Sample | Boot Camp for NC EOC

Sample

Boot Camps for the North Carolina End of Course MasteryPrep’s Boot Camps for North Carolina EOC are half-day events designed to increase the number of your students achieving level 3 or higher.

Each Boot Camp focuses on a single subject and provides students the review and motivation they need to put their best foot forward on test day. You’ve worked all year to build student competence on the NCSCOS and North Carolina Essential Standards for Science. The Boot Camps help your students connect what they’ve learned in school to how those skills will be assessed on the tests. The result? More students testing on grade level.

Each Boot Camp is led by a MasteryPrep-certified instructor who will arm your students with the tips, strategies, and reasoning skills they need to succeed on test day.

What’s included: Our Boot Camps provide test prep that fits your schedule, even at the last minute. We take care of everything. No hassle, no stress, and no attendance limits.

• Virtual or In-Person instruction by an expert MasteryPrep instructor.

• A workbook for each student with exercises to complete during the event and additional practice leading up to test day.

Boot Camps for North Carolina EOC Workbook

In just three hours students will: • Review the most heavily tested standards • Learn test-taking and guessing strategies • Avoid trap answers and acclimate to the new technology-enabled test items • Discuss how to overcome test anxiety and properly prep for testing

Each Boot Camp will cover: NC Math 1 • Number and Quantity and Algebra • Functions • Geometry • Statistics and Probability

English II • Reading for Literature • Reading for Informational Text • Language

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: Math 1 Standards Covered in this Course: NC.M1.A-APR NC.M1.A-APR.1 NC.M1.A-CED.1 NC.M1.A-CED.4 NC.M1.A-REI.1 NC.M1.A-REI.10 NC.M1.A-REI.12 NC.M1.A-REI.3 NC.M1.A-REI.6 NC.M1.A-SSE.1

NC.M1.A-SSE.3 NC.M1.F-BF.1 NC.M1.F-BF.2 NC.M1.F-IF.2 NC.M1.F-IF.4 NC.M1.F-IF.6 NC.M1.F-IF.7 NC.M1.F-IF.8b NC.M1.F-IF.9 NC.M1.F-LE.5

NC.M1.G-GPE.4 NC.M1.G-GPE.5 NC.M1.G-GPE.6 NC.M1.N-RN.2 NC.M1.S-ID.2 NC.M1.S-ID.3 NC.M1.S-ID.9

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: NC Math 1

CONTENTS ORIENTATION

1

Why Does This Test Matter?

2

How Is the NC Math 1 Test Scored?

3

The Calculator

4

Tech-Enhanced Questions

5

Tools of the Trade

6

What’s on the Test?

7

What Is a Boot Camp?

8

NUMBER AND QUANTITY AND ALGEBRA

9 10

Number and Quantity and Algebra Preview

14

Desmos: The NC Math 1 MVP Distribution Done Right Plugging In

15

Boot Camp 16 for NC EOC: NC Math 1

What Are Systems of Equations?

18

It’s Like Folding Socks, but With Math

19

We Don’t Know What We Don’t Know Distribution in the Big Leagues Factoring Solve It Your Way Test Run

FUNCTIONS Functions Preview What Is a Function?

Modeling Number and Quantity and Algebra Reboot Graphing a Function Intervals Comparing Functions Function Size and Desmos Intercepts Test Run

20

GEOMETRY21

Geometry Preview22 23 Parallel and Perpendicular Lines Functions Reboot 24

43 44 45 46

Shapes on a Plane

47

Test Run

49

27 28

31 AND PROBABILITY STATISTICS 33 Statistics and Probability Preview Mean vs. Median 34 35 Distribution of a Different Sort 36Askew There Is Something Geometry Reboot 37 Best-Fit Model Residual Plot Test Run

38 39 40

MINI-TEST Mini-Test

51 52 55 56 57 58 60 62 64

67 68

CONCLUSION

73

Key Test-Taking Skills

74

Before the Test

CONTRIBUTORS

75

77

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: NC Math 1

SECTION 2

NUMBER AND QUANTITY AND ALGEBRA

9

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: NC Math 1 | Number and Quantity and Algebra

3 In which graph does the shaded region represent the solution set for the inequality shown below?

3x – y < 6

A

y

B

10

10

9

9

8

8

7

7

6

6

5

5

4

4

3

3

2

2

1 0

C

y

1 1

2

3

4

5

6

7

8

9 10

x

y

0

D

10

9

9

8

8

7

7

6

6

5

5

4

4

3

3

2

2

1

1 1

2

3

4

5

6

7

8

9 10

x

2

3

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9 10

1

2

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4

5

6

7

8

9 10

x

y

10

0

1

0

Number and Quantity and Algebra Preview

x

11

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: NC Math 1 | Number and Quantity and Algebra

Distribution Done Right Instructions Refer to the information below as your instructor leads the discussion.

Negative Paranoia When you see subtraction or negatives in a question, double-check every step to make sure you don’t forget about the negatives.

Solving Equations With Distribution Whenever you need to solve an equation using distribution, here’s how: 1. Copy the equation onto your scratch paper or notepad.

2. Draw arrows to visualize the distribution.

3. Distribute.

4. Collect like terms and solve.

Solve question 2 again using distribution. Show your work below.

Distribution Done Right

15

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: NC Math 1 | Number and Quantity and Algebra 3 In which graph does the shaded region represent the solution set for the inequality shown below?

3x – y < 6

A

y

B

10

10

9

9

8

8

7

7

6

6

5

5

4

4

3

3

2

2

1 0

C

y

1 1

2

3

4

5

6

7

8

9 10

x

y

0

D

10

9

9

8

8

7

7

6

6

5

5

4

4

3

3

2

2

0

2

3

4

5

6

7

8

9 10

1

2

3

4

5

6

7

8

9 10

x

y

10

1

1

1 1

2

3

4

5

6

7

8

9 10

x

0

Plugging In

x

17

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: NC Math 1 | Number and Quantity and Algebra

It’s Like Folding Socks, but With Math Instructions Use the substitution method to solve the question below.

Substitute When you need to solve a system of equations using substitution, here’s how: 1. Isolate a variable in one equation.

2. Substitute the expression into the variable in the other equation.

3. Solve for the necessary variables.

5 What is the value of x in the system of equations shown below?

5x + 3y = 2 x=2–y Enter your response here: Only 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, ., -, and / are allowed in your answer.

Mixed numbers are entered by adding a space after the whole number. Spaces are allowed only between whole numbers and fractions.

It’s Like Folding Socks, but With Math

19

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: NC Math 1 | Number and Quantity and Algebra

Distribution in the Big Leagues Instructions Use distribution to rewrite the expressions below.

(3)(x – 2) =

(x)(x – 2) =

(x + 3)(x – 2) =

Distribution in the Big Leagues

21

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: NC Math 1 | Number and Quantity and Algebra

Solve It Your Way Instructions Choose factoring or distribution to answer the following question.

Factor or Distribution?

When working with a quadratic, decide if you want to factor or use distribution. Sometimes it also helps to work backward from the answer choices. Focus on making partial eliminations, and don’t oversolve the problem.

4 Which expression is equivalent to (x + 4)(2x – 2)?

A

2x² – 8

B

2x² + 6x – 8

C

2x² + 8x – 8

D

2x² + 10x – 8

Solve It Your Way

23

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: NC Math 1 | Number and Quantity and Algebra

8 Two shops have books to rent.

• The first shop charges a $15-per-month membership fee plus $2.50 per book rented.

• The second shop has no membership fee but charges $4.50 per book rented.

What is the minimum number of books a person would need to rent in one month for the first shop to be a better deal?

Enter your response here: Only 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, ., -, and / are allowed in your answer.

Mixed numbers are entered by adding a space after the whole number. Spaces are allowed only between whole numbers and fractions.

Test Run

25

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: NC Math 1

SECTION 6

MINI-TEST

67

Boot Camps for North Carolina EOC Workbook

Mini-Test | Boot Camp for NC EOC: NC Math 1

Mini-Test Instructions Complete the quiz. If time remains, check your answers.

1 Susan has two rabbits. The larger rabbit weighs 1.8 pounds more than the smaller rabbit. The combined weight of the two rabbits is 14.2 pounds. What is the weight, in pounds, of the smaller rabbit?

Enter your response here: Only 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, ., -, and / are allowed in your answer.

Mixed numbers are entered by adding a space after the whole number. Spaces are allowed only between whole numbers and fractions.

2 What are the solutions to the equation 3x² – 30x + 81 = 54?

A

{1, –9}

B

{–1, 9}

C

{–1, –9}

D

{1, 9}

68

Mini-Test

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: NC Math 1 | Mini-Test

3 2 The width of a rectangle is its length. The perimeter of the rectangle is 280 ft. What is the length, in feet, 5 of the rectangle?

Enter your response here: Only 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, ., -, and / are allowed in your answer.

Mixed numbers are entered by adding a space after the whole number. Spaces are allowed only between whole numbers and fractions.

4 What is the value of the larger zero of the function g(x) = 3x² – 9x – 30?

Enter your response here: Only 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, ., -, and / are allowed in your answer.

Mixed numbers are entered by adding a space after the whole number. Spaces are allowed only between whole numbers and fractions.

5 The function g(x) = 0.15x + 7 models the height of a rocket x seconds after it is launched. What is the meaning of the y-intercept of the function?

A

the initial height of the rocket

B

the final height of the rocket

C

the rate at which the rocket is ascending

D

the amount of time it will take the rocket to reach its peak

Mini-Test

69

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: NC Math 1

ANSWER KEY Number and Quantity and Algebra Number and Quantity and Algebra Preview 1

A

2

2

3

C

4

B

5

–2

Test Run 6

–1

7

D

8

8

Functions Functions Preview 9

C

10

3

11

330

12

B

13

C

79

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: English II Standards Covered in this Course: L.9-10.4 L.9-10.5 RI.9-10.2 RI.9-10.6

RI.9-10.8 RL.9-10.1 RL.9-10.2 RL.9-10.3

RL.9-10.4 RL.9-10.5

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: English II

CONTENTS ORIENTATION

1

Why Does This Test Matter?

2

How Is the English II EOC Scored?

3

What to Expect

4

Tools of the Trade

5

What Is a Boot Camp?

6

READING CLOSELY

7

Reading Closely Preview

8

Four Corners

12

Process of Elimination

14

Process of Elimination: Distractors

15

Process of Elimination: Support

17 18

Reading Closely Recap

WORDS AND LANGUAGE

Boot Camp for NC EOC: English II 19

Words and Language Preview Plug In Count Your Feelings Figurative Language Process of Elimination Reboot Words and Language Recap

BIG IDEAS

20 22

23 DEVELOPMENT AND INTERACTIONS 25 Development and Interactions Preview 28 Preview, Annotate, Summarize (PAS) for Literature 29 Start Big Freeze the Frame

31

47 48 52 55 56

Key Into the Question

58

Big Ideas Preview

Constructed Response 32 Reboot

60

Preview, Annotate, Summarize (PAS)

Development and 35 Interactions Recap

61

Think Big Claim, Theme, or Central Idea?

Constructed Response Sandwich Plug In Reboot Big Ideas Recap

38

MINI-TEST40 Mini-Test

42 44 45

63 64

CONCLUSION

69

Key Test-Taking Skills

70

Before the Test

71

CONTRIBUTORS

73

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: English II

SECTION 5

DEVELOPMENT AND INTERACTIONS

47

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: English II | Development and Interactions

Poor Kovalyov nearly went out of his mind. He did not know what to make of it. How, in fact, could a nose, which only yesterday was in the middle of his face, and which could not possibly walk around or drive in a carriage, suddenly turn up in a uniform! He ran after the carriage which fortunately did not travel very far and came to a halt outside Kazan Cathedral. Kovalyov rushed into the cathedral square, elbowed his way through a crowd of beggar women who always used to make him laugh because of the way they covered their faces, leaving only slits for the eyes, and made his way in. Only a few people were at prayer, all of them standing by the entrance.

Kovalyov felt so distraught that he was in no condition for praying, and his eyes searched every nook and cranny for the nose in uniform. At length he spotted it standing by one of the walls to the side. The nose’s face was completely hidden by the high collar and it was praying with an expression of profound piety. ‘What’s the best way of approaching it?’ thought Kovalyov.

‘Judging by its uniform, its hat, and its whole appearance, it must be a state councilor. But I’m darned if I know!’

He tried to attract its attention by coughing, but the nose did not interrupt its devotions for one second and continued bowing towards the altar.

‘My dear sir,’ Kovalyov said, summoning up his courage, ‘my dear sir...’

‘What do you want?’ replied the nose, turning around.

‘I don’t know how best to put it, sir, but it strikes me as very peculiar...Don’t you know where you belong? And where do I find you? In church, of all places! I’m sure you’ll agree that...’

‘Please forgive me, but would you mind telling me what you’re talking about?

Explain yourself.’

‘How can I make myself clear?’ Kovalyov wondered. Nerving himself once more he said: ‘Of course, I am, as it happens, a Major. You will agree that it’s not done for someone in my position to walk around minus a nose. It’s all right for some old woman selling peeled oranges on the Voskresensky Bridge to go around without one. But as I’m hoping to be promoted soon...Besides, as I’m acquainted with several highly-placed ladies: Madame Chekhtaryev, for example, a state councilor’s wife...you can judge for yourself...I really don’t know what to say, my dear sir…’ He shrugged his shoulders as he said this. ‘Forgive me, but you must look upon this as a matter of honor and principle. You can see for yourself...’

‘I can’t see anything,’ the nose replied. ‘Please come to the point.’

‘My dear sir,’ continued Kovalyov in a smug voice, ‘I really don’t know what you mean by that. It’s plain enough for anyone to see...Unless you want...Don’t you realize you are my own nose!’

The nose looked at the Major and frowned a little. ‘My dear fellow, you are mistaken. I am a person in my own right. Furthermore, I don’t see that we can have anything in common. Judging from your uniform buttons, I should say you’re from another government department.’

With these words the nose turned away and continued its prayers. Kovalyov was so confused he did not know what to do or think.

Development and Interactions Preview

49

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: English II | Development and Interactions

14 Which detail from the text emphasizes Major Kovalyov's concern for his social status?

A

"Major Kovalyov was not averse to marriage, as long as his bride happened to be worth 200,000 rubles."

B

"He approached the mirror rather gingerly and peered into it."

C

"He had to walk home, keeping himself huddled up in his cloak and with a handkerchief over his face."

D

"He tried to attract its attention by coughing, but the nose did not interrupt its devotions for one second."

Development and Interactions Preview

51

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: English II | Development and Interactions

my nose?’ With these thoughts he dropped into a coffee-house to take a look at himself in a mirror. Fortunately the shop was empty, except for some waiters sweeping up and tidying the chairs. A few of them, rather bleary-eyed, were carrying trays laden with hot pies. Yesterday’s newspapers, covered in coffee stains, lay scattered on the tables and chairs. ‘Well, thank God there’s no one about,’ he said. ‘Now I can have a look.’ He approached the mirror rather gingerly and peered into it. ‘Darn it! What kind of trick is this?’ he cried, spitting on the floor. ‘If only there were something to take its place, but there’s nothing!’

He bit his lips in annoyance, left the coffee-house and decided not to smile or look at anyone, which was not like him at all.

Suddenly he stood rooted to the spot near the front door of some house and witnessed a most incredible sight. A carriage drew up at the entrance porch. The doors flew open and out jumped a uniformed, stooping gentleman who dashed up the steps. The feeling of horror and amazement that gripped Kovalyov when he recognized his own nose defies description!

After this extraordinary sight everything went topsy-turvy. He could hardly keep to his feet, but decided at all costs to wait until the nose returned to the carriage, although he was shaking all over and felt quite feverish.

About two minutes later a nose really did come out. It was wearing a gold-braided uniform with a high stand-up collar and chamois² trousers, and had a sword at its side. From the plumes on its hat, one could tell that it held the exalted rank of state councilor. And it was abundantly clear that the nose was going to visit someone. It looked right, then left, shouted to the coachman ‘Let’s go!’, climbed in and drove off.

Poor Kovalyov nearly went out of his mind. He did not know what to make of it. How, in fact, could a nose, which only yesterday was in the middle of his face, and which could not possibly walk around or drive in a carriage, suddenly turn up in a uniform! He ran after the carriage which fortunately did not travel very far and came to a halt outside Kazan Cathedral. Kovalyov rushed into the cathedral square, elbowed his way through a crowd of beggar women who always used to make him laugh because of the way they covered their faces, leaving only slits for the eyes, and made his way in. Only a few people were at prayer, all of them standing by the entrance.

Kovalyov felt so distraught that he was in no condition for praying, and his eyes searched every nook and cranny for the nose in uniform. At length he spotted it standing by one of the walls to the side. The nose’s face was completely hidden by the high collar and it was praying with an expression of profound piety. ‘What’s the best way of approaching it?’ thought Kovalyov.

‘Judging by its uniform, its hat, and its whole appearance, it must be a state councilor. But I’m darned if I know!’

He tried to attract its attention by coughing, but the nose did not interrupt its devotions for one second and continued bowing towards the altar.

‘My dear sir,’ Kovalyov said, summoning up his courage, ‘my dear sir...’

‘What do you want?’ replied the nose, turning around.

‘I don’t know how best to put it, sir, but it strikes me as very peculiar...Don’t you know where you belong? And where do I find you? In church, of all places! I’m sure you’ll agree that...’

Preview, Annotate, Summarize (PAS) for Literature

53

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: English II | Development and Interactions

Start Big Instructions Refer to the question below as your instructor leads the discussion. Circle the correct answer.

Big Ideas for Fiction When a question asks about a small plot detail or character interaction, but also mentions a big idea like theme, start big.

Based on what you learned from actively reading the passage, what is the big idea?

Eliminate any choices that don’t match up. This can take you all the way to the correct answer without having to dig into tiny details.

12 In what way does the interaction between Major Kovalyov and the nose in the cathedral develop the theme of the story?

A

It mocks the absurdity of social hierarchy and the emphasis on external appearances.

B

It highlights the importance of personal identity in determining one's place in society.

C

It explores the struggle between individual desires and societal expectations.

D

It emphasizes the role of chance and unpredictability in shaping one's life experiences.

Start Big

55

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: English II | Development and Interactions

Development and Interactions Recap Instructions Review the information below with your instructor. Refer to this section as needed.

Development and interactions questions examine how characters and ideas interact and develop throughout the text. They can look like some of the most complex questions on the test, but if you apply the skills you’ve learned up to this point, they become much simpler.

• Active reading using the Preview, Annotate, Summarize (PAS) technique is even more important for reading fiction passages, but requires a slightly adjusted process:

• Preview by identifying the headings and capitalized words like character names and locations. Ask a question or make a prediction. Get curious.

• Annotate by reading the text and highlighting or underlining key words that provide character descriptions, thoughts, and actions as well as key plot events and changes in point of view.

• Summarize at the end of your read-through by telling yourself, in your own words, what happened and how it made you feel.

• Some development and interactions questions reference big ideas like theme. When that happens, start big, eliminating any choices that don’t fit with the big idea, just like you learned in the Big Ideas chapter.

• A plot is like a storyboard for a movie that shows the key events that happen to the character over time. When you’re asked how a scene develops the plot, freeze frame that scene in the “movie” and select the choice that describes what happened there.

• Many choices don’t even bother trying to answer the question. Key into the question by underlining its key words, then eliminate choices that aren’t closely related to what’s being asked.

Key Terms plot: a story's main events development: character or plot growth emphasize: highlight, stress contribute: help, add to interaction: characters' relationships, connections Development and Interactions Recap

61

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: English II

SECTION 6

MINI-TEST

63

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: English II | Mini-Test

5

Today, Paraguay's best potters are concentrated in the town of Aregua, located near the capital city of Asunción. Aregua is known for its pottery shops, outdoor markets, and a large craft center selling ceramic vases, plates, bowls, and decorative items, as well as functional cookware and tiles. However, most of these shops are resellers for artisans working in local workshops. If you want to see potters in action, visit one of Aregua's pottery studios, where you can watch men and boys shaping clay. Ask the potters to demonstrate their most traditional techniques, as each region is known for its unique methods.

Several factors can influence the price of a pottery piece, including the type of clay used (earthenware, stoneware, or porcelain), the complexity of the design, and the size, which is a measure of the time it takes to complete it. As a general rule, you will pay less if you buy directly from the potter or one of the local markets rather than in an Asunción pottery shop, or if you buy a piece with simple designs, like a plain bowl or plate. Regardless, prices are quite reasonable, considering the labor-intensive nature of this craft. You can pick up small items like cups for around 10 to 20 Paraguayan guaraníes (just a few dollars). A large, intricately decorated vase that requires weeks of work will rarely cost more than 500,000 Paraguayan guaraníes (around $75). In Europe or the United States, you would pay much more for a handmade item of equal quality.

In addition to getting a great deal on a beautiful piece of handmade pottery, the main reward of venturing to this quaint part of Paraguay is the chance to see this traditional craft in action. Whether watching potters at work in a studio, at a market, or in their own workshops, it's a pleasure to witness the creation of such intricate art, piece by piece.

Mini-Test

65

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: English II | Mini-Test

5

7

How was the art of pottery in the New World viewed differently than it was viewed in Europe in the sixteenth century?

How does the art of making pottery represent Paraguayan cultural heritage?

A

Pottery was viewed as a common task in the New World; in Europe, pottery was seen as a luxurious home decoration.

B

Pottery was seen as an extravagance that pioneers could not justify in the New World; in Europe, pottery was considered a common item.

C

D

Pottery was seen as strictly men’s work in the New World; in Europe, it was seen as a proper way to make a living for both men and women.

Pottery was seen as an art form for only the upper class in the New World; in Europe, all classes of people used and produced pottery.

6 How does the author advance her purpose in the sentences below from paragraph 5?

“If you want to see potters in action, visit one of Aregua’s pottery studios, where you can watch men and boys shaping clay. Ask the potters to demonstrate their most traditional techniques, as each region is known for its unique methods.”

A

She encourages everyone to visit Aregua to see the authentic potters.

B

She makes convincing statements about the higher cost of pottery in Aregua.

C

She provides information about the historical role Aregua played in creating the art of pottery.

D

She shares her feelings about the pottery practices in Aregua that take advantage of men and boys.

A

Spanish colonists were developing the pottery market in Paraguay during the sixteenth century.

B

Pottery was directly related to the daily tasks performed in the rural areas of Paraguay.

C

Pottery is considered a luxurious home decoration in Paraguay.

D

Pottery has a religious significance to the people of Paraguay.

8 Which statement from the text supports the author’s claim that making pottery is labor-intensive?

A

“Pottery can be created either by hand (handbuilding) or by shaping clay on a potter’s wheel (wheel-throwing).”

B

“A full day’s work results in just a few intricate creations, as each piece requires multiple steps such as shaping, drying, firing in a kiln, and applying glazes or decorations.”

C

“Ask the potters to demonstrate their most traditional techniques, as each region is known for its unique methods.”

D

“You can pick up small items like cups for around 10 to 20 Paraguayan guaraníes (just a few dollars).”

Mini-Test

67

Boot Camps for North Carolina EOC Workbook

Boot Camp for NC EOC: English II

Development and Interactions Development and Interactions Preview 12

A

13

C

14

A

Constructed Response Reboot Answer:

Scoring Rubric: Score Point 2: •

Analyzes how the author uses personification to emphasize the theme of the text

•

Uses one appropriate example from the text as support

•

Writes a response that explains how the textual evidence supports the answer

Score Point 1: •

Analyzes how the author uses personification to emphasize the theme of the text

•

Uses one inappropriate example from the text as support or lacks textual support

•

Writes a response that may attempt to explain how the incorrect textual evidence supports the answer or the correct evidence is analyzed incorrectly

Score Point 0: •

Fails to analyze how the author uses personification to emphasize the theme of the text

•

Fails to use one appropriate example from the text as support

•

Writes a response that fails to explain how the textual evidence supports the answer

77

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