English 10

ProvincialExaminationPreparation

Recognize the paradox of tests

Exam Rules & Regulations You may not be late to the exam. Rewrites are three

months later. The exam is worth 20 % of your final grade. Talking or “wandering eyes” will result in disqualification. You are not allowed dictionaries. Exam dates are on the Ministry of Education and school

websites. Exams are in the computer labs. Get to the room early.

Provincial ExaminationThe examination consists of three parts:

Reading: Comprehension 27 marks 35 minutes (65)

Reading: Making Connections 14 or 15 marks 35 minutes (65)

Writing : (Composition): 24 marks 50 minutes

Total: 120 minutes ( 2 hours ) …3 Hours

Provincial ExaminationonlineOn Line

1. Features:1. Split screen = questions / passage2. Review Feature

2. Paper Provided By Teachers3. Bring a pencil or pen.

Exam Questions

Types of Questions:1. Understanding: Multiple Choice:

Literal understanding Strategy: Find the key words / eliminate the wrong responses

Inferential Strategy: Read the title / read the written response question

2. Making Connections: Multiple Choice: 2 or 3 based on both passages

These can lead you toward the answer for the written response One formal written response based on the 2 passages

Value 12 marks

Two Writing SectionsValue = 55%

Reading Comprehension:3 passages: A story A poem Non-Fiction

Written Response based on 2 passages:

Value: 12 marks

Original Composition

One writing prompt. Narrative, descriptive,

expository, persuasive or combination of.

You can prepare for this.

Value: 24 marks

Theme Each exam begins with a theme. All readings have a connection to this theme. Consider it briefly, then proceed. Do not let the

theme dominate your ideas, but it can help lead you to the answer for the 12 mark written response question.

Our toughest struggles inlife can be with ourselves.

Before you begin to read, take a moment to think about what this theme means to you.Our experiences help

shape who we are.Before you begin to read, take a moment to think about what this theme means to you.

People and events cansometimes surprise us.

Before you begin to read, take a moment to think about what this theme means to you.People often express important

ideas through the arts.Before you begin to read, take a moment to think about what this theme means to you.

How do family, friends and communityhelp us overcome challenges,

and achieve our goals?Before you begin to read, take a moment to think about what this theme means to you.

Sample Themes from Past Exams

Test Strategy: Reading Passages

1. Read the title.2. Read the selection start to finish3. Go back and highlight or write on paper a

few of the key ideas: 1. Gender of the Author2. When was it written3. Tone: Is it serious or whimsical (funny)

Multiple-choice questions “Stem” asks a question. Find:

Key word or phrase in the stem.Direct reference in stem.

Consider Cognitive level of questions: literal inferential

Strategies: Eliminate obvious distractors (wrong answers). Focus on the key word(s) in the question stem.

Example#3. How many cars did Pat buy at the auction ? (paragraph 5)

A. 6 B. 4C. 2 D 1

paragraph 3 “….Pat wanted to buy 3 cars at the Auction.”Paragraph 4 “…Eric wanted her to buy 6…”Paragraph 5 “…she ended up only being able to afford her favourite

car as it cost far more than she had anticipated…”

Correct answer.Based on proof – direct references …short quotes

Discussion – explain how the quote answers the question

Depth of thought – more explanation than quote

Written Response: What the marker is looking for.

What the markers do not want to see

Usage errors.Long quotes.Retelling of the passage without a

connection to the question.Long answersShort AnswersDisorganized answers

Making Connections Through ReadingWritten-Response Rubric

6Demonstrates an insightful understanding of the texts at an interpretive level. May make inferences. May show understanding of literary techniques appropriate to genre. Support, explicit or implicit, is thoughtful

and well-integrated. Despite its clarity, response need not be flawless.5

Demonstrates a clear understanding of the texts at an interpretive level. May show understanding of literary techniques appropriate to genre. Support, explicit or implicit, is convincing and relevant.

4Demonstrates some understanding of the texts at an interpretive level. Response is organized and straightforward, but may miss subtle or complex ideas. Supported by relevant details from the texts.

3Demonstrates some understanding of the texts at a literal level. Response may be unclear, incomplete or lack detail. Ideas are often developed unevenly. Support may consist of long references to the texts which

are not clearly connected to the central idea.2

Demonstrates a misreading or significant misunderstanding of the texts. Response may be incomplete or restatements of texts. Support is absent or flawed, with little evidence of relationships or connections.

1Demonstrates a misreading or significant misunderstanding of the texts. Response may be irrelevant. No

evidence of support or connections between ideas. May be too short to meet the requirements of the question.

0Makes no attempt to address the topic or simply restates the question.

Note: This is a first-draft response and should be assessed as such.The

Think

Plan

Sample Outlines:

Question: Discuss the use of conflict in the two passages.

Start: Conflictpassage one quote: Jack vs his dad over curfew hours.passage two quote: Jill vs herself after another low math test result.

Middle: Conflict intensifies:passage one quote: Jack yells and leaves the house.passage two quote: Jill sits at home alone ready to quit then….

End: Resolution or key moment late in the storypassage one quote: Jack’s friend tells him his dad is right but

he won’t listen.passage two quote: Jill asks friend to help her study and gains

confidence.

Sample Outlines:

Question: Discuss the use of conflict in the two passages.

Start: Conflictselection one quote: Jack vs his dad over curfew hours.selection two quote: Jill vs herself over low math test result.

Connection. Jack’s outer conflict is dramatic, Jill’s inner conflict is less dramatic.

Middle: Conflict intensifies: Transition: Jack’s outer conflict intensifies.selection one quote: Jack yells and leaves the house.selection two quote: Jill is ready to quit.

Connection: Jack’s conflict leads him to irrational, emotional behaviour which is exciting. Jill’s inner conflict is more personal.

End: Resolution or key moment late in the story Jack is not about to change, Jill is.selection one quote: Jack’s friend tells him his dad is right but he won’t listen.selection two quote: Jill hears a story about her grandfather’s perseverance. She begins to study.

Connection: Jack’s outer conflict has just made him angry and irrational. Jill’s inner conflict results in her changing her resolve and work habits as she begins to rebuild her confidence.

Making Connections: Review.

1. Read the question first.

2. Read both selections with an awareness of the task you are being asked to complete. Consider the theme / context statement.

3. Write the question on a piece of paper.

4. Organize your response – make an outline based on the quotes / specific references.

5. Connect the question to your references, discuss the connection. This connection, this discussion is the key to an upper level response.

6. Do not discuss your life.

“Lege, lege, lege

relege

...labora

…ora

…optimus.”

Edit

Student Samples

Better than nothing

Lots of ideas, disorganized

Final Exam: 98 %

This is a personal response essaynot

literary criticism

Effective Response

1. Quotes2. Discussion

3. Connection to the task (question)

4. Connection to the other selection

BeTestWise

Composition

The key to success !

COMPOSITIONNarrative:

One place One time One reasonable conflict One or two characters

inner conflict One key incident:

at this incident connect to the topic on the exam

Qualities of Good Writing Use the senses:

Smell / Touch / taste / hear / see

Vary sentence lengths Be precise – descriptive Edit edit edit edit Rewrite rewrite rewrite Describe the character in

such a way as to give them personality

Composition

Plot…boy meets girl….girl meets boy….boy has a bad day…girl has a great day but

then on the way home…

Character• What do they wear• What do they do• How old are they• Why do I care• …a likeable person in a

challenging situation• Aim for the heart

Examples

A mixture of marshmallow and cappuccino sneaked into the enormous nostrils of Ben’s

crooked nose. He could not help but sneeze from the sweet, artificial odor. He sipped a bit of his

non-fat chai latte and winced at the temperature. Under the dim orange light of the chocolate-

colored cafe, he tapped the glassy, mirror-like table intolerantly.

The girl’s dress was too small, and it itched. She hated dark colours, anyway. She sat,

wedged between her mother and a fat third cousin who smelled like wet wool, in the third

row of the funeral parlor. She smacked her gum loudly, and looked with twelve-year-old

scorn at the assembled mourners. Her mother pinched her arm, and several old ladies

rustled about in the broken silence to seek out the source of the disruptive and inappropriate chewing.

 The girl grimaced at her mother, then stared determinedly ahead at the box that

held what has once been her Grandmother McPhee.

StudyingKnow basic literary terms.Know how to have success on multiple

choice questions:70 % of changed answers become wrong.

Know how to organize your written response.

Memorize your composition & know how to adapt it to the topic.

Putting It All TogetherGet a good night’s sleep.Bring water and mints.Use time wisely. Be test wise.Answer every question.Relaxed, confident, focused.Bring a friend

optimus

Good Luck