Junior English: Unit 14 Native American Final Assessment Name_____________________________________ LEARNING TARGETS: 1) I can paraphrase the sequence of events in a complex text’ 1b. I can describe character development (RL.3) 2) I can write a claim that answers a q uestion. I can support my claim with evidence and background k nowledge. 3) I can identify point of view, discern purpose, (SOAPSTONE) 3b. I can explain how style and content i mpact point of view and purpose (RL.6) 3c. I can I can describe how style and content make a text powerful, persuasive or beautiful 4) I can identify figurative language (metaphor, simile, analogy, imagery, personification) (RL4.) 5) I can analyze the role of figurative language (TROPES/SCHEMES)in the text and how it builds the author’s purpose (L.5a) 6) I can identify major thematic elements of a text and how that i mpacts the r eader’s interpretation of the story DIRECTIONS: Do e ach of the following review sections to prepare for y our exam. DIRECTIONS: Next, Go to page__________in your “Elements of Lit” Book. Read the text “Mary Rolwandson” and write down the top 8 plot developments in chronological order 1. 2. 3. 4. 5. 6 7. 8. Junior English: Name_____________________________________ Unit 14 Native American Final Assessment Learning Target #1B. I can describe Character development. DIRECTIONS: Create a then, now chart for Mary Rowlandson. What was she like at the beginning of the story, what is she like now? Use STEAL characterization for each portion of the chart. THEN NOW SPEECH: THOUGHTS: EMOTIONS: ACTIONS: LOOKS: SPEECH: THOUGHTS: EMOTIONS: ACTIONS: LOOKS: Junior English: Unit 14 Native American Final Assessment Name_____________________________________ LEARNING TARGET 3 B: I can__________________________________________________________________. DIRECTIONS: Read two separate passages, one with a very distinct style and a passage of a similar topic without that style, and share why the style helped shape the author’s purpose and point of view. PASSAGE 1 1) Read “Busted Boy” 2) Circle which style is used in “Busted Boy”: Narrative Descriptive Expository Persuasive Argumentative 3) How does this style help shape the authors purpose or point of view? List at least two examples. PASSAGE 2 Junior English: Unit 14 Native American Final Assessment Native American
Poverty, by Tom Rodgers
- A Challenge Too
Often IgnoredThe time for action
Native Americans were the very
is long past due.
last to be granted
the right to vote, and were
therefore too long
treated as second-class citizens.
Now there are those who seek to treat Native
American governments
as second-class
sovereigns. They
seek
to
accomplish this by not
availing them of the same tools for self-reliance and
recognition afforded
to state and local
governments. The issue of poverty
is an integral first step.
Poverty is both
the
cause
and the consequence of
all the ills visited upon Native Americans. Failure to
address poverty causes deprivation and hardship in
these communities today, and robs the next
generation of any opportunity to succeed and thrive
tomorrow.
The invisibility, silence, and neglect must end. As
Barack Obama ascends to the
President-elect
White House, now is the significant moment to
address the many
problems Native Americans
endure, including
systemic poverty.
Barack Obamaʼs
election symbolizes Americaʼs
progress in healing
the racial wounds that scar our
history. A new commitment to Native Americans
will continue that
process. His pledge to reduce
poverty in America
should extend to the Native
American communities that feel poverty most
acutely, and that have been relegated to the
shadows of our society for far too long.
Advocates, legislators and the new president must
put Native Americans on the national agenda.
Americans in our vision of a better
Including Native
America is an indispensable part of the "change we
need."
Tom Rodgers is the president of Carlyle Consulting
of Alexandria, Virginia. A Blackfoot tribal member,
he advocates on behalf of Native American tribal
governments and
their people. He was previously a
congressional staffer for Senator Max Baucus.
- See more at: http://www.spotlightonpoverty.org/ExclusiveCommenta
ry.aspx?id=0fe5c04e-fdbf-4718-980c0373ba823da7#sthash.MXNEmjQi.dpuf
Name_____________________________________ 4) Read the article “Native American Poverty” by Tom Rogers. 5) Circle which style is used in “Native American Poverty”: Narrative Descriptive Expository Persuasive Argumentative 6) How does this style help shape the authors purpose or point of view? List at least two examples. 7) How is the style of this article different than
the first passage? How is each suited better for
their purpose?
Junior English: Unit 14 Native American Final Assessment Name_____________________________________ LEARNING TARGET 3C: I can______________________________________________________________ DIRECTIONS: Highlight a minimum of three words or phrases. After you highlight, please write a minimum of one sentence describing how that specific example in text is powerful, persuasive, or beautiful
Junior English: Unit 14 Native American Final Assessment Name_____________________________________ Junior English: Unit 14 Native American Final Assessment Name_____________________________________ Junior English: Unit 14 Native American Final Assessment Name_____________________________________ JUNIOR ENLGISH
RHETORICAL ANALYSIS PARAGRAPH: Chief Joseph Speech
PROMPT—After the speech below, answer the prompt. On a separate sheet of paper,
please explain how the language Chief Joseph uses helps to shape his in purpose
(argument). Consider two rhetorical strategies and how they build ethos, pathos, and/or
logos. Be sure to reference specific examples with brief quotations. Use proper technique
to quote weave the quotations into the flow of your writing and use correct MLA
parenthetical citations to give credit to your source.
SUGGESTED ORGANIZATION
Body paragraph
First Sentence—Make an argument about what the author’s purpose is and how
he uses
language to achieve that purpose.
Evidence #1—Discuss a rhetorical device you have found (cite the example in
MLA
format).
When you present the quotes, r emember to address the f ollowing:  Lead into the quote  Explain what is being said i n the quote  Identify the rhetorical strategy b eing used in the q uote (This rhetorical device must be present in the q uote itself). Junior English: Unit 14 Native American Final Assessment Name_____________________________________  Interpret/Analyze the evidence: How does the specific use of the rhetorical device i n the q uote contribute to the overall purpose, characterization, mood – whatever you are being asked to do in the prompt? Evidence #2—Discuss a rhetorical device you have found (cite the example in
MLA
format).
When you present the quotes, r emember to address the f ollowing:  Lead into the q uote  Explain what is being said i n the quote  Identify the rhetorical strategy b eing used in the q uote (This rhetorical device must be present in the q uote itself).  Interpret/Analyze the evidence: How does the specific use of the rhetorical device in the quote contribute to the overall purpose, characterization, mood – whatever you are being asked to do in the prompt? fresh
Conclusion Sentence—wrap things up by returning to your claim statement with a
observation that ties everything together.
Please Note* The paragraph should follow claim evidence analysis concluding
sentence format
“Surrender Speech” by Chief Joseph of the Nez Perce I am tired of fighting. Our chiefs are killed. Looking Glass is dead. Toohulhulsote is dead. The old men are all dead. It is the young men who say yes or no. He who led the young men is dead. It is cold and we have no blankets. The little children are freezing to death. My people, some of them, have run away to the hills and have no blankets, no food. No one knows where they are-­‐-­‐perhaps freezing to death. I want to have time to look for my children and see how many I can find. Maybe I shall find them among the dead.. Hear me, my chiefs. I am tired. My heart is sick and sad. From where the sun now stands, I will fight no more forever. Junior English: Unit 14 Native American Final Assessment Name_____________________________________ RHETORICAL DEVICES RESOURCE CHART (USE THIS RESOURCE CHART BELOWTO HELP YOU IDENTIFY W HAT RHETORICAL DEVICES A RE BEING U SED IN THE SPEECH PROVIDED) 1) Identify which trope or scheme is being used 2) Describe how the trope or scheme is being used (pull parts of the quote and explain how it is functioning). 3) Describe how this trope or scheme contributes to the development of ethos, pathos, or logos. SENTENCE STARTERS FOR STEP 1: The author uses _________________________ (trope or scheme) to achieve his purpose of __________. SENTENCE STARTERS FOR STEP 2: The author compares ______________to __________________in order to ____________. (simile or metaphor) The author uses a ______________________ . T his helps the reader visualize ____________________. (imagery) SENTENCE STARTERS FOR STEP 3: •
•
•
ETHOS: The author builds credibility of the audience when ______________________________. PATHOS: The author appeals to the audiences sense of _________(insert adjective here ex: fear, anger etc) LOGOS: The author appeals to the audience’s sense of reasoning when___________________________________. TROPES (artful diction): -­‐
Simile (Ex: Your pencil w ields power like Zeus’s thunderbolt) -­‐
Metaphor (Your pencil is an energized t hunderbolt) -­‐
Personification (the tree reached o ut to me) -­‐
Oxymoron (Ex: A fine mess) -­‐
Paradox (Ex: t he government which rules is one t hat does not govern at all) -­‐
Hyperbole (Syn: exaggeration Ex: I ate a pizza the size of Texas) -­‐
Allusion: (reference to a famous text) SCHEMES (artful use of syntax): -­‐
Sentence Types (short vs. Long sentence) -­‐
Interrogative Sentences ( a question Ex. Where would you like to go?) -­‐
Imperative Sentences ( A command ex: Sit down!) -­‐
Rhetorical questions (Ex: C an’t you do anything right?) -­‐
Parallel structure (Syn: parallelism/ Ex: “I came, I saw, I conquered” – Julius Caesar) -­‐
Punctuation (colon, semi-­‐colon)