WATSON 8th Grade 2016 Pre-AP Language Arts Review – Semester II
Final Exam
Exam Date and Time: ____________________________________________________
- Bring two #2 pencils, sharpened – Scantron format
Imagery/Descriptive
writing/Voice/Literary Terms
- Know/understand/ be able to apply: vivid verbs, descriptive adjectives, and
figurative language as applied to imagery.
- Know mood, tone, connotation, and voice and how
that applies to writing.
- Know: personification, inference, foreshadowing,
irony, characterization, metaphor, symbol and be able to apply terms to
examples
- Poetry analysis and annotation terms: Stanza, traditional form, free verse, rhyme, rhythm
Persuasion
- Terms: counterargument, appeal to fear, persuade, appeal to pity, support, ethical appeal, argument,
loaded terms, claim, bandwagon appeal, pathos, logos
- Recognize TYPES of support: examples, facts, quotes from experts, statistics
Rhetoric/Speeches
- Logos
and Pathos-be able to identify examples of each from speeches and handouts
we used in class. What
characterizes each type of rhetoric?
- Martin
Luther King’s “I Have a Dream” speech – look at themes, symbolism, repetition,
and diction. Review the questions
we discussed and the paired text writing.
- Notes,
comparisons/contrasts with various forms of rhetoric and writing
- King’s
style of writing; review his use of repetition, diction, allusion,
metaphor-what is his purpose? How and
why does he use these elements?
Animal Farm
- Symbolism—what
each of the characters represents in the novel—
- Persuasion and rhetoric as it applies to Animal Farm
- Important
Quotes- Make a list of the quotes we highlighted and be able to identify
speaker, situation, and importance.
- All
handouts given over Night.
Study the main ideas and know what the focus was from each handout.
- Themes
/ symbols / plot discussed in class.
Be able to identify the different camps Wiesel traveled to, what
happened at each camp, and who freed him in the end.
- Literary
elements as applied to the novel (themes, symbolism, metaphors). Be able to identify these and support
with evidence.
- Elie
Wiesel’s life and struggles-focus on how his faith changes.
- All
class notes and discussion topics from book club groups-be able to connect
common themes/characters seen in other Holocaust literature.
- All
Holocaust/WWII/Hitler notes and background information
- Review
your ANNE FRANK scene summaries
Grammar
- Parts of speech – review in
writer’s notebook – know what each part of speech does/modifies
- Demonstrative pronouns
- Commas
- Apostrophes
- Run –ons, Fragments, Sentence
combining
ARCHETYPES
- The Traitor
- The Outcast
- The Fanatic
- The Evil Genius
- The Charmer
LATIN ROOTS – sets 3 and 4 Matching for the
Roots – review below
- Oste
- Phon
- Photo
- Nat
- Mem
- Ambi
- Migr
- Multi
- Hypo
- Mega
- Dys
- Vers/Vert
There are three poems
on the final to analyze. Here are two of
them for you to annotate to prepare. And
no you may not use your annotated poems during the final.
POEM Selection ONE
1 He was a big man, says the size of
his shoes
on a pile of broken dishes by the house;
a tall man too, says the length of the bed
in an upstairs room; and a good, God-fearing man,
5 says the Bible with a broken back
on the floor below the window, dusty with sun;
but not a man for farming, say the fields
cluttered with boulders and the leaky barn.
A woman lived with him, says the bedroom wall
10 papered with lilacs and the kitchen shelves
covered with oilcloth, and they had a child,
says the sandbox made from a tractor tire.
Money was scarce, say the jars of plum preserves
and canned tomatoes sealed in the cellar hole.
15 And the winters cold, say the rags in the window frames.
It was lonely here, says the narrow country road.
Something went wrong, says the empty house
in the weed-choked yard. Stones in the fields
say he was not a farmer; the still-sealed jars
20 in the cellar say she left in a nervous haste.
And the child? Its toys are strewn in the yard
like branches after a storm-a rubber cow,
a rusty tractor with a broken plow,
a doll in overalls. Something went wrong, they say.
on a pile of broken dishes by the house;
a tall man too, says the length of the bed
in an upstairs room; and a good, God-fearing man,
5 says the Bible with a broken back
on the floor below the window, dusty with sun;
but not a man for farming, say the fields
cluttered with boulders and the leaky barn.
A woman lived with him, says the bedroom wall
10 papered with lilacs and the kitchen shelves
covered with oilcloth, and they had a child,
says the sandbox made from a tractor tire.
Money was scarce, say the jars of plum preserves
and canned tomatoes sealed in the cellar hole.
15 And the winters cold, say the rags in the window frames.
It was lonely here, says the narrow country road.
Something went wrong, says the empty house
in the weed-choked yard. Stones in the fields
say he was not a farmer; the still-sealed jars
20 in the cellar say she left in a nervous haste.
And the child? Its toys are strewn in the yard
like branches after a storm-a rubber cow,
a rusty tractor with a broken plow,
a doll in overalls. Something went wrong, they say.
POEM Selection TWO:
Look at your Holocaust Poetry Packet and review each selection
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