North Carolina EOC. English I

Transcription

1 North Carolina EOC HS English I

2 TABLE OF CONTENTS Introduction... 1 Test-Taking Tips... 2 Part One Reading Unit 1 The Reading Process... 5 Lesson 1: Main Idea and Supporting Details... 6 Objectives: 1.03, 2.01, 3.04, 4.03, 5.03 Lesson 2: Vocabulary Objective: 6.01 Lesson 3: Reading Strategies Objectives: 1.03, 2.01, 3.04, 4.02, 4.03, 5.01, 5.03 Lesson 4: Logical Relationships Objectives: 1.03, 2.01, 3.04, 4.03, 5.03 Lesson 5: Author s Purpose Objectives: 1.02, 1.03, 2.01, 3.01, 3.04, 4.01, 4.03, 5.03 Unit 2 Literary Text Lesson 6: Narrative Elements Objectives: 5.01, 5.03 Lesson 7: Literary Devices Objectives: 4.02, 5.01 Lesson 8: Reading Drama Objectives: 4.02, 5.01 Part Two Writing Unit 3 The Writing Process Lesson 9: Prewriting Objective: 2.02 Lesson 10: Drafting Objectives: 2.02, 2.04, 4.01 Lesson 11: Style and Voice Objectives: 2.02, 6.01, 6.02 Lesson 12: Parts of Speech Objective: 6.01 Lesson 13: Sentences Objectives: 6.01, 6.02 Lesson 14: Pronouns Objective: 6.01 iii

3 Table of Contents Lesson 15: Modifiers Objective: 6.02 Lesson 16: Punctuation Objective: 6.02 Lesson 17: Capitalization Objective: 6.02 Lesson 18: Spelling Objectives: 6.01, 6.02 Unit 3 EOC English I Practice To the Teacher: As you read through the workbook, you will notice objective codes listed for each lesson in the table of contents and in the shaded gray bar at the top of each page. These codes identify the North Carolina English Language Arts competency goals and objectives that are covered in a given lesson or on a given page, respectively.... iv

4 Unit 1 The Reading Process Objectives: 1.03, 2.01, 3.04, 4.03, 5.03 Lesson 1: Main Idea and Supporting Details Imagine telling a friend about a book you read in junior high. You probably wouldn t spend hours telling everything that happens in the book. Instead, you would summarize, or describe in a sentence or two, the most important parts of the story. A boy on his way to see his father in the Canadian wilderness is forced to land a small plane after the pilot has a heart attack and dies. With no other choice, the boy must learn to live in the wilderness, facing dangers such as hunger and wild animals. You might want to describe some of the most impressive things the character does as he learns to survive in the wild. These details are called supporting details because they help explain the book s main idea. The main idea is what the book is mostly about: A boy must learn to survive after his plane lands in the Canadian wilderness. (Do you recognize this description of the novel Hatchet by Gary Paulsen?) This lesson will give you tips for answering questions about main ideas and supporting details in different kinds of texts, including expressive, informational, argumentative, critical, and literary texts. Expressive texts describe an author s reflections on a topic and include diaries, short narratives, and memoirs. Informational texts offer, you guessed it, information on all kinds of topics. Argumentative texts try to persuade the reader to agree with its ideas. Critical texts, such as book and movie reviews, describe the author s opinion about a topic. Literary texts include all kinds of fiction writing, such as short stories, novels, plays, and poems. Before you study the tips in this lesson, read the following informational selection. As you read, stop and think about how you would briefly describe the selection to a friend. 6

5 Objectives: 1.03, 2.01, 3.04, 4.03, 5.03 Lesson 1: Main Idea and Supporting Details Cabeza de Vaca s Travels by Alan Noble The Spanish conquest of the Americas was particularly brutal. History has recorded how Cortés 1 entered Aztec Mexico, murdering many members of the great nation and stealing their riches. A similar conquest was repeated in Peru by Pizarro 2 against the Incas. In 1500, around the time of Spain s entry into the New World, an estimated 25 million Native Americans lived in North and South America. By the end of that century, native populations had been reduced to one million by warfare, enforced slavery, and diseases brought into the New World by the European conquerors. Yet the story of Alvar Núñez Cabeza de Vaca tells a different tale. In 1528, Cabeza de Vaca landed in Florida as second in command of 300 Spaniards who were attempting to discover and take control of land for the Spanish king. Cabeza de Vaca During the next eight years, Cabeza de Vaca wandered over 6,000 miles through uncharted Florida, around the Gulf of Mexico, into Texas, through southern Arizona, and down along the west coast of Mexico. Of the 300 men who started this journey, only four survived. In 1542, Cabeza de Vaca presented his story, titled La Relación, to the king. It remains a classic. Cabeza de Vaca began his voyage as yet another European conqueror. Early segments of La Relación tell of battles between the Spanish troops and the tribes they encountered. By the story s end, however, Cabeza de Vaca had become a slave himself, serving as a traveling merchant and healer for the tribe that owned him. He survived because he was able to adjust to the land and the people. He came to see the various Indian tribes as fellow people, and in his report to the king, he said, They must be won by kindness, the only certain way. Sadly, his advice was ignored. The Spanish Empire lasted several hundred years, and remained brutal throughout. Cabeza de Vaca s story, one of the first to record the meetings between Europeans and Native Americans, stands out as a document of adventure, redemption, and understanding. Its lessons can still offer valuable instruction. 1 Cortés: Hernán Cortés ( ) was a Spanish explorer who conquered Mexico for Spain. 2 Pizarro: Francisco Pizarro ( ) was a Spanish explorer who conquered the Inca Empire in South America for Spain. 7

6 Unit 1 The Reading Process Objectives: 1.03, 2.01, 3.04, 4.03, 5.03 TIP 1: Summarize the selection by putting together the main idea and most important details. When you summarize a selection, you retell the most important ideas. But how do you know which details are the most important? As you read a selection for the first time, think about the big picture, or the major point the author is trying to make. Ask yourself, What is the selection mostly about? Most of the details in the selection will lead you to this important idea. If you can summarize the selection in a few sentences or less, you probably have a pretty good grasp of the selection s main idea. The summary of a fiction selection is essentially a plot summary. Who is the main character, and what main problem does he or she face? What are the most important events in the selection? How is the problem resolved? Most informational, argumentative, and critical selections are summarized by presenting the author s main idea, followed by the most important details. Try summarizing Cabeza de Vaca s Travels on your own. 1. On the lines below, write a summary of the selection. Now answer the following item by choosing the statement that best summarizes the main idea of the selection. 2. What is the main idea of Cabeza de Vaca s Travels? A. Pizarro and Cortés carried out violent conquests of Native American civilizations. B. The population of Native Americans mysteriously decreased after the Spanish arrived. C. The Aztec civilization was one of the greatest and most powerful in history. D. Cabeza de Vaca s experience was very different from those of other Spanish explorers. 8

7 Objectives: 1.03, 2.01, 3.04, 4.03, 5.03 Lesson 1: Main Idea and Supporting Details TIP 2: The main idea is supported by details throughout the selection. A main idea statement tells what a selection is mostly about. It considers the key details of a selection and brings them together to make a statement about the main idea of a text. For example, if you can summarize a favorite movie in a few sentences, you can most likely make a main idea statement, or one sentence that gets to the heart of the movie s story. In a text, one way or another, the main idea is touched on in every paragraph. When you think you have determined the main idea of a selection, check to see whether each paragraph is linked to it in some way. 3. Go back to the selection and underline words, phrases, or sentences that support the answer you chose for Number 2. TIP 3: When answering multiple-choice questions about the main idea, look out for details disguised as main ideas. Remember, you are looking for a statement that describes the major focus of the entire selection. Incorrect answer choices often look good because they are details stated in the selection. Just because you can find an answer choice in the selection, it doesn t necessarily mean that answer choice is the main idea. Let s look at Number 2 again. 2. What is the main idea of the selection? A. Pizarro and Cortés carried out violent conquests of Native American civilizations. B. The population of Native Americans mysteriously decreased after the Spanish arrived. C. The Aztec civilization was one of the greatest and most powerful in history. D. Cabeza de Vaca s experience was very different from those of other Spanish explorers. Look at choice A. The selection tells us that Pizarro and Cortés did conquer the Native Americans they encountered. This is an important part of the selection, but is it the main idea? Or is it a detail that supports the main idea? Look at choice B. The selection says that the population of Native American tribes did decrease after the Spanish arrived, but is this the focus of the selection? Also, the author gives several causes for the population decrease. There is nothing in the selection to suggest there was anything mysterious about the disappearance of the Incas and the Aztecs. Look at choice C. The selection does describe the Aztecs as a great nation. But is this what the selection is mostly about? Or is this simply a detail that supports the main idea? Look at choice D. This statement is a good summary of the selection because most of the information in the selection supports this as the main idea. 9

8 Unit 1 The Reading Process Objectives: 1.03, 2.01, 3.04, 4.03, 5.03 TIP 4: Be prepared to focus on one part of the selection. The state test may ask you to look for the main idea of a single paragraph or group of paragraphs rather than the main idea of the entire selection. Unless you have a photographic memory, you should go back to the selection and reread the paragraph(s) in question. 4. Which statement best summarizes the main idea of the first paragraph? A. The Aztecs and the Incas were conquered by Spanish explorers in the sixteenth century. B. The native population of the Americas was especially vulnerable to diseases carried by Europeans. C. Spanish explorers conquered Native American populations with violence and brutality. D. Most Native American tribes were not powerful enough to resist European conquerors. TIP 5: When answering multiple-choice questions about details, scan the selection for key words from the question. In addition to answering main idea questions, you will also be required to answer questions about details in the selections you read. Sometimes these questions will be about a specific piece of information, an opinion, or an argument only mentioned once in the selection. If you don t know the answer, you will have to go back to the selection and find it. When looking for the answer to a detail question, scan the selection for key words from the question. Key words are the most important words in the question, the ones most likely to help you find the answer in the selection. Scanning involves running your eyes across the selection, looking for specific words or phrases. Circle the key words in the following question: 5. Why did Cabeza de Vaca sail to Florida with a fleet of 300 Spaniards? 10

9 Objectives: 1.03, 2.01, 3.04, 4.03, 5.03 Lesson 1: Main Idea and Supporting Details Next, go back and scan the selection for the key words you circled. Then read the sentences or paragraphs surrounding those key words. Use what you find to answer the following question. 6. Why did Cabeza de Vaca sail to Florida with a fleet of 300 Spaniards? A. He was second in command of a mission to discover and take over land for the king of Spain. B. He wanted to show the king of Spain that the native population of Florida should be treated with kindness. C. He had been hired to serve as a traveling merchant and healer for a Native American tribe. D. He wanted to write a book recording the meetings between Europeans and Native Americans. TIP 6: The most important details are those that strongly support the main idea. Every selection you read will contain many details. You can focus your thinking by paying attention to the details that support the main idea. Remember, details that support the main idea are called supporting details. Some questions on reading tests may ask you to identify which details are most important to the main idea of the selection you are reading. 7. Which of the following details is most important to the main idea of the selection? A. Sections of Cabeza de Vaca s book, La Relación, describe battles between the Spanish troops and native tribes. B. Cabeza de Vaca was able to survive in the New World because he saw the Native Americans as fellow human beings. C. For a period of eight years, Cabeza de Vaca explored over 6,000 miles of territory in the New World. D. By the end of the sixteenth century, the native populations of North and South America had been reduced to one million. TIP 7: Don t expect the main idea to be stated directly. Sometimes the main idea will be stated directly in the selection. If so, it is likely to appear in the selection introduction, but it can actually show up anywhere in the selection. More often, the main idea will be implied. When the main idea is implied, it isn t directly stated and you will need to figure it out for yourself. (This is particularly true when determining the main idea of fiction and drama selections.) 11

10 Unit 1 The Reading Process Objectives: 1.03, 2.01, 3.04, 4.03, 5.03 Read the excerpt from The Mill on the Floss before answering Numbers 8 and 9. from The Mill on the Floss by George Eliot It was a heavy disappointment to Maggie that she was not allowed to go with her father in the gig 1 when he went to fetch Tom home from the academy; but the morning was too wet, Mrs. Tulliver 2 said, for a little girl to go out in her best bonnet. Maggie took the opposite view very strongly, and it was a direct consequence of this difference of opinion that when her mother was in the act of brushing out the reluctant black crop, Maggie suddenly rushed from under her hands and dipped her head in a basin of water standing near in the vindictive 3 determination that there should be no more chance of curls that day. 1 gig: a horse-drawn carriage 2 Mrs. Tulliver: Maggie s mother 3 vindictive: spiteful; in a manner seeking revenge George Eliot ( ) George Eliot is the pen name of the 19 th century English novelist, Mary Ann Evans. Living and writing during the Victorian era, she used a male pen name to ensure that her writing would be taken seriously. Although most women writers used their own names during this time, Eliot wanted to be sure that she was considered more than just a writer of romantic novels. As a child, Eliot had access to an impressive library on the estate that her father managed. Intelligent and curious, she read widely and became a scholar of the classics, especially Greek literature, whose themes would heavily influence her later writing. Eliot s visits to the estate library also helped her see the wide difference between the wealth of the landowners and the poverty of many of the people who worked on the estate. This too, would become a prominent theme in her writing. Eliot s first novel, Adam Bede, was a great success, and people wanted to know the mysterious identity of the author. Eliot finally revealed herself as Mary Ann Evans, but continued to use her pen name. Celebrated for her clear and realistic storytelling, she went on to write more novels, as well as poems, short stories, and translations. 12

11 Objectives: 1.03, 2.01, 3.04, 4.03, 5.03 Lesson 1: Main Idea and Supporting Details 8. Write the main idea of the selection in your own words on the lines below. 9. What is the main idea of the selection? A. Maggie and her mother argue over which bonnet she will wear. B. Maggie s father goes in the gig to pick up Tom from the academy. C. Maggie s mother is brushing and curling Maggie s long hair. D. Maggie dips her head in water because she is angry with her mother. TIP 8: Read every choice before selecting your answer. Okay answers are not the same as best answers. One of the wrong choices may look good when you first read it. Don t mark it and move on without reading the other choices first. Another choice may be better than the okay answer. You might never find the best answer if you don t read all of the choices. Let s look at Number 9 again. 9. What is the main idea of the selection? A. Maggie and her mother argue over which bonnet she will wear. B. Maggie s father goes in the gig to pick up Tom from the academy. C. Maggie s mother is brushing and curling Maggie s long hair. D. Maggie dips her head in water because she is angry with her mother. Choice A may look attractive. We know that Maggie s mother says a girl should not wear her best bonnet out on a wet day. Is another bonnet mentioned? What is the real source of Maggie s disappointment? Choice B may be very tempting. We learn in the first sentence that Maggie s father is going to pick up Tom from the academy. This is very important to the main idea, but does it describe what the selection is mostly about? What does this detail have to do with Maggie? Choice C may look good because the scene describes Maggie s hair being brushed by her mother, and curls are mentioned as well. But is this the best summary of the selection? What happens when Maggie s hair is brushed? Choice D tells what Maggie does, and why. Maggie is angry with her mother because she is not allowed to accompany her father to pick up Tom. To get revenge, she dips her head in water to prevent her mother from styling her hair. This is the best answer. 13

12 Unit 1 The Reading Process Objectives: 1.03, 2.01, 3.04, 4.03, 5.03 TIP 9: Evaluate the author s development of the main idea and use of supporting details. Every good reader should learn to judge how well a piece of writing works that s what critics do when they write the book reviews you might read in a newspaper or magazine. When you are evaluating the effectiveness of a selection, keep in mind the following questions about the selection s main idea and supporting details: Does the selection have a clear main idea? Is the main idea touched on in every paragraph? Do the selection s details support the main idea? Are there many details in the selection that aren t relevant to the main idea? How do the selection s details contribute to the development of the main idea? These are just a few questions to get you started. You will learn more in Lessons 3 through 8 about how to analyze, evaluate, and criticize the things you read. The next time you are glancing through a book review, pay attention to what standards the reviewer uses to judge the book he or she is reviewing. This will help you when you are evaluating texts on your own or for a reading test. 14 EOC Practice begins on the following page.

13 EOC English I Practice Read this selection about filmmaking in North Carolina and answer the questions that follow. Hollywood Comes to the Carolina Coast by Phil Underwood It began in the early 1980s. The movie producer, Frank Capra Jr., was looking for a mansion where his company could film a version of Stephen King s novel, Firestarter. Capra had been to Virginia, Texas, and Louisiana without finding his building. Then he saw a picture of a mansion in a magazine. The home was located in Winnabow, North Carolina, outside the city of Wilmington. It looked perfect for the film. When Mr. Capra came to the Carolina coast, he found other locations that could be used for movies. He knew he had come to a place that was ready-made for Hollywood s needs. His boss, Dino De Laurentiis, agreed. The film mogul* decided to build a studio outside Wilmington. Since that time, the city of about 100,000 people has become the Hollywood of the Carolina coast. EUE Screen Gems Studios De Laurentiis built EUE Screen Gems movie studio in 1984, and since then, the facility has been home to over 300 movie, television, and commercial productions. Located near Wilmington s International Airport, EUE Screen Gems Studios sits on a 48-acre site. It includes nine sound stages ranging from 7,200 square feet to 35,000 square feet in size. The studio also includes dressing rooms, lighting equipment, standard sets, and shops to build sets. A seven-acre back lot includes a three-block four-story urban setting * mogul: a great leader of an organization Page 15 and an area that can be used to build large outdoor scenery. Water tanks also allow filming of underwater scenes. In other words, the studio has just about everything a filmmaker would need. A wide range of movies and several television series have been shot at the EUE Screen Gems Studios or at nearby locations. (Parts of Pirates of the Caribbean: At World s End, and the TV series, Dawson s Creek, are among the most famous.) De Laurentiis sold the studio in the mid-1990s, and the new buyers brought none other than Frank Capra Jr. back to run the studio. Capra, who passed away on December 19, 2007, only strengthened the studio s ties with Hollywood filmmakers. He also helped set up a film program at the University of North Carolina (UNC) at Wilmington that has begun training future professionals for North Carolina s growing film community. Many filmmakers find that the Carolina coastline can be used as a substitute for other parts of the country. Dawson s Creek, for example, was supposed to be set on Cape Cod, Massachusetts, but was actually shot in the Wilmington area. With the Screen Gems labs nearby, filming can be shot in the area and processed at the Wilmington studio. Wilmington Art Center The movie industry s move to Wilmington helped the community attract other arts and artists. UNC not only set up a film studies department, it also created a graduate program in GO ON

14 EOC English I Practice creative writing that featured nationally known novelists, poets, and playwright-screenwriters to teach in the program. Painters and sculptors found studio space downtown to set up shop and sell their wares. Close to one of the nation s most beautiful coastlines, Wilmington s Arts Revival has been another attraction that brings tourists to the city. Theaters have come alive with new play productions. Wilmington s music scene has attracted musicians of all different styles. It s no wonder that Wilmington, North Carolina, has become known as Hollywood East. With its beautiful scenery and lively arts community, filmmakers will continue to come to Wilmington to make their films and share them with the world. 1. Why did Frank Capra Jr. first come to North Carolina? 3. Why do filmmakers like the Carolina coastline? A to find a mansion for his family A They can film underwater scenes. B C D to see his new movie studio to set up a film program to find a mansion for a movie B C D Most films are shot near the ocean. It looks like other parts of the country. It reminds them of Hollywood. 2. What is the main idea of paragraph 3? A B C D EUE Screen Gems Studios is very well-equipped. EUE Screen Gems Studios has nine sound stages. EUE Screen Gems Studios can film underwater scenes. EUE Screen Gems Studios has shops to build sets. 4. What is the main idea of paragraph 6? A B C D The University of North Carolina created a film studies department. The new movie studio attracted other arts and artists to Wilmington. Painters and sculptors began to sell their works in downtown Wilmington. Wilmington s Arts Revival encouraged more tourists to visit the city. Page 16

15 EOC English I Practice 5. What is the main idea of this selection? A B C D The building of EUE Screen Gems Studios near Wilmington has benefited both the town and the movie industry. Several famous movies have been shot and produced at EUE Screen Gems Studios in Wilmington. The EUE Screen Gems Studios in Wilmington has replaced Hollywood as the center of the movie industry. Frank Capra Jr. convinced Dino De Laurentiis to build a film studio near Wilmington, North Carolina. STOP Page 17