Grade 9 Final Exam Revision Notes - Semester 2

Reading

  • (Unit 6): Woman’s Place
  • (Unit 6): A letter to my Younger Self

Vocabulary

  • The vocabulary included in the reading texts

Grammar Concepts:

  • Unit 6: Subject and Predicate
  • Unit 6: Subject-Verb Agreement

Writing

  • Argumentative Essay

Learning Objectives:

  • Reading Standards:
    • 9-10R1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration.
    • 9-10R2: Determine one or more themes or central ideas in a text and analyze its development, including how it emerges and is shaped and refined by specific details; objectively and accurately summarize a text.
    • 9-10R3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. In literary texts, analyze how complex and/or dynamic characters develop, interact with other characters, advance the plot, or develop a theme. In informational texts, analyze how the author unfolds an analysis or argument, including the sequence, the introduction and development of ideas, and the connections that exist.
  • Vocabulary:
    • 9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
  • Language:
    • 9-10L1: Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

Reading Section: Woman’s Place

  • Quote: “Let women stay at home and hold their peace.” - Aeschylus (467 B.C.)
  • Traditional Roles: For years, many believed a woman’s place was in the home, involving cooking, cleaning, and taking care of children.
  • World War II Impact:
    • Men left jobs to fight, providing women opportunities to succeed in traditionally male-dominated jobs.
    • Women worked in factories, cared for sick soldiers, fixed airplanes, and did office work.
    • Women became common in roles like teachers, nurses, and secretaries.
  • STEM Fields:
    • Many believed women were not smart enough to succeed in Science, Technology, Engineering, and Mathematics (STEM).
    • Brave, intelligent women challenged this idea and changed history.
  • Grace Hopper:
    • Invented one of the first computer programming languages.
    • Early interest in math and technology.
    • PhD in mathematics (1934).
    • Joined United States Navy Reserves (1943).
    • Helped the military with technology and computer programming projects.
    • Performed calculations on Mark I, II, and III computers.
    • Designed COBOL (Common Business Oriented Language), one of the first computer programming languages for businesses.
    • Created a compiler.
    • The Grace Hopper Program helps young women study computer programming.
    • Faced resistance to her ideas.
  • Challenges for Women in STEM:
    • Gender discrimination
    • Racism

Contributions of African American Women in STEM

  • Unrecognized Contributions:
    • Until recently, few knew that African American women helped launch a manned space flight.
  • Key Figures:
    • Mary Jackson, Dorothy Vaughan, and Katherine Johnson.
  • Role at NASA:
    • Hired as “human computers” to do calculations.
  • Racial Discrimination:
    • Forced to work in a separate area from white coworkers.
  • Book and Film: "Hidden Figures"
    • Highlights unfair treatment by white staff members.
    • Emphasizes their essential role in the United States space program.
  • Modern Women in STEM:
    • Sabrina Gonzalez Pasterski: A well-known physicist.
    • Built her own airplane at age 12 and made a solo flight before turning 17.
    • Research scientist at Harvard University.
    • Promotes "Let Girls Learn," providing funding for young women in countries where education is difficult.
  • Inspiration and Impact:
    • Grace Hopper, NASA’s Hidden Figures, and Sabrina Gonzalez Pasterski inspire girls in science and technology.
    • These women prove that gender and race have nothing to do with a person’s ability.
  • A woman’s place should and can be anywhere she dreams.

Comprehension Questions

  • Multiple-Choice Questions (MCQs)
    1. What was Grace Hopper’s most significant contribution to the field of computer science?
      • B. She created the first computer compiler and COBOL.
    2. What was the role of Mary Jackson, Dorothy Vaughan, and Katherine Johnson at NACA?
      • C. They worked as “human computers” doing complex math for space missions.
    3. What is the central idea of the text?
      • C. Women have historically been underestimated in STEM but many overcame discrimination and made important contributions.
    4. What inference can you make about the Grace Hopper Program?
      • C. It aims to increase women’s participation in computer science by providing financial support.
    5. Why were the achievements of Mary Jackson, Dorothy Vaughan, and Katherine Johnson not well known before?
      • C. They were kept separate due to racial segregation and not recognized publicly.
    6. What message does the author emphasize by including the story of Sabrina Gonzalez Pasterski?
      • A. Young women can still make groundbreaking achievements in STEM today.
    7. How did World War II affect women's roles in the workforce?
      • C. It gave women opportunities to work in new fields while men went to war.
  • Open-Ended PEE Questions
    1. (Standard 9-10R1 & R3) Question: How does the author develop the idea that women overcame discrimination in STEM fields? Use the PEE structure (Point-Evidence-Explanation) in your response.
      • Model Answer:
        • Point: The author develops the idea by showing that women faced both gender and racial discrimination but still made major contributions to STEM.
        • Evidence: For example, the text says, “Despite this belief, some very brave, intelligent women challenged this notion with their contributions to STEM.”
        • Explanation: This shows that even though society doubted women’s intelligence, pioneers like Grace Hopper and the women of NASA overcame these obstacles and proved their worth through their achievements in computer science and space exploration.
    2. (Standard 9-10R2) Question: What is one central theme of the text, and how is it developed throughout? Answer using the PEE structure (Point-Evidence-Explanation).
      • Model Answer:
        • Point: A central theme of the text is that gender and race should not limit someone's potential.
        • Evidence: The author concludes the passage by saying, “These women prove to us that gender and race have nothing to do with what we can achieve.”
        • Explanation: This theme is developed through the stories of multiple women who were told they couldn’t succeed but went on to make history, inspiring future generations of girls to follow their dreams in STEM fields.
    3. (Standard 9-10R3) Question: How does the story of Sabrina Gonzalez Pasterski build on and extend the ideas introduced earlier in the text? Respond using the PEE structure (Point-Evidence-Explanation).
      • Model Answer:
        • Point: Pasterski’s story builds on the text’s idea that women can succeed in male-dominated fields despite challenges.
        • Evidence: The text notes that she “built an airplane at age 12” and that “her papers were even quoted by Stephen Hawking.”
        • Explanation: This extends the idea introduced by earlier examples like Grace Hopper, showing that even in recent years, young women continue to make outstanding contributions in science and technology, proving that talent is not limited by gender or age.

Letter to My Younger Self by David Robinson

  • Initial Challenge: David faces his first swim test at the U.S. Naval Academy.
  • Swim Test Details:
    • Treading water for 20 minutes feels extremely long and exhausting.
    • After 10 minutes, arms and legs burn intensely.
    • The test includes a 100-meter crawl stroke immediately after treading water.
    • David fails the swim test.
  • Reflection and Question: David reflects on his failure and questions, “What have I gotten myself into? Why am I doing this?”
  • Reason for Joining the Naval Academy:
    • Inspired by his father and grandfather, who both served in the military.
    • His grandfather’s integrity and hard work in the segregated South serve as an inspiration.
    • The piano symbolizes the family’s upward mobility and striving for a better future.
  • Grit Alone is Not Enough:
    • Preparation is essential for success.
    • Relates vocabulary building to building a house: “Brick by brick. Word by word. Night after night.”
    • Preparation applies to swimming, sports, and business.
  • Future Prediction:
    • In four years, he will be an ensign in the U.S. Navy, earning $1260.90 per month.
    • Drafted No. 1 overall by the San Antonio Spurs and will sign a $3 million contract with a $1 million signing bonus.
  • Turning Point:
    • Sitting in the diving-control station of the U.S.S. Buffalo submarine, he reflects on having one million dollars in the bank.
    • Reiterates the importance of reflecting on the question: "Why am I doing this?"
  • Advice to His Younger Self:
    • Save the first million dollars and live off the military paycheck.
    • Use financial power to invest in the community, especially the African-American community.
    • Create connections with influential people to empower young people to pursue their dreams.
    • Times will be more unforgiving in the future for young African-American kids.
  • Final Thoughts:
    • Don't get too upset about failing the swim test; practice and prepare.
    • When you get the signing bonus, think about what your grandfather did with $100, not what you can do with $1 million.
    • Trust in God.

Letter to My Younger Self - Comprehension Questions

  • Multiple-Choice Questions (MCQs)
    1. What main obstacle does David Robinson face at the beginning of the letter?
      • C. Failing his first Navy swim test
    2. Why is the story of David’s grandfather important to the letter?
      • C. It symbolizes hard work and legacy passed through generations.
    3. What theme is developed through the comparison between vocabulary building and life preparation?
      • D. Success comes from steady, disciplined preparation.
    4. What does David’s father’s insistence on learning dictionary words symbolize?
      • C. A tool for building mental discipline and future success
    5. Why does David advise his younger self to save the $1 million bonus?
      • C. To invest in community and live with integrity
    6. How does the swim test serve as a metaphor in the text?
      • B. It represents the challenges and failures we all face.
    7. What can be inferred about David’s values as an adult?
      • C. He values humility, service, and giving back.
  • Open-Ended PEE Questions
    1. (9-10R1 & R3) How does David Robinson use his experience with the swim test to teach a larger life lesson? Use Point-Evidence-Explanation (PEE) in your answer.
      • Model Answer:
        • Point: David uses the swim test failure as a metaphor for facing life's difficult moments.
        • Evidence: He writes, “What this is really about is how you’re going to approach this very short thing called life.”
        • Explanation: This shows that the swim test represents all future struggles, and his message is to persevere, reflect, and prepare—even when you feel like you’re sinking.
    2. (9-10R2) What is a central theme of the letter, and how is it developed throughout the text? Use PEE in your answer.
      • Model Answer:
        • Point: A central theme is that preparation and discipline lead to success.
        • Evidence: David recalls his father making him study dictionary words “brick by brick” and compares that to learning to swim, play sports, or build a business.
        • Explanation: This shows how consistent preparation builds the foundation for achieving life goals, reinforcing the theme.
    3. (9-10R3) How do the stories of David’s father and grandfather influence his values and decisions? Use PEE in your answer.
      • Model Answer:
        • Point: The examples of his father and grandfather shape David’s belief in character, perseverance, and giving back.
        • Evidence: He says his grandfather worked for 50 years without a promotion, yet “kept working all the same.”
        • Explanation: Their integrity and grit inspire David to live with purpose, save his money, and support his community.

Vocabulary Section

  • Woman’s Place:
    • Believed: thought something was true or accepted it as real (صدّق)
    • Traditional: to accept something as true or real, often based on faith, trust, or cultural values, rather than proof. (تقليدي)
    • Contributions: refers to things (such as money, effort, ideas, or work) that a person gives or does to help achieve something or to support a cause, group, or project (إسهامات)
    • University: A university is an institution of higher education that offers undergraduate and postgraduate degrees in various fields of study. (جامعة)
    • Create: Create means to make or produce something new using imagination, skill, or effort. (يُنشئ)
    • Discrimination: Discrimination is the unfair or unjust treatment of people based on characteristics like race, gender, age, religion, or disability. (التمييز العنصري التمييز بين الجنسين)
  • Letter to my younger self:
    • Stroke: A swimming stroke is a method of moving through water, such as freestyle, breaststroke, backstroke, or butterfly. (أسلوب سباحة نوع السباحة)
    • Plebes: "plebes" is a term that refers to first-year students at certain military or navy (طلاب السنة الأولى)
    • Inspiration: someone or something that gives you ideas for doing something (إلهام)
    • Integrity: Integrity refers to the quality of being honest, having strong moral principles, and doing the right thing even when no one is watching. (أمانة)
    • Invest: Invest means to put money, time, or effort into something with the expectation of achieving a return or gaining benefit in the future (يستثمر)

Vocabulary Exercises

  • Woman’s Place: Matching
    1. Believed - B. Thought to be true or accepted by many people
    2. Traditional - A. Something that has existed for a long time and is part of a culture or custom
    3. Contributions - D. Acts of giving or helping to improve something
    4. University - C. An educational institution for higher learning
    5. Create - F. To make or bring something into existence
    6. Discrimination - E. Treating people unfairly because of differences like race, gender, or age
  • Fill in the Blanks:
    1. She believed that hard work always leads to success.
    2. Many students dream of studying at a famous university like Oxford or Harvard.
    3. We should respect traditional customs, especially during cultural festivals.
    4. His contribution to the project helped the team meet the deadline early.
    5. Artists use different materials to create beautiful works of art.
    6. Laws have been made to protect people from discrimination in the workplace.
  • Multiple Choice Questions:
    1. Which sentence correctly uses the word “believed”? - D. They believed he was tired.
    2. Which sentence correctly uses the word “traditional”? - C. We enjoyed a traditional meal during the festival.
    3. Which sentence correctly uses the word “contributions”? - B. The teacher’s contributions helped students learn better.
    4. Which sentence correctly uses the word “university”? - C. He is applying to a university for his master's degree.
    5. Which sentence correctly uses the word “create”? - C. She loves to create art with recycled materials.
    6. Which sentence correctly uses the word “discrimination”? - C. The law protects people from unfair discrimination.
  • Letter to my younger self: Word Definition
    1. Strokes - D. Sudden interruptions in brain function or swimming arm movements
    2. Plebes - A. Freshmen or new students at a military academy
    3. Inspiration - E. A person, idea, or event that gives motivation or creativity
    4. Integrity - B. Honesty and strong moral principles
    5. Invest - C. To put time, effort, or money into something for a future benefit
  • Fill in the Blanks
    1. The artist used bold brush strokes to complete the painting.
    2. New plebes at the academy must follow strict rules during their first year.
    3. Her courage and kindness were a great source of inspiration to others.
    4. It’s important to always act with integrity even when no one is watching.
    5. You should invest your time wisely if you want to succeed in school.
  • Multiple Choice Questions
    1. Which sentence uses the word “strokes” correctly? A. She made several smooth strokes across the canvas.
    2. Which sentence uses the word “plebes” correctly? C. The plebes must follow strict discipline during their first year at the military academy.
    3. Which sentence uses the word “inspiration” correctly? B. The way he overcame his challenges was a true inspiration to us all.
    4. Which sentence uses the word “integrity” correctly? C. We trust her because she always acts with honesty and integrity.
    5. Which sentence uses the word “invest” correctly? B. She plans to invest her time in learning new skills.

Grammar Section

  • Subject and Predicate
    • Identify the Subject (Underline the subject in each sentence.)
      1. The cat slept on the warm windowsill. (The cat)
      2. My friends and I went to the park yesterday. (My friends and I)
      3. That tall boy in the red shirt plays basketball well. (That tall boy in the red shirt)
      4. The birds in the tree are singing. (The birds in the tree)
      5. The movie was very interesting. (The movie)
    • Identify the Predicate (Underline the predicate in each sentence.)
      1. The teacher explained the lesson clearly. (explained the lesson clearly)
      2. My little brother broke the toy. (broke the toy)
      3. Our class will visit the museum next week. (will visit the museum next week)
      4. The dog barked loudly at the stranger. (barked loudly at the stranger)
      5. Sarah and Tina are practicing for the school play. (are practicing for the school play)
    • Multiple Choice Questions
      1. What is the subject in this sentence? The baby cried loudly all night. C. the baby
      2. What is the predicate in this sentence? The boys ran across the field. B. ran across the field
      3. Which part is the subject? My cousin from Canada is visiting us. B. My cousin from Canada
      4. Which word group is the complete predicate? The little dog barked at the mailman. B. barked at the mailman
      5. Identify the simple subject: All the students finished the exam early. D. students
  • Subject-Verb Agreement
    • Multiple Choice Questions
      1. She ___ to school every day. C. goes
      2. The dogs ___ loudly at night. A. bark
      3. My friend ___ very good at math. C. is
      4. The group of students ___ in the library. A. is
      5. They ___ playing football after school. C. were
      6. Each of the girls ___ a prize. B. wins
      7. Neither the teacher nor the students ___ happy with the delay. C. are
      8. The boy with the red shoes ___ in my class. B. is
      9. There ___ a cat under the table. A. is
      10. My brothers ___ to the market every Saturday. C. go

Writing Section

  • What Is Argumentative Writing?
    • Argumentative writing presents a clear opinion or claim on an issue, supported by evidence and reasoning. The goal is to convince the reader to agree with your viewpoint.
  • Key Features of an Argumentative Essay
    • Claim (وجهة النظر): A clear, strong statement of your position or opinion.
    • Counterclaim (الرأي المعاكس): An opposing viewpoint to your claim.
    • Rebuttal (الرد على الادعاء المضاد): Your response that shows why the counterclaim is weak or incorrect.
    • Evidence (الدليل): Facts, examples, or quotations that support your claim.
    • Reasoning (التعليل / التبرير): Explanation of how your evidence supports your claim.
    • Formal Tone (نبرة رسمية): Academic and respectful language, no slang or personal stories.
    • Logical Structure (تنظيم منطقي للأفكار): Organized ideas that flow clearly from one to another.
  • Tip: PEE Structure for Body Paragraphs
    • Point – State your reason
    • Evidence – Provide a fact, quote, or example
    • Explanation – Explain how it supports your point
  • Useful Starters
    • Introduction
      • “Have you ever wondered…?”
      • “It is widely believed that…”
      • “Many people think that…”
      • “This essay argues that…”
      • “The topic of __ is highly debated because…”
    • Body Paragraphs
      • “One strong reason is that…”
      • “To begin with,…”
      • “For example,…”
      • “This proves that…”
      • “Furthermore,…”
      • “Another reason is…”
    • Counterclaim & Rebuttal
      • To introduce the counterclaim: “Some people argue that…” / “On the other hand,…” / “Opponents of this view believe…”
      • To refute the counterclaim (rebuttal): “However, this argument is flawed because…” / “This point ignores the fact that…” / “Although this is true, it overlooks…”
    • Conclusion
      • “In conclusion,…” / “To sum up,…”
      • “Clearly, the evidence shows that…” / “Therefore, we must…”
      • “For the reasons mentioned above…”
  • Sample: Argumentative Essay Sample – Social Media Use for Children Under 15
    • Introduction
      • Hook: Have you ever thought about how social media affects children under 15?
      • Background/Context: Many people have different opinions about whether young children should use social media platforms.
      • Thesis Statement (Claim): I believe that children under the age of 15 should not use social media because it can negatively affect their mental health and distract them from school.
    • Body Paragraph 1
      • Topic Sentence: One reason why limiting social media for young children is important is that it can harm their emotional well-being.
      • Evidence: For example, studies show that children who spend more than three hours a day on social media are more likely to feel anxious or depressed.
      • Explanation: This shows that too much exposure to online content can impact how they feel about themselves and others.
    • Body Paragraph 2
      • Topic Sentence: Another strong reason is that social media can distract students from their academic responsibilities.
      • Evidence: According to a report from Common Sense Media, children who use social media excessively often struggle with homework and focus.
      • Explanation: Clearly, this proves that limiting screen time can help children do better in school.
    • Counterclaim & Rebuttal
      • Counterclaim: Some people might argue that social media helps children connect with friends and express themselves.
      • Rebuttal: However, this argument is not strong because real-life interactions and supervised hobbies are safer and more beneficial ways to build those same skills.
    • Conclusion
      • Restate Claim: In conclusion, children under 15 should not use social media because it can affect their mental health and academic success.
      • Final Thought: If more parents understood the risks, they would likely choose to delay social media access for their children.
  • Argumentative Essay Stem (Fill-in-the-Blank Template)
    1. Introduction
      • Hook: Have you ever thought about ?
      • Background/Context: Many people have different opinions about .
      • Thesis Statement (Claim): I believe that because and .
    2. Body Paragraph 1
      • Topic Sentence: One reason why is important is that .
      • Evidence: For example, .
      • Explanation: This shows that .
      • Transition: Another reason is…
    3. Body Paragraph 2
      • Topic Sentence: Another strong reason is that .
      • Evidence: According to , .
      • Explanation: Clearly, this proves that .
    4. Counterclaim & Rebuttal
      • Counterclaim: Some people might argue that .
      • Rebuttal: However, this argument is not strong because .
    5. Conclusion
      • Restate Claim: In conclusion, is the best choice because .
      • Final Thought: If more people understood this, .