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EXAM
1. Lots and Hots questions that deal with understanding and analyzing the literary text.
2. 1 Extended HOTS question with two parts: a. Name the HOT you are going to use to answer. b. showing evidence of the appropriate use to answer
(HOTS) = 15 points
3. 1 Bridging text and context question (80-100 -F/60-80 – D): relating a given quote dealing with historical, social, cultural or biographical details to the text you studied. You should give relevant examples from the text to support your point.
=20 points for module F / 15 Points for module D
Extended HOTS question
a. In your answer to this question name ONE of the thinking skills from the Appendix (נספח) on page 00. You can use any HOTS from the list you have learnt.
Thinking skill I chose: ..............................................................................b. Answer the question showing appropriate evidence of the use of the chosen thinking skill: .................................................................................................................... .................................................................................................................... Point allocation: • 10 points for acceptable content• 5 points for correct integration of the chosen HOTS
Carol Wolff
Content of answer: 8/8 (Correct answer with accurate supporting details)Language: 2/2 (No language mistakes)
Use of HOTS: 5/5 (Skill is appropriate and there is clear-cut evidence of its use in the answer)
Total = 15 points
Content of answer: 9/9 (Correct answer with accurate supporting details)Language: 1/1 (No language mistakes)
Use of HOTS: 5/5 (Skill is appropriate and there is clear-cut evidence of its use in the answer)
Total = 15 points
Carol Wolff
What is a good answer?
The information is relevant, sufficient, well organized and accurate. The answer includes examples/ supporting details from the text. The message is clear. There is correct use of grammar, vocabulary, spelling and punctuation.
Example 1
Question : How do you think Mr. Cattanzara sees George? Support your answer with information from the story.
Carol Wolff
Answer
Thinking skill: Inferring
I think Mr. Cattanzara sees George as someone who reminds him of himself. I infer this from Mr. Cattanzara’s words: “Don’t do what I did” which means that once Mr. Cattanzara was in the same situation as George and he doesn’t want George to repeat his mistakes.
Carol Wolff
Example 2
Question :
How does what we learn about George’s family and / or his neighborhood help explain his situation at the beginning of the story?
Carol Wolff
Answer
Thinking skill: Explaining cause and effect
George’s family is poor and uneducated. The fact that he had no educated role model at home caused George to misunderstand the importance of education and also caused him to do nothing to improve his life.
Carol Wolff
Vocabulary infer deduce conclude read between the lines assumewhat are the consequences of this statement?
Carol Wolff
Different Perspectives "When you starts measuring somebody,
measure him right, child, measure him right.
Make sure you done taken into account what
hills and valleys he come through before he got
to wherever he is.....“
Lorraine Hansberry
Carol Wolff
Vocabulary
perspective, point of view, attitude, differences,
outside, inside, looking from above, looking
from the side, however, on the one hand, on the
other hand, opinion, reader, narrator outlook,
standpoint, perception, side, angle
Carol Wolff
Vocabularylike, similar, also, similarly, in the same way,
likewise, again, unlike, compared to, in contrast
with, different than, (comparative adjectives) on
the contrary, however, although, yet, even
though, still, nevertheless, regardless, despite,
while, on the one hand…on the other hand
Carol Wolff
Vocabulary
find out, solve, answer, explain, difficulty,
resolve, decipher, predicament, trouble, crisis
Carol Wolff
Vocabularycause, effect, result, consequence, end,
outcome, if....then, and in order to, implication,
due to, because, thanks to, as a result (of),
provoke, spark, incite, induce, encourage,
persuade, development, explanation
Carol Wolff
Explaining Patterns The patterns of behavior of the characters in the story / play.
The rhymes and the rhyme scheme in the poem.