Character Foils

Campus Assessment Rewind

​3rd 9 Weeks

By Tiana Mccowan

​Areas where we did well!

• ​revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;

• ​using an organizing structure appropriate to purpose, audience, topic, and context;

• ​analyze how the author's use of language achieves specific purposes;

• ​make inferences and use evidence to support understanding;*

• edit drafts using standard English conventions, including:

English I

3rd 9 Weeks Campus Assessment Rewind

• ​make inferences and use evidence to support understanding;*

• ​analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;

• ​punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate; and

• ​clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

• ​paraphrase and summarize texts in ways that maintain meaning and logical order

Areas we will continue to practice...

3rd 9 Weeks Campus Assessment Rewind​

​Let's review some questions from the test.

Questions begin on the next slide...​

To view full stories used on test, use the pdf copy of the assessment posted in Google Classroom​

| English I

3rd 9 Weeks Campus Assessment Rewind​

Multiple Choice

What change, if any, needs to be made in sentence 29?

• Insert a comma after important

• Change is hurting to are hurting

• Change our to their

• No change should be made in this sentence.

​Review the comma usage rules

Practice question on the next slide...​

Multiple Choice

Read paragraph 1 of the selection from The Boston Girl.

Why does Addie compare the settlement home to a lantern in the paragraph?

• To exaggerate the judgmental attitudes of those who run the house

• To indicate that the community surrounding the house takes its services for

  granted

• To help the reader to visualize the beautiful architecture of the house

• To symbolize the house as a comforting place in a poverty-stricken

  neighborhood

​Review how to make inferences... practice question on the next slide...

Multiple Choice

Based on the narrator’s description in Paragraph 11, the reader can infer that the narrator’s mother

• wants to get rid of her child because she is stubborn.

• loves her daughter in spite of her stubbornness.

• appreciates her daughter’s stubborn nature.

• never gives in to her daughter’s stubbornness.

Multiple Choice

Which piece of text evidence best supports this understanding?

• My mother must have watched in her rearview mirror.

• . . . she’d gasp with relief when I was in front of her again . . .

• That was what she couldn’t stand, my stubbornness.

• She wasn’t going to have a stubborn child.

Multiple Choice

Which quotation from the selection from The Boston Girl best emphasizes Miss Chevalier’s compassionate nature?

(View full story of The Boston Girl in Google Classroom)

• I guess I was better than the others because after the meeting, Miss Chevalier

  asked if I would recite the whole poem to the Saturday Club. (paragraph 4)

• I only got halfway through the poem when Miss Chevalier stopped me and

  asked if I knew what impetuous meant. (paragraph 7)

• I’m sure I turned bright red, but Miss Chevalier pretended not to notice

  (paragraph 8)

• I had never been asked for my opinion, but I knew I couldn’t keep her waiting. .

  . .(paragraph 11)

INDIRECT​

Characterization

S - speech

T - thoughts

E - effect on others

A - actions

L​ - looks​

DIRECT Characterization - Direct statements about character personality

​

Multiple Choice

One way the author uses Zaroff as a character foil to Rainsford is to highlight differences in these complex characters’ beliefs about—

• where hunting should take place.

• why hunters are motivated to hunt.

• what hunters should seek out as prey.

• if hunting is appropriate as an activity.

Multiple Choice

By using Rainsford as a character foil to Zaroff, the author also reveals an important difference in these complex characters’ attitudes toward animals and humans. Which of the following expresses that difference?

• Rainsford thinks that animals can reason; Zaroff does not.

• Rainsford thinks that humans can reason; Zaroff does not.

• Zaroff thinks that animals are better prey than humans; Rainsford does not.

• Zaroff looks upon human prey as a new kind of animal; Rainsford does not.