Final exam: 6th – 8th grade



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FINAL EXAM: 6TH – 8TH GRADE

ESSAY TOPIC

Please write a WELL-THOUGHT-OUT essay, using specific examples from topics we’ve learned in class, on the following question:

At the beginning of the year, I asked you how Latin could relate to your life both in and out of school. How has what we’ve learned this semester related to your life? Does any of it? Whether you say yes or no, EXPLAIN YOURSELF. Convince me. Avoid simple answers like, “The vocabulary helps with English” – instead tell me WHAT vocabulary has helped you specifically, and in what way. Please give at least 5 concrete examples, with at least two of those referring to the language and grammar we have covered, and three referring to the history we’ve covered and the books we have read. This is a PERSUASIVE ESSAY, and should follow the guidelines on the following page.



DISCUSSION GROUPS AND TOPICS

TOPIC I: Discuss how the gods interfere in Aeneas’ life. Have the gods changed the course of the hero’s life, or was everything a matter of fate? Do you think Aeneas is better or worse off from their meddling? Does Venus’ involvement improve Aeneas’ life or make it worse? How about Juno?

GROUP I: Julija, George A., Bobby, Billy, Nikos, Demetra, Alcaeos

TOPIC II: In what ways is the Aeneid like Homer’s Odyssey and Iliad? Do you think that the Aeneid is more similar to Homer than it is different, or do you think it is mainly a unique piece of literature? Are the Trojans portrayed similarly in Homer and Vergil? How about the Greeks? Do you think that the Aeneid is meant to be a direct copy of Homer’s works? Why or why not?

GROUP II: Fransesca, Joseph, Nick, George Θ, Yannis, Irini, Phoebos

FINAL ESSAY:

Here are the formatting requirements for your final paper. They are the same basic requirements you have had all year for papers, so they should be familiar to you. If you have questions, email me using the QUIA website.

  • THE CONTENT

    • A clear and well-thought-out thesis statement in the first (introduction) paragraph that is somehow restated in your conclusion

    • At least three body paragraphs, NOT including your introduction and conclusion paragraphs, that CLEARLY support your main thesis

    • At least 5 specific examples of things we have done in class that support your thesis

  • 5-7 pages handwritten IN PEN OR 2-3 pages typed

    • double-spaced (only if typed), 12 point Times Roman or Arial font

    • 1 inch margins on ALL SIDES

    • white paper, black ink

    • title page with title, your name, and the date – NOT INCLUDED IN THE LENGTH OF THE PAPER!

    • bibliography (see below) – NOT INCLUDED IN LENGTH!

  • Complete sentences and paragraphs

  • Correct spelling

  • Bibliography: a list of all of the books and websites you used, using the format below

    • Books: Author. Title. Year Published.

    • Website: Author/Webmaster. Title. Date Visited.

    • Encyclopedia: Title. “Name of Section you used.” Volume. Year Published.

For the discussion, you will be broken up into 2 groups. Each group will carry on their own discussion, one at a time. When Group One is having their discussion, Group Two will be taking notes on each member of Group One and their performance in the discussion. After 25 minutes, we will take a break and then switch. On Tuesday I will assign each of you a “partner” in the other group – this will be the person you will observe, and they in turn will observe you. Please refer to the chart below for the criteria for grading. You will need to write down specific instances of your partner performing the tasks below.

ATTRIBUTE

BARE MINIMUM

GOOD

EXCELLENT

LISTENING

Recognizes and responds to others speaking.

Uses and practices listening processes regularly.

Habitually uses listening processes.

NON-VERBAL COMMUNICATION

Eye contact, gestures, posture, facial expression, voice.



Comprehends some information from non-verbal cues.

Draws accurate conclusions from body language and facial expressions.

Able to recognize and use subtle non-verbal communication cues.

CO-OPERATION

Sometimes shows ability to wait to give appropriate verbal / non-verbal responses.

Usually shows ability to wait to give appropriate verbal / non-verbal responses.

Habitually shows ability to wait with openness and awareness to give appropriate verbal / non-verbal responses.

PARTICIPATION

Tells thoughts, feelings, ideas so others understand.



Rarely talks during the discussion or talk is off the subject. Offers few ideas to the discussion.

Shares freely and explains with details. Makes connections to what others say.

Talk inspires others. Supports and leads others in discussion.




AENEID__BOOK_II:_THE_FALL_OF_TROY_AND_AENEAS’_ESCAPE'>BOOKS II – III: A QUICK REMINDER

AENEID BOOK II: THE FALL OF TROY AND AENEAS’ ESCAPE

  • Introduction to the Story of the Fall of Troy (lines 1-17)

  • The Trojan Horse (lines 18-359):

  • The Greeks build the horse; Trojan's uncertain about it (lines 17-54)

  • Laocoon strikes the horse; Sinon shows up and tricks them (lines 55-272)

  • Laocoon killed (lines 273-313)

  • Trojans take the horse into the city; the Greeks come out of the horse at night and attack the city (lines 314-359)

  • Aeneas During the Destruction of Troy (lines 360-825):

  • Aeneas learns the situation (lines 360-449)

  • Aeneas gathers a band of fighters to fight back; his group is killed (lines 450-572)

  • He witnesses the destruction of the palace and the death of Priam (lines 572-729)

  • Aeneas realizes he must rescue his family; he considers taking revenge on Helen; Aeneas' vision (lines 730-825)

  • Aeneas and his Family Escape (lines 826-1046):

  • Anchises unwilling to depart at first; Creusa begs Aeneas not to return to the fighting (lines 826-918)

  • Aeneas and his family leave the house; they lose Creusa (lines 919-974)

  • Aeneas goes back to Troy to look for her; her ghost appears to him and tells him of her death and his destiny (lines 975-1032)

  • Aeneas returns and leads the family away from Troy (lines 1032-1046)



AENEID BOOK III: TRAVELS AND MYTHICAL MONSTERS

  • Introduction: the Trojans build a fleet at Antandros and depart (lines 1-18)

  • Thrace (lines 19-96): foundation; sacrifice, an omen and a sacrifice

  • Delos (lines 102-167): sacrifice, prayer, an omen, a prophecy and a sacrifice

  • Crete (lines 184-263): Foundation; an omen (a plague), a dream, and a sacrifice

  • Strophades (lines 290-373): land of the Harpies: a sacrifice, an omen, a prophecy and a prayer

  • Actium (lines 374-395): games; another prophecy

  • Buthrotum (lines 396-703): Arrival; reception by Andromache, the widow of Hector; Helenus; gifts and farewells

  • Italy (lines 704-725): an omen and a sacrifice; the storm: Scylla and Charybdis

  • Sicily and Mount Aetna (lines 759-934): another omen: the volcano; Achaemenides; Polyphemus; going around Sicily

  • Drepanum (lines 935-948): the death of Anchises; catching up the story to the Trojans' arrival at the coast of Carthage

  • End of the Story-within-a-story (lines 949-952)

Ms. Allison Strick, Latin Page January 16, 2017


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