MLC FINAL EXAMINATION AOL

Time Allowed:             TAKE HOME EXAM DUE SUNDAY, DECEMBER 6, 2020 BY 23:59 PM, TORONTO EASTERN TIME!

 

Special Instructions:

 

  • This Final Examination is 15% of your final mark
  • In this examination %25 of your grade is reserved for your use of language conventions! This includes coherence, sentence structure, use of vocabulary idioms and expressions, as well as grammar, spelling and punctuation. REVISE, EDIT & PROOFREAD carefully!
  • Dictionaries are permitted (English to English only)
  • This is an open book examination. If I see a single sign of PLAGIARISM your mark shall be 0%!

 

GRADING:

This Final Examination is graded and marked according to the 5 Categories of Achievement as prescribed by the Ministry of Education sanctioned Rubric which tests the Credit Course Overall expectations:

 

Knowledge         12.5%

&

Understanding     12.5%

Thinking Inquiry   25%

Communication   25%

Application         25%

 

*See the full Final Examination Rubric at the end of this examination paper!

 

 

 

SECTION A: ESSAY QUESTION (20 Marks, 600-700 words, double-spaced, properly indented, sourced and cited). InstructionsIn a well-developed essay-including proper introduction, sub-topics and conclusion-respond to ONE of the following topics below. You must use specific text examples (i.e. QUOTATTIONS) to support your argument.  Your essay shall be graded as follows:

 

                             Knowledge and Understanding:       5        Marks

                             Thinking Inquiry:                          5        Marks

                             Communication:                          5        Marks

                             Application:                                   5       Marks

                                                                             20 Marks Total

MUST ANSWER ONE:

 

Grade 12 Questions:

  1. Use the Elements of Aristotelian Tragedy, including Peripeteia, Anagnorisis, Catastrophe, and Catharsis (Pity and Fear), as well as Pathetic Fallacy, to compare and or contrast either Shakespeare’s “Macbeth” to “The Crucible”, or Martel’s “Life of Pi” to either one of the first two!
  2. Use FIVE MAIN SYMBOLS to critically analyze “Life of Pi”? As a matter of fact, what do any of different names, any of different species, humans and animals alike, any of different religions and many different faces of God, symbolize in Pi’s life and of Pi’s life?
  3. What are the conventions of a tragic hero? Who qualifies for being one, Proctor or Macbeth; Lady Macbeth or Abigail Williams? And if they do, why and how so? Provide FIVE character examples (why yes, or why not) in your argument!

 

Grade 11 Questions:

  1. Use the Elements of Aristotelian Tragedy, including Peripeteia, Anagnorisis, Catastrophe, and Catharsis (Pity and Fear) to analyze and interpret either Shakespeare’s Macbeth’s, Miller’s Crucible, or Martel’s Life of Pi!
  2. Use THREE MAIN SYMBOLS to critically analyze “Life of Pi”? As a matter of fact, what do any of different names, any of different species, humans and animals alike, any of different religions and many different faces of God, symbolize in Pi’s life and of Pi’s life?
  3. What are the conventions of a tragic hero? Who qualifies for being one, Proctor or Macbeth; Lady Macbeth or Abigail Williams? And if they do, why and how so? Provide THREE character examples (why yes, or why not) in your argument!

 

Grade 10 Questions:

  1. Explain and define tragedy! Do any of the novels or plays that we read this term qualify as tragedy. Explain!
  2. What is symbolism in Pi’s name and how does that incident change his life?
  3. List and define elements of a tragic hero! In doing so choose ONE major character that you’ve learned about in this course and use his/her actions as examples.

 

 

 

SECTION B: COMPREHENSION (10 Marks based on K/U, TI, C, A CATEGORIES OF ACHIEVEMENT

Instructions: By using the 7 ELEMENTS FORMULA of CHARACTER SHIELD, create the following character shield(s): ONE in Grade 10; TWO in Grade 11; and THREE in Grade 12 of the following characters. Make sure to include either quotations or paraphrases to support the last item of your character shield. While creating your character shield, you may include some of your own personal traits. How do you compare to one of our heroes? The choices are:

  1. John Proctor
  2. Abigail Williams
  3. Macbeth
  4. Lady Macbeth
  5. Pi
  6. Richard Parker

 

 

 

SECTION C: RISING AND FALLING ACTION (10 MARKS based on K/U, TI, C, A CATEGORIES OF ACHIEVEMENT

 

Grade 12: Draw THREE plot diagrams

Match correctly all THREE listed below diagrams with all three books, one matching diagram per book: one for The Crucible, one for Macbeth, one for Life of Pi.

  1. Greek plot diagram
  2. Freytag’s Pyramid
  3. Contemporary plot chart

 

Grade 11: Draw TWO plot diagrams

Match correctly TWO diagrams listed below with TWO books, one matching diagram per book: one for The Crucible, one for Macbeth, one for Life of Pi.

  1. Greek plot diagram
  2. Freytag’s Pyramid
  3. Contemporary plot chart

 

Grade 10: Draw ONE plot diagram(s)

Match correctly ONE listed below diagram(s) with ONE of the three books, The Crucible, Macbeth, or Life of Pi.

  1. Greek plot diagram
  2. Freytag’s Pyramid
  3. Contemporary plot chart

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FINAL EXAMINATION ACHIEVEMENT CHART

Expectations: Categories   Level 1 Level 2 Level 3 Level 4
  Knowledge of content –

The specific subject content acquired

  The student:      
1.1 Variety of text (identify distinctions with different genres, media, and forms), 1.5 Interpreting Text (explain the significance of form and history in creating meaning); 3.3 Conventions and Techniques (identify dramatic, poetic, visual, and narrative elements and their effect); 1.5 Review of Content (refer to previous knowledge orally)

 

(Reflection, listening and speaking, reading, writing, and viewing and representing; elements of style; literary terminology, concepts, and theories; language conventions)   Demonstrates limited knowledge of content Demonstrates some knowledge of content Demonstrates considerable knowledge of content Demonstrates thorough knowledge of content
Specific Expectations: Understanding of content

The comprehension of content meaning and significance

  The student:      
1.3 Demonstrate Understanding of Content (Reflect upon critical themes of the text through essays and in-class discussion); 1.5 Extending Understanding of Texts (apply theory and contextual information to compare, explain, and elaborate on a variety of text) (Concepts; ideas; opinions; relationships among contexts, ideas, concepts, themes)   Demonstrates limited understanding of content Demonstrates some understanding of content Demonstrates considerable understanding of content Demonstrates thorough understanding of content
Specific Expectations: Thinking –

The use of critical and creative thinking skills

  The student:      
1.4 Organizing Ideas (produce a structured argument in written assignments); 1.3 Research (gather appropriate information to help explain the meaning of texts), 1.2 Generating and Developing Ideas (brainstorm essay topics) Use of planning skills

(Generating ideas, gathering information, focusing research, organizing information)

  Uses planning skills with limited effectiveness Uses planning skills with some effectiveness Uses planning skills with considerable effectiveness Uses planning skills with a high degree of effectiveness
1.6 Analyzing Texts (analyze texts by using direct references and quotations); 1.5 Interpreting Text (identify and distinguish forms of media and explain the significance of form in creating meaning); 1.5 Extending Understanding of Texts (apply theory and contextual information to compare, explain, and elaborate on a variety of text) Use of processing skills

(Drawing inferences, interpreting, analyzing, synthesizing, evaluating)

  Uses processing skills with limited effectiveness Uses processing skills with some effectiveness Uses processing skills with considerable effectiveness Uses processing skills with high degree of effectiveness
1.8 Critical Literacy (Questioning the messages of the texts and elaborating on the themes and ideas) 1.2 Interpreting Messages (interpreting texts by linking meaning with culturally contexts) 1.7 Evaluating Texts (evaluate the effectiveness of figurative, poetic, voice, oral, and visual languages); 1.4 Audience Response (understand the general reception of texts historically and culturally); 3.4 Producing Media Text (Understand and creatively appropriate generic conventions to produce poems, plays, and comics) Use of critical/creative thinking processes

(Critical literacy, interpreting messages, questioning, learning through production)

  Uses critical/creative thinking processes with limited effectiveness Uses critical/creative thinking processes with some effectiveness Uses critical/creative thinking processes with considerable effectiveness Uses critical/creative thinking processes with a high degree of effectiveness
Specific Expectations: Communication –

The conveying of meaning through various forms

  The student:      
1.2 Using Active Listening Strategies (Critical reflection of text through written assignments and in-class discussion) 1.4 Organizing Ideas (organizes short answer and essay in logical format) Expression and organization of ideas and information

(Clear expression, logical organization)

  Expresses and organizes ideas and information with limited effectiveness Expresses and organizes ideas and information with some effectiveness Expresses and organizes ideas and information with considerable effectiveness Expresses and organizes ideas with a high degree of effectiveness
2.2 Voice (use academic language to convey confidence in essay and short answers, including supporting arguments); 2.3 Diction (replace general diction with concrete and specific language) Communication for different audiences and purposes

(Use of appropriate style, voice, point of view)

  Communicates for different audiences and purposes with limited effectiveness Communicates for different audiences and purposes with some effectiveness Communicates for different audiences and purposes with considerable effectiveness Communicates for different audiences and purposes with high degree of effectiveness
3.1 Spelling (few mistakes); 3.2 Vocabulary (use appropriate word choices relevant to grade level and subject matter); 3.3 Punctuation (commas, indent, etc.); 3.4 Grammar (transitions, coherent paragraphs, conjugating); 3.5 Proofreading (look over essay and short answers for mistakes in sentence craft, spelling, grammar and punctuation) Use of conventions

(Grammar, spelling, punctuation, vocabulary)

  Uses conventions, vocabulary, and terminology with limited effectiveness Uses conventions, vocabulary, and terminology with some effectiveness Uses conventions, vocabulary, and terminology with considerable effectiveness Uses conventions, vocabulary, and terminology with high degree of effectiveness
Specific Expectations: Application –

The use of knowledge and skills to make connections within and between various contexts

  The student:      
1.4 Making Inferences (reflect upon previous knowledge to provide new ideas for a variety of texts), 1.6 Analyzing Content (apply theory to explain close readings), 1.3 Demonstrate Understanding of Content (Use terminology in their explanations) Application of knowledge and skills (Literacy strategies and processes, literary terminologies, concepts, and theories)   Applies knowledge and skills in familiar contexts with limited effectiveness Applies knowledge and skills in familiar contexts with some effectiveness Applies knowledge and skills in familiar contexts with considerable effectiveness Applies knowledge and skills in familiar contexts with high degree of effectiveness
3.7 Producing Finished Works (adequate development of elements and ideas, logical organization, appropriate use of form and style and conventions) 3.4 Producing Media Text (Understand and creatively appropriate generic conventions to produce poems and comics). Transfer of knowledge and skills (Literacy strategies and processes; literary terminology, concepts, etc.) to new contexts   Transfers knowledge and skills to new contexts with limited effectiveness Transfers knowledge and skills to new contexts with some effectiveness Transfers knowledge and skills to new contexts with considerable effectiveness Transfers knowledge and skills to new contexts with high degree of effectiveness
1.5 Extend Understanding of Content (Situate the text in its historical context and explain how contextual information shapes the meaning of texts) Making connections within and between various contexts

(Understand cultural and historical contexts of texts  )

  Makes connections within and between various contexts with limited effectiveness Makes connections within and between various contexts with some effectiveness Makes connections within and between various contexts with considerable effectiveness Makes connections within and between various contexts with high degree of effectiveness
AOL MARKING SCHEME AOL OVERALL EXPECTATIONS TESTED:   Level 1 (50-59%) Level 2 (60-69%) Level 3 (70-79%) Level 4 (80-100%)
  CORRESPONDING STRANDS FOR UNIT 2 FINAL EXAM

Expectation (4,5,6,8,9,10,11,12)

Reading and Literature Studies, Writing

  1- = 50-53

1 =54-56

1+=57-59

2-=60-63

2 =64-66

2+=67-69

3-=70-73

3=74-76

3+=77-79

4- =80-83

4 =84-89

4+ = 90-95

4^=96-99

4&=100