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Grade 10: Final Exam Study Guide + Revision Sheet 

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Grade 10: Final Exam Study Guide + Revision Sheet 

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Grade 9: Final Exam Study Guide + Revision Sheet 

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Grade 9: Final Exam Study Guide + Revision Sheet 

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Thank you for these study notes JOICE! :)
Please feel free to use, as it will be extremely helpful for your weekly tomorrow.

Good luck!

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I am attaching a sample PEAS paragraph that I wrote. Please use this as a guide for Thursday's in-class writing assignment. Remember, you will be graded. I will attach the rubric and self-checklist to another post.

Good luck!

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Hi All,

I am attaching the rubric and self-checklist to this email. Use this as a guideline for the expectations on Thursday. You will write three in-class pieces in total this term and will have a writing test in the beginning of June.

Good luck!

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Please complete this survey. It is anonymous and will take 5 minutes. Thank you!

https://www.surveymonkey.com/r/R5F75X7

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a.       Identify and define the elements of drama (play; plot; conflict; climax; script; dialogue; monologue; soliloquy; aside; stage directions; staging; stage; set; lights; costumes; props; tragic hero; tragic flaw; foil; suspense)

b.      Identify and define the genres of drama: (comedy; tragedy according to Aristotle)

c.       Differentiate between the elements of narratives (plot; conflict; flashback; foreshadowing; suspense; setting; tone; mood; dialogue; characters; narrative) and the elements of drama.

d.      Read informational texts and highlight main points.

e.       Present main points from the informational texts to the class.

f.        Identify the meaning of the following terms and how they are used in Shakespearean texts: elements of  language such as puns, prose, iambic pentameter, and archaic language

g.       Make subjects and verbs agree – correct

h.      Make pronouns and antecedents agree

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Print this out and attach to your final draft

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Vocabulary for Quiz on Thursday! GRADE 10

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Vocabulary for Quiz on Thursday! GRADE 10

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Grade 10 Vocabs

1.       Mort: (Latin) Death. – mortality, mortuary, immortal

2.       Path: (Greek) Disease, Feeling – pathology, sympathy, pathos

3.       Pel: (Latin) To Drive/Push – expel, propeller

4.       Struc/Struct: (Latin) To Build – construct, structure, instruct

5.       Vid/Vid: (Latin) To See – vision, evidence

6.       Voc/Voke: (Latin) To Call – advocate, revoke

7.       Cogn: (Latin) To know – cognition, recognize

8.       Loc/Loqu: (Latin) To Speak/Talk/Say – colloquial, ventriloquist

9.       Nate/Nat: (Latin) Born. – native, innate

10.   Neg: (Latin) No, Deny – negative, negate

11.   Neo: (Greek) New – neonatal

12.   Nov: (Latin) New – novice

13.   Phys: (Greek) Nature – physics, physical

14.   Psych: (Greek) Mind, Soul – psychic, psychopath

15.   Reg: (Latin) Guide, Rule – regime, regent

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Vocabulary for Quiz on Thursday! GRADE 9

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Vocabulary for Quiz on Thursday! GRADE 9

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Grade 9 Vocabs

1.        Aud-: (Latin) to hear/listen: audible, audition.

2.        Cred-: (Latin) to believe: credit, incredible

3.        Archea, arche, archi: (Greek) primitive/ancient: archeologist, archives, archetype.

4.        Belli-: (Latin) war: belligerent, bellicose.

5.        Claim, clam: (Latin) to declare/call out/cry out: claim, exclaim, clamorous.

6.        Crat, cracy: (Greek) rule/strength/power: democrat, autocracy, aristocracy.

7.        luna-: (Latin) moon: lunar, lunatic.

8.        Mar: (Latin) sea: maritime, submarine.

9.        Ped-: (Greek) child: pediatrician.

10.     Urb: (Latin) city: urban, suburban, Exurb (a modern word meaning large cities that directly surround a major city; e.g. Arlington is an exurb of Dallas)

11.     Pop: (Latin) people: population, popular.

12.     Tract: (Latin) to draw/pull: attract, distract, retract.

13.     Form: (Latin) to shape: conform, reform, transform.

14.     Pend: (Latin) to hand/weigh: suspend, pendulum.

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Please work on your journals over the weekend and be prepared to decorate them on Monday. We will start the projects on Tuesday. Thank you!

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You will need to research about the things that Sheikh Mohammad Bin Zayed has done for the country for which you are thankful.
You will be creating a thank you card on Monday.

Marking Scheme:
Content: /5
Creativity and legibility: /5

You will be including the following: #thank_you_Mohammad_Bin_Zayed

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Grade 9: Informational Texts (important notes)

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Grade 9: Informational Texts (important notes)

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Grade 9: To Kill a Mockingbird - Major Themes 

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Grade 9: To Kill a Mockingbird - Major Themes 

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Grade 9: To Kill a Mockingbird - Major Conflicts 

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Grade 9: To Kill a Mockingbird - Major Conflicts 

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Grade 9 + 10: Grammar Phrases Quiz (front page)

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Grade 9 + 10: Grammar Phrases Quiz (front page)

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This is a picture of a quiz from last year. The front page helps to explain the different types of phrases! :)

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Grade 10: Grammar Review (Grade 9 may use this also!) 

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Grade 10: Grammar Review (Grade 9 may use this also!) 

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When trying to figure out whether the narrative voice is the unknown narrator or Marlow, remember that Marlow always speaks with quotations. Look at the shifts that occur in your novel on pages 3 and 4 to understand this better.

Good luck again :)

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Make sure you know the different types of context clues :)

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https://www.englishgrammar.org/prepositional-phrases-exercise/?pdf=1834 (Prepositional Phrases)

https://www.englishgrammar.org/adjective-phrases-worksheet/?pdf=5568 (Adjective Phrases)

http://reachateacha.weebly.com/uploads/1/6/1/5/16150348/adverb11_adverbial_phrases.pdf(Adverb Phrases)

https://englishatschoolforstudents.weebly.com/uploads/2/4/1/3/24137612/phrase_gerund.pdf(Gerund Phrases)

https://www.englishgrammar101.com/module-8/verbals-and-phrases/lesson-2/participles-and-participial-phrases (Participial Phrases)

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Grade 10: Frame Narrative Analysis Paragraph

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Grade 10: Frame Narrative Analysis Paragraph

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Heart of Darkness_Frame Narrative Analysis Paragraph

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I could not upload the annotations we completed in class, so I have uploaded this document. Please use this, as it will help you for your final exam.

Also, those of you who were not receiving this document via email can thank 10B! (I did not have their email addresses)

Good luck! :)

Thank you all for a wonderful term!

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Scroll through the entire document....

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Grade 10: Figures of Speech Quiz (Answer Key)

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Grade 10: Figures of Speech Quiz (Answer Key)

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Answer key for quiz last Thursday.

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Grade 10: Vocabulary with Definitions (You're Welcome)

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Grade 10: Vocabulary with Definitions (You're Welcome)

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Paradox:
http://examples.yourdictionary.com/examples-of-paradox.html

Euphemism:
http://examples.yourdictionary.com/examples-of-euphemism.html

Oxymoron:
http://examples.yourdictionary.com/examples-of-oxymorons.html

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Grade 9: To Kill a Mockingbird - The Movie

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Grade 9: To Kill a Mockingbird - The Movie

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Hi All,

I am including a link to watch the movie online. Remember, you must read the novel/ chapter summaries first. The movie is to be used as an extra tool to better understand the plot events.

Good luck!

Link:
http://putlockers.ch/watch-to-kill-a-mockingbird-online-free-putlocker.html

http://123movies.is/film/to-kill-a-mockingbird-2171/watching.html

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Grade 9: To Kill a Mockingbird Character Map

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Grade 9: To Kill a Mockingbird Character Map

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***Remember: Scout is the NARRATOR of the story. It is FIRST PERSON POINT OF VIEW.

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Grade 9: Answers to the Video (Link included)

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Grade 9: Answers to the Video (Link included)

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1.What is the setting of the story?
Maycomb, Alabama from 1933-1935.

2.Who’s the protagonist of the story?
Scout (Remember that protagonist is the main character)

3.What does her father do for living?
Atticus is a lawyer and defends Tom Robinson who is an innocent man being charged of a crime he did not commit due to the color of his skin.

4.Who/from what does Scout learn from about life?
Scout learns from Atticus and her own experiences that she faces throughout the novel.

5.What is each of the four lessons? Write a point about each.
1. To put yourself in the shoes of others (Scout learns to view life from different perspectives other than her own)
2. To not kill mockingbirds (Mockingbirds are defenseless and should not be killed both literally and figuratively.)
3. To continue to fight even if you will lose (Scout learns this through Tom Robinson who fights to prove his innocence even though he knows he will lose because he is African American and does not have any rights during that time period.

6.Why is it a sin to kill mockingbirds? And what is it symbolic for?
It is a sin (wrong) to kill mockingbirds because they are weak and defenseless. The mockingbird symbolizes those who are weaker and are taken advantage of in the novel, such as Tom and Boo.

LINK TO VIDEO:

https://www.youtube.com/watch?v=uqkohqLvClI

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Grade 9: Plot Elements of To Kill A Mockingbird

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Grade 9: Plot Elements of To Kill A Mockingbird

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Use the following link to look at the different plot elements of the novel (parts of a plot diagram. This link is very helpful in organizing the numerous events that occur in the story.

Link:
https://prezi.com/mbbox86zyqmr/to-kill-a-mockingbird-plot-outline/

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Link:
https://www.youtube.com/watch?v=XIFUHIM-w7M

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Narrative Writing: Presentation and Writing Rubrics

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Narrative Writing: Presentation and Writing Rubrics

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Important dates to remember:
1. First Draft - Due November 15th
2. Final Draft - Due November 29th

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Use this while editing your writing to ensure you have included all of the required elements.

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Grammar: Adverb and Adjective Prepositional Phrases 

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Grammar: Adverb and Adjective Prepositional Phrases 

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Link to video:

https://www.youtube.com/watch?v=LJFdJNK1szU

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Grade 10- Narrative Writing Assignemnt_2017-2018

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Grade 9 and 10: Quiz Tomorrow (November 2nd, 2017)

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Grade 9 and 10: Quiz Tomorrow (November 2nd, 2017)

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Dear Students,

Please note that tomorrow will be a reading comprehension quiz. Your vocabulary quiz will be next week.

Good luck!

Sincerely,

Ms. Umika

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Chapter 1

1.       Describe in detail the setting where the story begins.

2.       Who is the narrator of the story?

3.      Describe Marlow’s physical appearance.

4.      The narrator describes the recent history of the Thames. What are some of the activities of the men who have sailed out, from the mouth of the river?

5.      What effect does Conrad achieve by alluding to the pirates Francis Drake and John Franklin?

Chapter 2

1.       On what suspenseful note does this second installment begin?

2.       What does Marlow learn when he overhears the station manager talking to his uncle?

3.      What is significant about the image Marlow begins to develop of Kurtz?

4.      What is the prevailing metaphor Marlow uses to describe traveling up the river?

5.      How do the cannibals help Marlow?

Chapter 3

1.       The Russian says, “I had gone so far that I don’t know how I’ll ever get back”. What does this mean literally and symbolically?

2.       When Marlow asks what Kurtz had traded for ivory, what does the Russian reply?

3.      Why did Kurtz threaten to shoot the young Russian?

4.      What does the Russian tell Marlow about Kurtz’s recent activities?

5.      What does Marlow suddenly realize about the knobs on the posts by the building and the symbolic meaning they may have?

6.      As Marlow talks with the Russian, a group of men suddenly appears with a stretcher. What happens next?

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Read Ch. 1 and answer the following questions.

1.       What do you learn in this chapter about Maycomb, Atticus Finch and his family?

2.       What do you learn about Dill's character?

3.      What, briefly, has happened to Arthur “Boo” Radley.

4.      Why does the Radley place fascinate Scout, Jem and Dill?

5.      What do you notice about the narrative voice and viewpoint in the novel?

Read Ch. 2 and answer the following questions.

1.       Why is Scout so looking forward to starting school?

2.       Why does Jem not want anything to do with Scout at school? Is his behaviour typical of an older child?

3.      What do you think of Miss Caroline Fisher as a teacher? Can you find qualities which would make her good or not so good at her job?

Read Ch. 3 and answer the following questions.

1.       Who is Calpurnia? What is her place in the Finch household?

2.       What is Walter Cunningham like? What does his behaviour during lunch suggest about his home life?

3.      What do you think of the way Atticus treats Walter?

4.      Does Scout learn anything from Walter's visit? What do you think this is?

5.      Atticus says that you never really understand a person “until you climb into his skin and walk around in it”. What does this mean? Is it an easy thing for Scout to learn?

6.      What do you learn in this chapter about the Ewells?

Read Ch. 4 & 5 and answer the following questions.

1.       What does Scout think of current fashions in education?

2.       What superstitions do the children have in connection with the Radley house?

3.      Why do the children make Boo's story into a game?

4.      What do they do in this game? Do you think the game is an accurate version of what happens in the Radleys' home?

5.      What might be the cause of the laughter from inside the house?

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To Kill A Mockingbird - Vocabulary (Ch. 1-3)

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To Kill A Mockingbird - Vocabulary (Ch. 1-3)

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I have included notes for Topic 1 and Topic 2 of Ethics. Good luck!

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Bring in laptops all week (Oct 15th-19th).
Presentations on Thursday! :)

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Sunday - Vocabulary lesson (bring in dictionary or laptop)
Monday, Tuesday, Wednesday - Bring in textbooks
Thursday - Grammar Lesson (bring in Language Handbook)

*NOTE* - Quizzes every Thursday

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1. Beguile
2. Benevolent
3. Decorum
4. Demeanor
5. Feral
6. Ignoble
7. Mores
8. Provincial
9. Unseemly
10. Wily

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https://owl.english.purdue.edu/owl/resource/623/1/

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https://www.youtube.com/watch?v=2l2FgUrln1A

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-          consult a dictionary to determine a word’s meaning, parts of speech, and etymology,

-          use context clues to determine the meanings of words,

-          identify different types of characters,

-          differentiate between direct and indirect methods of characterization,

-          describe characters, their conflict, effect on plot and theme,

-          write using parallel structure,

-          summarize a short story,

-          use text to support details,

-          use text to draw conclusions,

-          identify features of a coherent paragraph: introduction, thesis statement, body, & conclusion.

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Vocabulary: Worksheet Answer Key (Part 2)

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Vocabulary: Worksheet Answer Key (Part 2)

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Vocabulary: Worksheet Answer Key (Part 1)

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Vocabulary: Worksheet Answer Key (Part 1)

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Abridged

Browse

Citation

Compendium

Entry

Etymology

Gazetteer

Homonym

Lexicon

Phonetics

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Dear Students,

Welcome to my padlet page for the 2017-2018 academic year. This webpage will contain any important information that I need to share with you.

Please note that assignments, worksheets, notes, and other items may be posted on this page throughout the school year, so please check padlet frequently.

Good luck!

Sincerely,

Ms. Umika