End of year

revision
Silent spring
Hey come on out
The circuit
FROM SILENT SPRING
BY RACHEL CARSON

PAGE 362
 Activity:

1. What effects our environment?

2. How do you try and help the
environment?
Vocabulary p.362

Please turn to your vocabulary section in

your writing books.
 Concept vocabulary

Blight Stillness Stricken

Puzzled Deserted Maladies

 Use the context clue to see if you can find
out the meaning of the Blight

• “Then a strange blight crept over the area and everything began
to change.”
• Blight:
• something that spoils, prevents growth, or destroys
 Use the context clue to see if you can find
out the meaning of the Puzzled
• “In the town the doctors had become more and more puzzled by
new kinds of sickness appearing among their patients.”

• Puzzled: confused and unable to understand something

 Use the context clue to see if you can find
out the meaning of the Stillness

• “There was a strange stillness. The birds, for example—where had

they gone?”

• Stillness: absence of noise or motion

 Use the context clue to see if you can find
out the meaning of the Stricken
• “There had been several sudden and unexplained deaths, not only
among adults but even among children, who would be stricken
suddenly while at play and die within a few hours.”

• Stricken: very badly affected by trouble or illness

 Use the context clue to see if you can find
out the meaning of the Deserted

• “These, too, were silent, deserted by all living things.”

• Deserted: abandoned; empty

 Use the context clue to see if you can find
out the meaning of the Maladies
• “Some evil spell had settled on the community: mysterious
maladies swept the flocks of chickens; the cattle and sheep
sickened and died”

• Maladies: illnesses or diseases

 OPEN YOUR
PERSPECTIVE BOOK
Remember:
TO PAGE 363
- As we go along to make notes/highlight/underline anything you feel is important
- ask questions if you are unsure of something
Complete a summary after you have read the
story
• Summary – From Silent Spring – By Rachel Carson
• There was once an American town of great beauty and
abundance that thrived with wildlife and where all life lived in
harmony with its surroundings. A strange blight set in and
everything changed. Farm animals got sick and died; people got
sick and there were unexplained deaths; the wildlife and
vegetation died. A white powder had fallen on the town and
might have had something to do with these changes. The
changes were all caused by people. This town doesn’t exist, but
there are places that have experienced one or several of these
problems. These disasters could become part of everyday life.
COMPREHENSION

OPEN YOUR
PERSPECTIVE BOOK
TO PAGE 365
The two animals that attracted visitors to the town
were the birds and the fish.

Chickens, cattle, and sheep got sick and died; people got sick
and there were sudden, unexplained deaths; the wildlife and
vegetation died.

A white powder fell on the roofs, lawns, fields and streams.

Analyze the Text – page 366
Analyze the Text – page 366
• 1. (a) Interpret In paragraph 1, what does the phrase “heart of
America” suggest?
• “Heart of America” suggests a place that is representative of the
country and American society.
• (b) Speculate Why does Carson use this phrase in the first paragraph?
• Carson chose this phrase to convey the idea that this could happen
anywhere in the country, and to emphasize how serious this issue is—
it could strike us “at our heart.”
• Essential Question: What effects do people have on the
environment?
Analyze Craft and Structure –
p.367
Please turn to your writing section in your
writing books.
 What is
Imagery?
 Imagery

Imagery is the act of using The writer is trying to create a

language to create images in “mental image” for the reader
the reader’s mind. Writers through the words they
use descriptive words and choose.
phrases to help the reader
feel like they’re...well,
wherever the writer wants
them to be!
Using imagery describe one of
the following:
Dessert – Food
 Activity

1. The children were screaming and shouting in the fields

Hearing
2. She whiffed the aroma of brewed coffee.
Smell
3. The girl ran her hands on a soft satin fabric.
Touch
4. The fresh and juicy orange is very cold and sweet.
Taste
Analyze Craft and Structure – p.367

• Author’s Word Choice: Imagery - Imagery is language that includes images—words or

phrases that appeal to one or more of the five senses. A writer uses imagery to bring
his or her writing to life with vivid descriptions of how the subjects look, sound, feel,
taste, or smell. A writer’s word choice, or the specific words, phrases, and expressions
he or she uses, contributes to memorable imagery. Look at the following examples of
imagery, and note the ways in which the individual words help create a realistic image
for readers:
• The phrase “sweet, slippery mango slices” appeals to the senses of taste and touch.
• The phrase “glaring lights and wailing sirens” appeals to the senses of sight and
hearing.
• Writers also create mood through their use of imagery, word choice, and descriptive
details. Mood is the feeling created in the reader by a piece of writing. The mood of a
work may be described with adjectives such as joyous or frightening. To fully
appreciate images and experience the mood of a text, use these strategies:
 Analyze Craft and Structure – p.367
• Determine the specific meanings of unfamiliar words
• Consider the connotations, or emotional associations, of words, as well as their figurative, or nonliteral,
meanings
• Analyze the author’s word choice, and make inferences, or educated guesses, as to why the author may
have chosen certain words
• As you review the excerpt from Silent Spring, notice how Carson uses word choice and imagery to create a
mood that helps make her central idea more powerful and compelling.
Analyze Craft and Structure – p.367
• 2. (a) A specter is a source of terror or dread. Why might Carson have chosen to
use this word in the last sentence of the excerpt?
• Carson may have chosen the word specter to emphasize how serious
environmental disasters are.
• (b) What mood does this word choice create?
• This word choice creates a mood of alarm and fear
• 3. How does Carson’s use of imagery help to develop the central idea of the
excerpt? Cite at least two textual examples to support your response.
• Carson’s use of imagery helps develop the central idea of the excerpt by first
creating a sense that everything is fine, and then making readers feel they are
facing great danger. Examples: “a town in the heart of America where all life
seemed to live in harmony with its surroundings”; “a grim specter has crept upon
us almost unnoticed.”
 Vocabulary

Please turn to your Vocab section in your

writing books.
Concept vocabulary - 368
• Why These Words? The concept vocabulary words from the text are related to unwelcome change—in this
case, to a town’s landscape. For example, after the town is stricken with the mysterious blight, there is a
strange stillness everywhere.
• 1. How does the concept vocabulary sharpen the reader’s understanding of what happens to the town and
its people?
The concept vocabulary gives the reader a sense of what happened when the environmental disaster struck
and what it felt like to live in the town afterward.

• 2. What other words in the selection are related to this concept?

Mysterious (paragraph 3); death (paragraph 3); illness (paragraph 3); unexplained (paragraph 3); moribund
(paragraph 4); trembled (paragraph 4)
 Concept vocabulary: Practice – 368 (refer to
your text books for the answer)
First, correctly complete each sentence using a concept vocabulary word. Then, identify one synonym, or word with a similar
meaning, and one antonym, or word with an opposite meaning, for each vocabulary word.

1. When she returned home from the music festival, the woman found the ________ of her apartment strange in comparison.

2. When the concert hall was ________, you could hear a pin drop from across the room.

3. After carefully following the recipe, Alfredo was _______ when the cake came out of the oven, hard as a rock.

4. The _______ destroyed the potatoes grown in the county.

5. Common ________, such as colds and flus, affect the most people during the winter.

6. Before the return of their lost pet, the family had been ________ with worry and fear.
 Concept vocabulary – 368 (refer to your text
books for the answer)
• Anglo-Saxon Suffix: -ness The Anglo-Saxon suffix -ness means “the condition or quality of being.” It usually indicates
that the word in which it appears is a noun. In the text, Carson describes the stillness that occurs after the blight as
“strange.” It is strange because the absence of noise and movement is unusual in the town.
• 1. Write your own sentence that correctly uses the word stillness.

• 2. Find a word in paragraph 3 of the excerpt that ends with the suffix -ness,and write a sentence that shows your
understanding of it.
 Grammar

Please turn to your grammar section in your

writing books.
 Grammar
Verb Mood—The
Subjunctive
 What is a Verb Mood—
The Subjunctive?

A verb is in the subjunctive

The subjunctive mood is the verb form
mood when it expresses a
used to explore a hypothetical situation
condition which is doubtful or
(e.g., "If I were you") or to express a wish,
not factual.
or a suggestion (e.g., "I demand
he be present").

It is used to express a wish, or a desire, or a

hope, or possibility.
You must remember….
The subjunctive mood expresses one of the
following:

a wish or desire

a condition that is highly unlikely or contrary to

fact

a request for demand or action

 The subjunctive mood
The subjunctive mood is a form of a verb used to express
statements that are imagined or contrary to the fact (If
I were a millionaire, I would buy my parents a house). It’s
also used to convey a wish or request (I wish that my best
friend were still living in the same city as me).

A verb in the subjunctive mood helps convey imagined

scenarios, hypotheticals, statements that are contrary
to reality, and wishes or requests.

If we have to cancel the surprise party, so be it.

 The Indicative mood
The verb in the indicative mood expresses an action as a
statement of fact.

The sky is clear tonight. (This is a verb in the indicative mood.

It's a factual statement.)
Grammatical
moods
The grammatical mood of a verb
indicates the intention of a
sentence. The subjunctive is one
of three grammatical moods in
English:
 OPEN YOUR
PERSPECTIVE BOOK
TO PAGE 369
 Conventions - 369

subjunctive; expresses a wish for the return to a healthy state.

subjunctive; expresses a situation contrary to fact.

FIRST READ
– PAGE 421

Please complete the first read

and summary
Concept vocabulary – page 420
• Disposal
• the action or process of getting rid of something.

• Consequences
• a result or effect, typically one that is unwelcome or unpleasant.

• Resolved
• firmly determined to do something.
 Complete a summary after you have re-read the
story

In “Hey—y, Come On Ou—t!” by Shinichi Hoshi, a

village suffers damage from a typhoon and a large
hole appears where a shrine had stood. The hole is
so deep that it seems bottomless, and the villagers
Summary can’t decide what to do about it. As news of the hole
spreads, people from around the area come to and
offer opinions on what to do. Finally, it is decided to
give the hole to a businessman in exchange for a new
shrine closer to the village. Soon, the hole becomes a
dumping ground for everything from nuclear waste
and diseased animals to classified documents and
personal diaries, and the village seems to have taken
care of its trash problems. However, no one is aware
of the coming consequences.
Comprehension – page 425
• 1. What does the young man shout into the hole at the beginning of the
story?
• He shouts, “He—y, come on ou—t!”
• 2. Why do the villagers tell the young man not to throw the pebble into the
hole?
• They are afraid it will bring a curse on them
• 3. How is the hole used?
• It is used to dispose of poisonous, toxic, and unwanted things: nuclear,
experimental, and construction waste; counterfeit money; old love letters;
incriminating evidence; the bodies of dead vagrants; and so on.
• 4. What does the workman hear at the end of the story?
• He hears a voice shout, “He—y, come on ou—t!” as a pebble skims by him.
Analyze the Text – page 426
• 1. Review and Clarify Review the short story with your group. Why do you
think the author includes so many details about what people put into the
hole? What effect do these details have on the reader?
• The long list of items reinforces how much garbage the people have
• 2. Present and Discuss Now, work with your group to share the passages
from the text that you found especially important. Take turns presenting
your passages.
• Passages will vary by group
• 3. Essential Question: What effects do people have on the environment?
What has this story taught you about the effects that people have on the
environment? Discuss with your group
• Responses will vary
Concept Vocabulary– page 426
• Why These Words? The concept vocabulary words from the text are
related. With your group, determine what the words have in common.
Write your ideas and add another word that fits the category.
• All three words relate to the outcome of a process. They help readers
understand the effects of the characters’ actions.
• Practice Notebook Confirm your understanding of these words by using
them to write a response to this question: How should we dispose of the
toxic and polluting by products of human activity?
• One way to reduce the negative consequences of waste is to reduce its
production. For example, some cities have resolved the problem of plastic-
bag disposal by preventing stores from handing them out.
Concept vocab – page 426
• Word Study
• Latin Root: -sequ- The Latin root -sequ- means “to follow.” In the story, the
author writes that people disliked thinking of the consequences of
dumping things in the hole because people did not want to think of the
things that might follow as a result of their actions.
• 1. Write your own sentence that correctly uses the word consequences.
• Responses will vary.
• 2. Use a dictionary to find three other words that contain the root -sequ-.
Write each word’s definition in your own words and write an example
sentence for each.
• sequel, a story that follows an existing one. subsequent: following, later.
sequence: an order or pattern.
Analyze Craft
and Structure
– page 427
• Literary Elements:
Irony - Irony is a
literary element
that involves a
contradiction or
contrast of some
kind. In literature,
authors often use
irony to entertain
and to convey a
theme, or message.
There are several
types of irony
Analyze Craft and Structure – page 427
• Practice
• 1. (a) What type of irony is used in the story?
• The story is an example of situational irony.
• (b) What details in the story enabled you to identify this type of irony?
• The villagers believe that the hole has a bottom, and they use it as a garbage
collection site. They do not expect it to lead to another place.
• 2. (a) What theme is conveyed through Hoshi’s use of irony?
• Hoshi’s story develops the theme that people don’t explore the consequences of
their actions, and this ignorance can lead to bad outcomes.
• (b) What details in the story enabled you to identify this theme?
• Details include the fact that animals used in contagious disease experiments and
the unclaimed corpses are thrown away without worry.
Analyze Craft and Structure – page 427
• Practice
• 3. (a) What does the irony tell you about the characters?
• The characters do not think about their actions
• (b) What details from the story support this inference?
• Details include the fact that the people are always producing new things
and throwing away old things
• 4. What comment do you think the author may be making about the
relationship between people and the environment?
• The author may be saying that the people pay no attention to the
environment.
Conventions – page
428
• Punctuation Marks Writers
use punctuation marks to
make their meaning clearer.
Each
Conventions – page 428
• Punctuation Marks Writers use punctuation marks to make their meaning clearer.
Complete the example chart on page 428. Find at least 3 punctuation mark examples
from the text and identify them.

(refer to your text books for the answer)

The Circuit –
page 469
Term 3
Concept Vocabulary – page 468
• Thoroughly – In a detailed manner – very much; greatly
• Wearily – with extreme tiredness
• Instinctively – with conscious thought; by natural instinct
• Enthusiastically – In a way that shows intense and eager enjoyment, interest or approval
• Hesitantly – In a tentative or unsure manner
• Understandingly – with full knowledge or comprehension
Re-read & Summary – page 469 – 474
• Complete the first read and summary in your notebooks
“The Circuit” is one of author Francisco Jiménez’s best-known stories.
The narrator, a young Latino boy, comes back from a day of picking
strawberries to find all the family’s belongings packed. With strawberry
picking season over, the family has to move on. In the next place, he
and his brother pick grapes with their father and hide from school
authorities. But after the grape season, the narrator finally gets to join
other students in the sixth grade, where he has a great teacher. Things
are looking up.
Comprehension – page 475
• 1. What kind of work does Panchito’s family do?
They are migrant farm workers.
• 2. Why does the family move at the beginning of the story?
They have been picking strawberries, but strawberry season is over, so they
must find other work.
• 3. Why does Papá warn his sons that the school bus is coming when they
are picking grapes?
The boys should be in school, but they are working instead.
• 4. Who befriends Panchito at school?
His teacher, Mr. Lema, befriends him
 Exam
Interpret Cite
vocabulary

Research and Inference

Draw
Speculate
understanding conclusions

Evaluate
Research and understanding
Exam vocabulary

• Interpret - explain the meaning of (information or actions)

We need someone to interpret these results for us.
• Cite - to quote by way of example, authority, or proof
He cited evidence suggesting she was in the area when the crime was committed.
• Inference - a conclusion or opinion that is formed because of known facts or evidence
that is the inference we drew from the speech
• Draw conclusions - using information that is implied or inferred to make meaning out of what is
not clearly stated
If we can draw a conclusion here it would be simply that Ishmael went to the market
• Speculate - form a theory about a subject without firm evidence
The reader can speculate what will happen next
• Evaluate - to determine the significance, worth, or condition of usually by careful appraisal and
study
what methods were used to evaluate the data
Analyze the Text - 476
• 1. (a) Interpret How does Panchito feel as his family drives away from the
“little shack”?
He is sad and about to cry
• (b) Make Inferences What does this detail suggest about him?
He would like to stay in one place.
• 2. (a) What is the best thing that happens to Panchito on the last day of
school?
Mr. Lema offers to give him music lessons.
• (b) Make Inferences What is the worst thing?
He will never be able to take music lessons because his family is moving.
Analyze the Text - 476
• 3. Draw Conclusions How does Panchito most likely feel when he sees
the packed boxes at the end of the story? Why?
He probably feels disappointed and frustrated because he was just
starting to really like school and he wanted to learn to play the
trumpet. (paragraph 31)
• 4a. Essential Question How have you overcome obstacles?
Answers will vary
• 4b.What have you learned about facing adversity by reading this
selection?
Answers will vary
 • Theme: The theme, or central idea of a story, is an
insight about life that the story conveys. Although
the themes of a work are sometimes directly stated,
more often they are hinted at or suggested.
Analyze Craft • Stated themes are expressed directly within a text.
and Classic fables, like The Fox and the Grapes, have
stated themes provided at the story’s end.
Structure – • Implied themes are suggested by the author by
page 477 story details and are not directly expressed. Most
narratives, like “The Circuit,” have implied themes. It’s
important to note that there is no single “correct”
theme for a work: You must infer, or make educated
guesses, about themes based on story clues.
 • To infer a theme—
• Identify the main conflict of the
story and its outcome.
• Examine characters’ responses to
Analyze Craft conflicts, and identify any lessons
and Structure – learned.
page 477 • Look for repeated ideas
expressed by story characters.
• Analyze the story’s title to see if
it hints at or reveals an important
aspect of the story.
Analyze Craft and
Structure – page 477

• Notebook Complete the

activity, and then respond to
the questions.
• 1. To begin inferring theme,
complete this chart with
clues from the text. Then, in
the final row of the chart,
write your ideas about
theme, based on your
analysis of the clues you
gathered.
 2. (a) Why do you think Francisco Jiménez titled this
Analyze Craft and
story “The Circuit”?
Structure – page 477
The title reinforces that being uprooted and starting
over is a cycle that happens to Panchito again and
• Notebook Complete
again
the activity, and
then respond to the (b) What clues to theme might the title reveal?
questions. A circuit is a cycle that is difficult to break, and
Panchito’s family seems stuck in a cycle of being
uprooted.
3. If you were to adapt this story and provide a stated
theme, what would be the theme, how would it be
revealed, and by whom?
Concept Vocabulary – page 478
• Why These Words? The concept vocabulary words from the text describe ways in
which characters act or respond. For example, after Papá works hard to load the
car, he wipes his forehead wearily; when the narrator and his brother are told the
school bus is coming, they run away instinctively (done automatically without
thinking).
• 1. How does the concept vocabulary sharpen the reader’s understanding of
characters in “The Circuit”?
The concept vocabulary sharpens the reader’s understanding of “The Circuit” by
describing characters’ feeling or actions. The narrator is in many different situations
and feels many different things. These words help describe what he’s feeling and
how he’s acting at different times in the story
• 2. What other words in the selection are used to describe feelings or actions?
smile (paragraph 1); disappeared (paragraph 2); signaled (paragraph 3); saddened
(paragraph 3); silent (paragraph 4); yelling (paragraph 7); screaming (paragraph 7)
Concept Vocabulary – page 478
• Respond to these questions, based on your knowledge of each word.
• 1. What is a task that should be done thoroughly?
One should thoroughly check that everyone is wearing a seat belt
before driving anywhere in a car.
• 2. When might someone behave wearily?
A person might behave wearily when he or she is coming home from a
day of hard work.
• 3. How might someone instinctively react to danger?
Someone might instinctively react to danger by running away or by
hiding his or her face.
Concept Vocabulary – page 478
• Respond to these questions, based on your knowledge of each word.

• 4. How might people behave if they were responding enthusiastically?

People responding enthusiastically might leap to their feet, clap their hands
loudly, and cheer.
• 5. How might someone sound when asking a question hesitantly?
Someone asking a question hesitantly might speak quietly and sound unsure.
• 6. What might someone do when listening to a friend understandingly?
Someone listening to a friend understandingly might smile and nod often.
Word Study – page 478
Old English Suffix: -ly When added to the ends of adjectives, the Old English suffix -
ly creates an adverb that describes how something was done. For example, when -
ly is added to the adjective thorough, it creates an adverb, thoroughly, which
means “in a thorough way or manner.”
1. Write your own sentence that correctly uses the word instinctively.
When Lee saw Tanya begin to stumble, he instinctively reached out to help her.
2. Think of three other words that contain the suffix -ly. Record a definition and
write a context sentence for each word.
Sample answers provided. Quickly: “with speed.” After waking up late, I dressed
quickly in order to catch the bus. Quietly: “without noise.” Gina shut the door
quietly so she wouldn’t wake Grandpa from his nap. Gladly: “with joy or cheer.”
After struggling to start the lawn mower, Mona gladly accepted her neighbor’s
help.
 Conventions - 479

Commas

Commas are essential tools

for writers. Commas (,)
signal a brief pause; they
enable readers to absorb
information in meaningful,
accurate chunks. Use the
chart to review the
functions of commas
Conventions - 479
• Read It 1. Reread these sentences from “The Circuit.” Identify the function of the
comma or commas in each sentence.
• a. As the last days of August disappeared, so did the number of braceros.
after an introductory word, phrase, or clause
• b. Suddenly I felt even more the weight of hours, days, weeks, and months of
work.
to separate three or more words, phrases, or clauses in a series
• c. I sat at the table across from Roberto, but I kept my head down.
before a conjunction that joins independent clauses in a compound sentence
• d. After the man went in, Mamá clasped her hands and hurried back to the car
after an introductory word, phrase, or clause
 • Write It Notebook
1. Write a sentence using two coordinate
adjectives to describe a house.
2. Write a sentence using three coordinate
Conventions adjectives to describe a person.

- 479 3. Write a sentence correctly using commas

to separate three or more words in a
series.
4. Write a compound sentence correctly
using a comma to separate independent
clauses.
 How do we
overcome
obstacles?
Write in your notebooks a detailed
paragraph answering the essential
question
Ensure you revise from your
textbooks, notebooks and
worksheets. Use
www.liveworksheets.com for
additional self learning on topics you
would like to revise.

Goodluck with
your final exam