctuous words with which politicians praise their foes even as the subtext of their words indicate just the opposite (see Mark Antony’s famous oration following Brutus’s, in which he appears to laud Brutus for his participation in the killing as, with each lofty phrase, he implies the opposite). 9Also oddly pertinent in a contemporary context is the tendency of politicians to assume that the public shares their desires, as the conspirators wrongly assume they will be hailed as heroes for having brought down the great Caesar. 10Perhaps the most unsettling theme in “Julius Caesar,” seen through the prism of today’s politics, is the danger that threatens when the public perceives a void of power at the seat of government. With a steady drumbeat of hand-wringing filling the newspapers as the deadline for raising the debt ceiling approaches, you read of the confusion that floods Rome in the wake of Caesar’s death with a sting of dismay. 12As is clearly enough apparent in “Julius Caesar” and some of his other plays, Shakespeare was hardly a believer in the ability of the common man to behave in a sensible fashion when a country’s leaders lead them astray or rouse them to partisan furies. One of the most chilling — and gruesomely funny — scenes in “Julius Caesar” depicts a hopped-up rabble of plebeians mistaking the poet Cinna for the conspirator Cinna, and then deciding with a shrug to assault him anyway: “It is no matter, his name’s Cinna.” Obviously Americans of the 21st century are hardly likely to behave with similar disregard for basic civility — not to mention reason — but the stalemate in Washington does not seem to be tempering the polarization of our political culture, but exacerbating it. 13After noting that “Julius Caesar” has been rewritten by Brecht and “appropriated” by Karl Marx, Ms. Garber’s essay on the play leaves us with a final reminder that trying to draw specific moral or political lessons from Shakespeare’s play can be a tricky business. In the final analysis, “its lessons are elusive.” 14That is certainly true, but it is also the case that classic works of theater can sometimes speak to us most vividly, and urgently, when the eternal truths of human behavior they illuminate can, say, be seen glaring at us from television screens on a nightly basis. And perhaps we can take some comfort in the arrival of the Donmar Warehouse production of the play at this particular time: as bad as things are now in America, they could just possibly be worse. Questions:Which of these is the main idea of the selection?Politicians are very nice, genuine people.People will always want more power at any cost including murderShakespeare’s Julius Caesar has parallels to modern politicsShakespeare’s dramas tell how people act in dire situationsWhich of the following words in paragraph 12 BEST helps the reader understand the meaning of the word Plebeians?CivilityStalematePolarizationCommon manIn paragraph 12, the word exacerbating most likely means—To make a problem worseTo make people see reasonTo make a problem less of a problemTo contain a problemWhich of the following quotations expresses the main idea of the article?A country is thrown into chaos when its leaders descend into conflict in Shakespeare’s “Julius Caesar.” Does this sound slightly familiar? Shakespeare was hardly a believer in the ability of the common man to behave in a sensible fashion when a country’s leaders lead them astray or rouse them to partisan furiesWhy, man, he doth bestride the narrow world/Like a Colossus, and we petty men/ Walk under his huge legs, and peep about/To find ourselves dishonourable graves. In the final analysis, “its lessons are elusive.” The author uses allusions to modern-day politics in order to—give examples as to why Shakespeare wrote his playsexplain as to why Shakespeare’s plays are still importanttell us that we haven’t changed at all since Caesar’s timepersuade the audience to vote DemocratDay 6: Short Answer Response Writing (Single Selection AND Cross-Over)Directions:Short Answer Responses (SAR) are designed to test your ability to explain your analysis of a given selection. Most commonly, SINGLE SELECTION (only over one piece) SAR’s ask one of two questions:SUPER IMPORTANT TEST TAKING TIP: You must use a quote(s) to prove your answer, if you do not, you will automatically FAIL this section.What theme does the Author convey in the selection?What is the theme of the selection?This section is fairly straight forward find the theme, that main L2 word and what the selection is saying about that L2 word and you’re set.To prove it just find a quote that gave you that L2 word.Test taking tip: only use as much quote as you absolutely need; if an answer is too much quote and not enough you, you cannot get a good (passing) score on this section.How does the author describe (character)?This one is a bit more straightforward than the above question. Find an L2 that describes the character, then use a quote(s) to prove that L2Setting up your answer to be Awesome:Good Single Selection SAR responses follow a very simple check list:Answer the prompt ( in a complete sentence state your answer with your L2)It’s a good idea to use words from the question in your answer statement.Ex. How does the author describe Caesar in Julius Caesar?The author describes Caesar as a tyrant.Notice how all but the ending L2 were lifted straight from the question.Back it up with a Quote:In a complete sentence, state your textual evidence (quote)To introduce a quote try one of these:In the selection the author states, “The author states “(character) states that “Properly introduced quotes go a long way to making your SAR a successConnect the quote to your L2:Tell your reader WHY that quote proves your L2.For Example:Question: In “Is Criticism a Four-Letter Word?,” how does the author feel about criticism? Support your answer with evidence from the selection.In “Is Criticism a Four-Letter Word?,” the author views criticism as a way to build up self-confidence and to defend ones opinions. For example, the author determinedly states that “Criticism isn’t just an attack; it’s a defense,” challenging conventional ideas that label criticism as hurtful by implying that criticism is a way to support and communicate personal ideas and beliefs. Furthermore, he asks, “Why write criticism?” and adds that “if you write your opinions and support them with good, logical thinking – you’ll be…Confident,” hinting that a person’s ability to criticize with supporting evidence gives that person more optimism to go out into the world with fresh, innovative views on a diverse spectrum of issues and current events that affect all the people around the globe.Mark each part of the question (A. B. C.) notice how all three parts are there. In addition, look at how the author only uses the parts of the quote that he/she needs and doesn’t fill up the space with words that don’t help him/herPractice: Using the lined box below, answer the following question using the DRAMA selection.Question: What theme does Shakespeare convey in Julius Caesar? Support your answer with evidence from the text.Grading a Single Selection SAR:Directions: Using the following rubric, how did you do? Please note, if your SAR doesn’t have ALL 3 PARTS (A, B & C) you WILL NOT PASS. Try to get someone besides you to read your paper for a more accurate grade. Note: A Score of 2 is required to pass for the SAR sectionAccording to the Rubric I wrote a score point ___________. Because ___________________ ___________________________________________________________________________ ___________________________________________________________________________0) You either don’t answer the question, or your answer doesn’t make sense based on the text. Your idea might be too general or unclear. You have an answer but no text evidence, OR your evidence isn’t strong or specific. OR your answer is just a literal reading of the text with no analysis. Your answer is reasonable and goes beyond a literal reading. You use accurate and relevant evidence that shows you understand the text and think big thoughts. 1) You have an answer but no text evidence, OR your evidence isn’t strong or specific. OR your answer is just a literal reading of the text with no analysis.2) Your answer is reasonable and goes beyond a literal reading. You use accurate and relevant evidence that shows you understand the text and think big thoughts.3) Wow! You did all of the things for a score of 2 AND your answer is insightful and shows that you understand the complexities of the text. Your evidence is specific and well-chosen and shows that you can make deep connections using wonderful writing skills. Addendum: Cross-Over SAR:The Cross-Over SAR is a true test of space management. The test-makers will require you to write a response that explains how two selections are similar or different using 9-lines. The structure for these responses is very similar to that of the single selection, you just have to add one more quote from the other selection in there.Extension Activity (heavily recommended):Answer the following question:How are Julius Caesar and “A Timeless Thirst for Power” similar? Support your answer with evidence from the text. ................
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