Your Final Exam Is Worth 20% of Your Semester Grade

FINAL EXAM REVIEW- Academic

 Your final exam is worth 20% of your semester grade.  You will take your final on Monday, June 16th from 7:40—9:40.  No extra time is permitted, so be sure to have all parts completed by 9:40 a.m.

Exam Room # ______

NONFICTION

1 DIRECTIONS: After reading, summarize the article and then provide two supportive reasons to support the author’s claim that “the habits and skills you practice now will take less time and effort in the future.”

"Wiring" your brain: your actions as a teen directly influence your brain's efficiency Source: Junior Scholastic/Current Events. 116.12 (Mar. 3, 2014): p12. From Global Issues in Context. Document Type: Brief article Copyright: COPYRIGHT 2014 Scholastic, Inc. http://junior.scholastic.com/ Full Text:

Our brains develop from birth through adulthood in a process that starts with our genes but is then shaped by our experiences. So although you don't have control over the building blocks (genes) of who you are, you do have a say in who you will become. In fact, it is during your teen years--yes, right now!--that you have the most say in how efficiently your brain applies new information. In other words, the habits and skills you practice now will take less time and effort in the future.

HOW? Brain cells, called neurons, communicate with each other through connections called synapses. During childhood, your brain produces more of these synaptic connections than you actually need. This abundance allows you to develop skills as you grow, such as coordinated movements for sports and academic skills for school.

As a person ages, synapses that are used a lot become strong and efficient, while unused synapses die off in a process known as synaptic pruning. So the more you do a certain activity--for example, solving a math problem or throwing a ball--the better you become at it.

SUMMARY:

2 SUPPORTIVE REASONS:

HOW WOULD YOU IN-TEXT CITE THIS ARTICLE?

Directions: Read the passage titled “Pushing Pause.” Then answer questions 1-7

MULTIPLE CHOICE 2 1. Which brain areas are at work in the decision making process?

a. the limbic system and the prefrontal cortex

b. the prefrontal cortex and the logical system

c. the limbic system and the logical system

2. Thinking through the consequences of one’s actions is actually harder for teens because ______.

a. they have more emotions then adults

b. the prefrontal cortex is not fully developed

c. the limbic system controls their decision making

3. Teenagers have tendencies to act without considering the outcomes. Based on textual evidence that “Impulsivity during the developmental years evolved because it makes teens more open to new experiences and ideas” the author in the article believes a. this openness helps them develop self-esteem b. this openness helps them become more independent adults c. this openness leads them to become natural leaders in the community

4. The author suggests that teens train their brains by practicing a method of pausing to consider their options in a situation rather than immediately reacting with their emotions. This method of pausing before reacting allows teens to take risks “based on logic [which] shows self-control, not impulsivity.”

In the excerpt, “logic“ means a. reasoning b. emotion c. arguments

5. Research has proven that individuals with high levels of self-control have ______. a. better grades and stronger relationships

b. greater income levels

c. all of the above

SHORT ANSWER

6. Choose a character from Romeo and Juliet who would have benefited from pushing pause in the play. Describe this character and explain a situation from the play that could have turned out differently if he/she had pushed pause. Be sure to complete the following:

 Describe the character 3  Explain the scene and choice that the character made

 Describe how the outcome of the scene/play would have been different if the character had pushed pause. ______

7. This article describes how pushing pause can help you change your brain. Even if you are not a natural- born pauser, you have the ability to turn this into a habit. How might pausing instead of immediately reacting, lead you to a more successful future? Provide at least two (2) specific examples with specific support from the articles. ______

HEADS UP REAL NEWS ABOUT DRUGS AND YOUR BODY FROM SCHOLASTIC AND THE SCIENTISTS OF THE NATIONAL INSTITUTE ON DRUG ABUSE (NIDA)

Pushing Pause 4 Science shows that by pausing, you can help shape your destiny through self-control “OMG! Did I really just send that text?”

Most people have said something that they wish they could take back. And if they had paused to think about it first, they probably would have acted differently. Pausing doesn’t pay off just when you speak. Scientific studies have shown that making a habit of pausing before you do something can actually have a big impact on how your life turns out.

Thinking It Through: The Teen Brain Challenge In making decisions we rely on two areas of the brain: 1) the limbic system, which creates and processes emotions, and 2) the prefrontal cortex, which governs logical thought. The type of decision, how we feel about it, and how prepared we are to handle it helps determine which brain area has the most influence.

But our age also plays an important role. Thinking through the consequences of one’s actions is actually harder for teens because the prefrontal cortex is not fully developed until around age 25. This is why teens often feel an intense emotional drive to act impulsively—it’s how their brains are structured! Though this tendency to act without considering the outcomes can lead to problematic situations, impulsivity during the developmental years evolved because it makes teens more open to new experiences and ideas. This openness helps teens become independent adults.

Train Your Brain The key to making impulsivity work for you—instead of against you—is to train your brain by practicing pausing. This doesn’t mean you stop taking risks or being open to new experiences. But you won’t know if the risk is worth it until you think it through. Deciding to take a risk based on logic shows self-control, not impulsivity.

What are different ways to pause? You might take a deep breath, count to 10, or ask, “Is this worth it?” Different strategies work for different people. Whatever works for you, keep doing it!

By practicing pausing, you can actually change your brain. This means that over time, pausing, instead of immediately reacting, becomes your “natural” response. And with this change, people are on their way to enjoying the life rewards that come with high levels of self-control—even if they weren’t natural-born pausers!

High Self-Control = Bankroll Pausing, paying attention, and not giving up are all key parts of self-control. Longterm scientific studies have linked a person’s self-control when they were younger to how successful they became as adults. One study followed the behavior of nearly 1,000 children born in the same year in Dunedin, New Zealand, for 32 years! Through this research, scientists have shown that individuals with high self-control have better grades, stronger relationships, and greater income levels. Those with low self-control over time are more likely to be in trouble with the law, as well as have health problems, including drug addiction.

Romeo and Juliet

DIRECTIONS: Define the following dramatic element terms and provide at least 1 example from the play. 5 TERM DEFINITION EXAMPLE FROM PLAY

Monologue

Dialogue

Soliloquy

Dramatic Irony

Comic Relief

Stage Directions

How do we learn about a character’s traits in a play? Provide 3 ways and examples.

3. 6 THE ODYSSEY

DIRECTIONS: Using your Odyssey packets, explain the relationships between Odysseus and the following characters:

Who is this character? Explain the importance of their How does Odysseus feel relationship with Odysseus in the about this character? story. Penelope

Telemachus

Athena

The suitors

Short Answer: Please use complete sentences to answer the question below

This epic poem has been studied for thousands of years. Describe three reasons Odysseus’ travels are still relevant today (life lessons). ______

______

7 ______

______

POETRY

DIRECTIONS: Complete the chart by defining the literary elements and providing an example.

ELEMENT DEFINITION EXAMPLE

Metaphor

Simile 8 Personification

Hyperbole

Onomatopoeia

Alliteration

Allusion

Imagery

Memoir

Sonnet

Directions: Read the following poems and circle and label at least 4 examples of poetic terms from the poetry elements chart.

Because I Could Not Stop for Death Emily Dickinson Because I could not stop for Death – We passed the School, where Children strove He kindly stopped for me – At Recess – in the Ring – The Carriage held but just Ourselves – We passed the Fields of Gazing Grain – And Immortality. We passed the Setting Sun –

We slowly drove – He knew no haste Or rather – He passed us – And I had put away The Dews drew quivering and chill – My labor and my leisure too, For only Gossamer, my Gown – For His Civility – My Tippet – only Tulle –

9 We paused before a House that seemed Since then – ‘tis Centuries – and yet A Swelling of the Ground – Feels shorter than the Day The Roof was scarcely visible – I first surmised the Horses’ Heads The Cornice – in the Ground – Were toward Eternity –

“The Revenant” | Billy Collins

I am the dog you put to sleep, You do not want to believe this, as you like to call the needle of oblivion, but I have no reason to lie. come back to tell you this simple thing: I hated the car, the rubber toys, I never liked you--not one bit. disliked your friends and, worse, your relatives.

When I licked your face, The jingling of my tags drove me mad. I thought of biting off your nose. You always scratched me in the wrong place. When I watched you toweling yourself dry, All I ever wanted from you I wanted to leap and unman you with a snap. was food and fresh water in my metal bowls.

I resented the way you moved, While you slept, I watched you breathe your lack of animal grace, as the moon rose in the sky. the way you would sit in a chair to eat, It took all of my strength a napkin on your lap, knife in your hand. not to raise my head and howl.

I would have run away, Now I am free of the collar, but I was too weak, a trick you taught me the yellow raincoat, monogrammed sweater, while I was learning to sit and heel, the absurdity of your lawn, and--greatest of insults--shake hands without a hand. and that is all you need to know about this place

I admit the sight of the leash except what you already supposed would excite me and are glad it did not happen sooner--that everyone but only because it meant I was about here can read and write, the dogs in poetry, the cats to smell things you had never touched. and the others in prose.

WRITING

DIRECTIONS: Define the following with specifics to help you prepare for the writing section of the final exam.

1. Hook/Attention-Grabber

2. Thesis Statement

10 3. Topic Sentence

4. Transition Sentences

5. Introductory Paragraph

6. Research

7. Works Cited page

8. Grammar/Conventions

9. Complex Sentences

10. Outline

Citations:

DIRECTIONS: Looking at the following source information, choose the correct in-text citation

1. Jayson, Sharon. "Do Helicopter Parents Help Or Harm the Kids?" USA TODAY: D.4. Sep 25 2012. SIRS Issues Researcher. Web. 20 Feb. 2014. a. (“USA TODAY”). b. (Jayson). c. (Sharon Jayson)

11 2. "Parents Should Allow Children to Experience Unhappiness and Pain." Parenting. Ed. Roman Espejo. Detroit: Greenhaven Press, 2013. Opposing Viewpoints. Rpt. from "How to Land Your Children in Therapy." Atlantic (July-Aug. 2011). Opposing Viewpoints in Context. Web. 20 Feb. 2014.

a. (“Parents Should Allow…”). b. (Espejo). c. (Opposing Viewpoints).

3. Paul, Pamela. "The PermaParent Trap." Psychology Today. Sept./Oct. 2003: 40- 43. Print.

a. (Paul 40-43). b. (Paul). c. (Paul)

4. Universal Parenting Association. “The Harm of Helicopter Parenting.” Parents Today. 22 July 2011: n. pag. SIRS Issues Researcher. Web. 21 Jan. 2014.

a. (The Harm of Helicopter Parenting). b. (“Parents Today”). c. (Universal Parenting Association).

ESSAY OUTLINE

“To me, impulsive means foolish. But if a person’s not a little impulsive, they don’t have a pulse. ” ― Jarod Kintz, Whenever You're Gone, I'm Here For You 12 Many characters we have read about this semester made impulsive decisions that impacted their lives. Often these characters were warned or counseled to alter their course of direction by others, but they either refused or were unable to do so. Construct an OUTLINE of a well-organized essay in which you respond to this quote as it relates to works read in class this semester. Your outline must contain a proper THESIS as well as TRANSITIONS.

This will be assessed on the quality of your outline’s organization and how properly a well-crafted thesis is supported with examples from the literature.

I. Introduction Paragraph

Attention Grabber

Background Information on topic

Thesis

II. Body Paragraph

13 Topic sentence

1st reason

2nd reason

3rd reason

Conclusion sentence /transition sentence

III. Conclusion Paragraph

14 Thesis reworded

Briefly describe main points

Concluding statement that summarizes the paper