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English II Through ESOL: Antigone Lesson 2

English II Through ESOL

Drama: Lesson 2: Antigone, by Sophocles: Prologue & Scene 1 (Translated by Dudley Fitts, & Robert Fitzgerald)

FCAT Reading/Writing Focus: Analyzing Validity/Reliability of Primary Sources

FCAT Support Skills: Emotional Connections: Role of Women; Culture & Moral Dilemmas Internal & External Conflict (Conscience vs. Authority); Comparison/Contrast: Decision Making Model

Language Focus: Future Tense With Will (*Key language focus words in RED) Text: Prentice Hall Literature: Platinum Level 10

Main Text pp. 768-809; English Learner’s Companion: p. 260-261 (English/Spanish summaries with alternative reading strategies: Writing headlines, paraphrasing dialogue)

Vocabulary English Spanish Haitian Creole

absolute absoluto absoli anarchist anarquista anachis at the outset desde el comienzo kòmansman- tèt auspicious favorable favorab- espwa siksè burial entierro antèman bury enterrar, sepultar antere complexity complejidad konpleksite comprehensive completo Konplè, total condemn condenar kondane contempt desprecio initil-disgras-dezonè decree (v) decretar (v) dekrè devotion dedicación, devoción devosyon dreadful espantoso tèrib execute ejecutar egzekite exile exilio egzil fiery ardiente flamab-brilan forbid prohibir anpeche- entèdi holy santo sen-pi- espirityèl hymn himno im, chan intolerable intolerable entolerab judge juez jij lithe ágil, flexible manb-segman loyalty lealtad lwayote meddle entrometerse antre san envitasyon merciful misericordioso konpatisan mourn (v) (mourning n.) llorar la muerte de alguien(v),

luto (s) mimire (v) mimi (n)

penalty castigo pinisyon-penanlite principles principios prensip repulse rechazo repouse, refoule


(Continued) Drama: Antigone: Lesson 2: Antigone, by Sophocles: Prologue & Scene 1

English Spanish Haitian Creole reverence respeto reverans- respè rot (v) podrir (v) pouri ruin ruina depafini-dekrine rule (v) gobernar (v) Kòmande-gouvène senile senil detòryorasyon sententiously sentenciosamente ak santiman

moralistik sentry centinela gad- sòlda shrine altar plas devosyon summon convocar, citar apèl- mesaj swagger pavoneándose kondui ak awogans traitor traidor trèt-ipokrit welfare bienestar byennèt wisdom sabiduría sajès-konesans


LIST OF CHARACTERS Antigone, by Sophocles

Major Characters Antigone The daughter of Oedipus, the former King of Thebes; Her mother, Jocasta, was Creon’s sister. She is willing to risk her life in order to bury Polyneices, her dead brother, thereby defying King Creon’s edict. She is sentenced to death, but commits suicide by hanging herself. Creon The brother of Jocasta, who was the wife and mother of Oedipus; Creon becomes ruler of Thebes after the deaths of Oedipus’ two sons in the recent civil war. He orders a state funeral for Eteocles, but denies the rites of burial to Polynices. He is compelled to sentence Antigone to death when she defies his law. In the end, he accepts that he has acted wrongly and repents. The Chorus The voice of the elders of the city of Thebes; They are the main victims of the recently fought civil war and hence long for peace and stability. They comment on the major events that occur in the play and provide the audience with the public reaction to the private struggles of the ruling family of Thebes.

Minor Characters Haimon (or Haemon) The only surviving son of Creon; He is in love with Antigone, to whom he is engaged. He pleads in vain with his father for her life. He commits suicide in Antigone’s tomb after he discovers that Antigone has taken her own life. Ismene The elder sister of Antigone, who initially has reservations about helping Antigone to bury the body of their brother, Polyneices; She later claims a share in Antigone’s guilt and punishment; Creon refuses to punish her as he considers her temporarily insane. Teiresias (or Tiresias) The blind prophet of Thebes, who also appears in Sophocles’ Oedipus Rex; He comes to warn Creon that dire consequences will follow if he stands by his decision to leave Polyneices’ body unburied. Eurydice The wife of Creon; She appears only once in the play, when she hears the news of her son’s (Haemon’s) death. She commits suicide at the end of the play. The watchman Comes to inform Creon that someone has attempted to bury Polyneices during the night; Threatened with severe punishment for what Creon feels is neglect of duty, the watchman returns to his watch and succeeds in arresting Antigone. He hands her over to Creon for sentencing. The first Messenger Comes to inform Eurydice about the death of Haemon; He accompanies Creon to the tomb and later gives a first- hand account of the deaths of Antigone and Haemon. The Second Messenger Comes to inform Creon about the death of Eurydice Choragos-The leader of the Chorus Occasionally speaks a few lines addressed mainly to the audience. He is given the final lines of the play, in which he draws a moral from the sequence of tragic events the audience has just witnessed.


Personajes

Antígona, de Sófocles

Personajes principales Antígona Hija de Edipo, el antiguo rey de Tebas y de Yocasta, hermana de Creontes. Antígona está decidida a arriesgar su vida por darle sepultura a su hermano muerto Polinices, desafiando así el edicto del rey Creontes. Es sentenciada a muerte, pero se suicida ahorcándose. Creontes Hermano de Yocasta, quien era la esposa y madre de Edipo; llegó a ser el rey de Tebas tras la muerte de los dos hijos de Edipo en la guerra civil. Ordenó que Eteocles fuera enterrado con honores de jefe de estado, pero negó los ritos funerarios a Polinices. Se vio obligado a sentenciar a muerte a Antígona cuando ésta desafió su autoridad. Al final, aceptó que había actuado equivocadamente y se arrepintió. El coro La voz de los ancianos de la ciudad de Tebas, quienes son las principales víctimas de la recién concluida guerra civil y por eso anhelan que haya paz y estabilidad. Hacen comentarios acerca de los acontecimientos más importantes de la trama y le presentan al público la reacción popular a las disputas internas de la familia reinante de Tebas.

Personajes secundarios Hemón El único sobreviviente de los hijos de Creontes; enamorado de Antígona, con quien está comprometido. Suplica en vano a su padre por la vida de la joven. Cuando se entera que Antígona se ha quitado la vida, se suicida sobre la tumba de ella. Ismene Hermana mayor de Antígona, quien, al principio, tenía sus reservas en cuanto a ayudarla para que enterrara el cadáver de su hermano Polinices. Más tarde reclamó su parte de la culpa y del castigo de su hermana; Creontes rehusó castigarla ya que consideró que sufría de una locura pasajera. Tiresias El profeta ciego de Tebas, que aparece también en la obra Edipo Rey de Sófocles, le advierte a Creontes acerca de las espantosas consecuencias que tendrá si se mantiene aferrado a su decisión de dejar el cadáver de Polinices sin sepultar. Eurídice Esposa de Creontes. Aparece solo una vez en la obra. Al final, cuando oye la noticia de la muerte de su hijo Hemón, se suicida. El guardián Viene a decirle a Creontes que alguien ha intentado sepultar a Polinices durante la noche. Amenazado con un grave castigo, por lo que Creontes considera incumplimiento de su deber, el guardián regresa a su puesto, logra arrestar a Antígona y la entrega a Creontes para ser sentenciada. El primer mensajero Viene a comunicarle a Eurídice la muerte de Hemón; acompaña a Creontes a la tumba y más tarde le hace un relato de primera mano sobre la muerte de Antígona y Hemón. El segundo mensajero Viene a contarle a Creontes acerca de la muerte de Eurídice Corifeo, director del coro Declama ocasionalmente unas breves estrofas, dirigidas principalmente al público. Se le dan las últimas frases de la obra, de donde extrae una moraleja sobre la secuencia de trágicos acontecimientos de los cuales los espectadores acaban de ser testigos.


English Summary

Lesson 2: Antigone, by Sophocles: Prologue & Scene 1 (Translated by Dudley Fitts & Robert Fitzgerald)

Prologue

Antigone and Ismene discuss the death of their brothers. King Creon decides that one brother, Eteocles, will receive a proper soldier’s funeral. King Creon decides that the other brother, Polyneices, is a traitor. King Creon decrees that he will leave Polyneices’ body to rot in the sun outside the city gates. King Creon forbids the burial of Polyneices. Anyone who disobeys the law will receive a penalty. The penalty is to be stoned to death in the public square.

Antigone feels it is her duty to bury her brother. It is a dishonor not to have a proper funeral. Without a proper burial and mourning, Polyneices will never find rest and will lose his honor. Antigone asks Ismene if she will help with the burial to prove she is a true sister and not a traitor. Ismene warns Antigone what will happen if she breaks King Creon’s law. Ismene feels afraid and helpless. Ismene says that they are only women and cannot fight the men or King Creon’s authority. Antigone knows she will die with honor for a “holy” crime.

In the Parados, or choral song, that follows, Choragos, the narrator and leader of the Chorus, explains the details of how Polyneices and Eteocles fought and died. The chorus then celebrates because the war is over. Scene #1

In a political speech to the Chorus, King Creon announces that he will be a fair king, and he will do the right thing to protect the state. King Creon has decided there will be no special favors for members of his family. Because Polyneices fought against Thebes, he deserves no honor or respect. Eteocles died as a hero, defending Thebes, and he will receive a state burial.

King Creon decrees that it is against the law to bury Polyneices. Anyone who disobeys the law will die. King Creon appoints sentries to watch Polyneices’ body so that no one will bury him. At that moment, one of the sentries enters to tell the king that someone has buried Polyneices. King Creon is furious and demands that the sentries find the person who disobeyed his law.

In Ode 1, the Chorus responds to Scene 1 by realizing the new King of Thebes is the new law, and Thebes must obey him.


Spanish Summary

Lección 2: Antígona, de Sófocles: Prólogo y Escena primera (Basado en la traducción del griego al inglés de Dudley Fitts y Robert Fitzgerald)

Prólogo

Antígona e Ismene conversan sobre la muerte de sus hermanos. El rey Creontes decide que uno de los hermanos, Eteocles, recibirá un funeral digno de un soldado y que el otro hermano, Polinices, es un traidor, por eso decreta que dejará que el cuerpo de Polinices se pudra al sol en las afueras de las puertas de la ciudad. Creontes prohíbe que se le dé sepultura. Todo el que desobedezca la ley recibirá el castigo de morir apedreado en una plaza pública.

Antígona siente que es su deber sepultar a su hermano, y que es una deshonra no tener un funeral digno. Sin un entierro ni el luto de rigor, Polinices nunca encontrará descanso y perderá su honor. Antígona le pregunta a Ismene si la ayudará con el sepelio para probar que es una verdadera hermana y no una traidora. Ismene le advierte a Antígona lo que pasará si quebranta la ley de Creontes. Ismene se siente atemorizada e indefensa, le dice que ellas son solo mujeres y que no pueden luchar contra los hombres o la autoridad del rey Creontes. Antígona sabe que morirá con honor por cometer un delito “santo”.

En la canción coral o Parodos, que sigue, el corifeo, narrador y director del coro, explica los detalles de cómo pelearon y murieron Polinices y Eteocles. El coro festeja que la guerra haya terminado. Escena primera

En un discurso político al coro, el rey Creontes anuncia que será justo, y que hará lo que se requiera para proteger al estado. Creontes decide que no habrá favoritismos con sus familiares. El hecho de que Polinices hubiese peleado contra Tebas, no se merecía honor ni respeto. Eteocles murió como un héroe, defendiendo a Tebas, y recibiría un entierro con honores de jefe de estado.

El rey Creontes decreta que sepultar a Polinices está contra la ley y, que todo el que la desobedezca morirá. Creontes aposta centinelas para vigilar el cuerpo de Polinices con el fin de asegurarse que nadie lo enterrará. En ese momento uno de los centinelas entra en la escena para decirle al rey que alguien ha sepultado a Polinices. El rey Creontes está furioso y exige que los centinelas encuentren a la persona que desobedeció la ley.

En la primera Oda, el coro responde a la Escena primera reconociendo que el nuevo rey de Tebas es la nueva ley, y que Tebas tiene que obedecerlo.


Haitian Creole Summary Leson 2: Antigone, selon Sophocles: Pwològ & Sèn 1

(Translated by Dudley Fitts & Robert Fitzgerald) Entwodiksyon

Antigone ak Ismene diskite sou lanmò frè yo. Wa Creon deside pou youn nan frè yo, Eteocles, resevwa yon antèman sòlda ki grandyoz. Wa Creon di lòt frè a, Polyneices, se yon trèt. Wa Creon pase dekrè l ap kite kò Polyneices deteryore nan solèy deyò pòtay vil la. W7a Creon entèdi antèman Polyneices. Nenpòt moun ki dezobeyi lalwa ap resevwa yon pinisyon. Pinisyon an se lapidasyon amò sou plas piblik.

Antigone santi se devwa li pou l antere frè li. Se yon dezonè pou yon moun pa genyen yon gwo antèman. San yon antèman ak yon kriye nòmal, Polyneices p ap janm jwenn repo epi ap pèdi onè li. Antigone mande Ismene si l ap ede li ak antèman an pou li kab pwouve li se yon vrè sè, se pa yon trèt. Ismene avèti Antigone sa ki pral pase si li vyole lwa wa Creon an. Ismenne santi li pè epi initil. Ismene di yo se sèlman fanm, yo pa kab goumen ak gason oswa ak otorite wa Creon yo. Antigone konnen li pral mouri ak onè pou yon krim “sakre”.

Nan yon toya, oswa kantik koral, ki vin apre a, Choragos, historyen oswa maestwo koral la bay detay sou kòman Polyneices ak Eteocles te batay epi mouri. Alò, koral la selebre paske gè a fini. Sèn #1

Nan yon diskou politik pou koral la, wa Creon anonse li pral san patipri, li pral fè sa ki dwat pou pwoteje leta a. Wa Creon te deside lapoula li p ap fè pyès favè espesyal ak manm fanmi li. Paske Polyneices te batay kont Thebes, li pa merite onè ak respè. Eteocles te mouri tankou yon ero, defann Thebes, l ap resevwa dèy nasyonal.

Wa Creon dekrete sa kont lalwa pou yo fè antèman Polyneices. Nenpòt moun ki dezobeyi lalwa pral mouri. Wa Creon deziye kèk sòlda pou veye kò Polyneices pou okenn moun pa antere li. Nan menm moman an, youn nan sòlda yo antre pou di wa a gen yon moun ki antere Polyneices. Wa Creon vin wouj kou tomat tèlman li fache, li.mande sòlda yo pou yo jwenn moun ki dezobeyi lwa li a.

Nan od 1, koral la reponn nan sèn 1 pandan l ap reyalize se nouvo wa Thebes la ki lwa a, kidonk Thebes dwe obeyi li.


Supplemental Readings Supplemental Readings Note: The supplemental readings provide background material and

should be used at the teacher’s discretion for listening/speaking activities, and are included as

“following directions” activities. The supplemental readings may be reinforced later as a text for

any of the reading activities provided in the lesson: (Pre Reading, Total Recall, True-False,

Judgment, Scan, Story Grammars, Total Recall, True-False, Judgment, Scan) or writing

activities (Language Experience, Indirect Speech, Framed Paragraphs, Opinion/Proof, Spool

Writing, RAFT, Florida Writes)


Supplemental Readings

Ancient Greek Theater, Greek Tragedy & Antigone, Structure of Greek Tragedy

Ancient Greek Theater

In ancient Greece, the actors performed plays in outdoor theaters in the open air. During the 6th century BC until about the 3rd century BC, the Greeks built theaters in the cities, usually on hillsides so that the audience could sit on the hillside, watch the play, and hear the chorus singing about the hero of the play and dramatic events on the stage. Greek theaters were very popular and had enough space for about 5,000 or 6,000 people. The basic Greek theater had several parts, the “orchestra”, the “theatron”, the “skene”, and the “parados”. • The “orchestra” was a flat circle of space for dancing, singing, and acting. The orchestra

was either flat ground or sometimes made of stone, and was up to 60 feet wide. • The “theatron” was the large semi-circular area where the audience sat on the hillsides

around the center circle (“orchestra”) to watch the actors perform the play. Sometimes the audience sat on their own pillows and some theaters had seats made of marble stone.

• The “skene” was a building in the back of the stage, about 25 feet wide and 10 feet deep. The “skene” was higher than the stage, decorated for the setting of the play, and had a door for actors to enter and exit for different episodes of the story.

• The “parodos” were different paths to the stage for the chorus or less important actors to enter the story. The “parados” were the same paths that the audience used to enter and exit the theater.

Note: Supplemental Reading (Continued on the following page)


Supplemental Reading (Continued from previous page) Ancient Greek Theater, Greek Tragedy & Antigone, Structure of Greek Tragedy

The Greek Tragedy and Antigone

Antigone, by Sophocles, is a classical Greek play called a “tragedy”. The classical Greek tragedy is solemn, poetic, or philosophical. The most famous Greek tragedies were popular during the years 400 to 500 BC. Originally, Greek plays were religious festivals to honor Dionysus, the god representing the wine (the bounty of the harvest) and spring (renewing life). Later, the stories of Greek plays became stories about other gods and heroes from Greek mythology or political heroes. In the play, Antigone, by Sophocles, the chorus represents the people of Thebes, and King Creon makes political speeches to them.

Pity and fear are two important elements of the classical Greek tragedy. The play causes the audience to feel both pity and fear for the characters. When misfortune falls on the well-known, good, and prosperous hero, the audience feels pity. The audience fears that such terrible misfortune might also fall on them. However, by the end of the play, the audience has released feelings of fear and pity, two negative emotions. The Greeks called this release of negative emotions that all humans need a “catharsis”.

No more than three actors are on the stage at the same time in the main dramatic episodes of Greek tragedies. During ancient Greek times, men played the parts of women, and sometimes one actor played more than one part. The actors wore masks on stage to show the character the actor was performing. Women in ancient Greece had few choices in life, and had to depend on male relatives. Women remained at home, had no legal rights, and could not inherit property. Young girls married at age 13 or 14 to men that were more than twice their age. Male relatives had to be the guardian for a woman when her husband died, and find her another husband.

At the time of the play, Antigone, Greece was a new democracy, and therefore the kings wanted the people to know that they did not give special treatment to their family members. In the play, King Creon had a political reason not to show his niece Antigone favoritism. In addition, his nephew Polyneices gathered an army to attack Thebes, and was a traitor. Again, King Creon had a political reason to oppose an honorable burial for his dishonorable nephew. Ancient Greek beliefs required a proper burial after death, or the spirit of a dead person could not enter “Hades” (the world of the dead). Without a proper ceremony, the person would stay at the gate of Hades, and never be completely alive or dead.

The “protagonist” in the classical Greek tragedy is the central character or hero of the play. Antigone is the protagonist of the play, Antigone. The “protagonist” is usually the main character and the leader or champion of a cause. The protagonist is a morally good person, true to life and reliable. However, the protagonist is also human, and always has faults or flaws. Sometimes a “fatal flaw” in his/her character causes a tragic death at the end of the story. Sometimes the “fatal flaw” is an error in judgment or a defect of character. When the hero fails, it is because of a false sense of pride or a false sense of security. The protagonist faces hostile forces and must make difficult moral choices to resolve conflicts. In the classical Greek tragedy, the protagonist’s struggle usually ends in death or in defeat. In the classical Greek tragedy, the “protagonist” has a tragic change in fortune, going from good times to bad times. The tragedy is


a moral play because dramatic events reverse the fortune and future of the most important character, the protagonist.

The “antagonist” in a story is the force or the character that opposes the protagonist. In the play Antigone, King Creon is the “antagonist”, or the opponent to Antigone. King Creon is Antigone’s adversary. The antagonist is the second most important character because the antagonist is in direct opposition to the hero of the story, the protagonist, Antigone. At the beginning of the play, Antigone, Creon has just become the king. Politics are more important to King Creon than his own niece Antigone or his dead nephew Polyneices. Soon after the fight between Eteocles and Polyneices and their deaths, Creon announces a decree forbidding the burial of Polyneices. Creon will not change his mind because he wants the people of Thebes to think that he is a strong king. For this reason, he sentences to death his own niece Antigone for disobeying his law.

The chorus in the Greek tragedy is very important. Most Greek tragedies begin with myths and then have several dramatic episodes. In between the dramatic episodes, the Greek tragedy has a chorus that chants “odes” on the stage. The chorus usually has 10 to 15 people who comment on the dramatic action or events. The chorus sings, dances, and recites odes or poems to the music of instruments such as the lyre, drums, or flute. Greek tragedies have singing, dancing, and acting. The chorus has from 12 to 15 members, and sing and dance to musical instruments before or after the actors performed the drama.

Originally, the stories were in the form of a song, chanted by everyone at the festival. Later, a chorus of about 50 performers chanted the songs, and the song leader would interrupt the songs to recite part of the story. As time went on, the talking part became more important than the songs, and two or three actors had different parts to recite. The chorus became smaller, with about 15 performers. The Chorus remained very important because it created the mood or atmosphere of the play. The chorus also told about lessons from the past, and gave clues about the future tragedy. The chorus always reminded the audience that there were powers greater than humans could explain. In ancient Greek cities, the theater was the center of annual festivals where the audience judged several plays presented on one festival day, and awarded a prize to the best play.

In the play, Antigone, by Sophocles, The leader of the chorus sometimes speaks to the audience or to characters in the story, but is not a main character in the story. In Antigone, the leader of the chorus has a small part, summarizing the moral of the play for the audience at the end of the play.

Note: Supplemental Reading (Continued on the following page)


Supplemental Reading (Continued from previous page)

Ancient Greek Theater, Greek Tragedy & Antigone, Structure of Greek Tragedy

Structure of the Greek Tragedy

The play Antigone, by Sophocles, is a classical Greek play, a form of drama called “tragedy”. The difference between the plot of a tragedy and other forms of drama is that the tragedy has two additional elements, complication, and reversal.

In a regular Story Plot, the series of events that make up the story is the plot. The plot has several parts:

a) Exposition: Beginning of the plot that tells characters and the setting b) Rising Action: After conflict begins, the tension increases, things happen, and the

reader does not know what will happen next. Conflict: Struggles or problems that develop in a story (External conflicts occur between characters, between a character and nature, circumstances or outside forces. Internal conflicts occur in the character’s mind to make decisions)

c) Climax: When rising action reaches a high point, or climax, the reader is at the highest point of interest, and the reader wants to know what will happen next

d) Resolution: Near the end of the story, conflicts or problems are resolved and the reader finds out what happened

In a Tragedy Plot, there are two additional elements, complication, and reversal. a) Complication: A difficult decision or thing that goes wrong b) Reversal: Unexpected consequences forcing a character to reverse a difficult decision

made at the climax of the story

The basic structure of a Greek tragedy is simple. It begins with a “prologue” with one or more characters speaking. Then the chorus enters singing and dancing the “parodos”. Scenes alternate between “episodes” with actors speaking and “stasima” with the chorus singing and dancing.

a) “Prologue”: Actors speak to introduce the setting, background, characters in the play b) “Parodos”: Chorus sings and dances in the orchestra c) “Episodes”: Actors and chorus speak their lines d) “Stasima”: Chorus sings choral ode and dances at the end of each episode (after

actors leave the stage). The choral ode tells what happened in the episode and puts it in the larger context of the story. The tragedy continues with more “episodes” (scenes), each followed by “stasima” (choral ode)

e) “Exodos”: Final scene when chorus exits singing the meaning and ending of the play


Summary of Listening Activities

Beginning: Minimal Pairs, Bingo

Intermediate: Follow Directions, Team Spelling, Dictation

Proficient: Interview

Beginning Listening Activities Minimal Pairs

Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) Antigone: Lesson 2: Minimal Pairs Activity:

lithe/light hymn//whim ruin/loon rot/lot decree/degree traitor/trader lithe/lies rule/duel meddle/metal holy/ holly burial/bury all complexity/complicity ruin/run shrine/shine rest/west

Antigone: Lesson 2: Minimal Pairs Activity: Continued on next page Reproducibles provided on following pages.


Antigone: Lesson 2: Minimal Pairs Activity: Continued from previous page

Team Viewing Sheet Minimal Pairs: Listening Activity, “…1 or 2…?”

The teacher pronounces one word in the pair, without indicating which. Teams take turns guessing which word they heard, #1, or #2.

Teacher pronounces both words in or out of order. Teams guess the order they heard (1-2, 2-1). Teams call out number #1, or #2.

1 2

1 lithe light

2 hymn whim

3 ruin loon

4 rot lot

5 decree degree

6 traitor trader

7 lithe lies

8 rule duel

9 meddle metal

10 holy holly

11 burial bury all

12 complexity complicity

13 ruin run

14 shrine shine

15 rest west

Antigone: Lesson 2: Minimal Pairs Activity: Continued on next page


Antigone: Lesson 2: Minimal Pairs Activity: Continued from previous page Use the sentences below as a teacher script for listening practice to develop auditory discrimination of confusing sounds/words, and later as a follow-up activity for reading practice. Students will circle the word that they hear the teacher read, not necessarily the word the think fits the correct meaning of the sentence. The teacher will select one sentence in the pair to read aloud. The sentence should be read twice.

Minimal Pair Sentence Pairs (Teacher reads ONE……) Circle

answer

1 lithe light

Eteocles was a lithe fighter in defending Thebes. Eteocles was a light fighter in defending Thebes.

lithe light

2 hymn whim

In Ode 1, the Chorus responds to Scene 1 with a hymn. In Ode 1, the Chorus responds to Scene 1 with a whim.

hymn whim

3 ruin loon

Antigone will loon everything for Ismene. Antigone will ruin everything for Ismene.

ruin loon

4 rot lot

Polyneices’ body will lot in the sun. Polyneices’ body will rot in the sun.

rot lot

5 decree degree

Creon decrees that he will leave Polyneices outside the city. Creon degrees that he will leave Polyneices outside the city

decree degree

6 traitor trader

Ismene will help to prove she is not a traitor. Ismene will help to prove she is not a traitor.

traitor trader

7 lithe lies

Creon does not believe the lithe that Eteocles was brave. Creon does not believe the lies that Eteocles was brave.

lithe lies

8 rule duel

King Creon is the new law and the rule. King Creon is the new law and the duel.

rule duel

9 meddle metal

Ismene warns Antigone not to metal with King Creon’s law. Ismene warns Antigone not to meddle with King Creon’s law.

meddle metal

10 holy holly

Antigone knows she will die with honor for a “holy” crime. Antigone knows she will die with honor for a “holly” crime.

holy holly

11 burial bury all

Without a proper burial, Polyneices will never find rest. Without a proper burial, Polyneices will never find rest.

burial bury all

12 complexity complicity

The complexity of Theban law made it difficult to understand. The complicity of Theban law made it difficult to understand.

complexity complicity

13 ruin run

Antigone will ruin everything for Ismene. Antigone will run everything for Ismene.

ruin run

14 shrine shine

Antigone must make a shine for her dead brother. Antigone must make a shrine for her dead brother.

shrine shine

15 rest west

Polyneices will never find rest. Polyneices will never find west.

rest west


Bingo

Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words/phrases from the lesson summary list or from students' texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark Bingo spaces when they hear the word or phrase. Antigone: Lesson 2: Bingo Activity: Read sentences (from the lesson summary) that contain vocabulary from the lesson vocabulary list. Here is an alpha list of lesson vocabulary for your convenience.

Vocabulary List from Lesson Summary: absolute, anarchist, at the outset, auspicious, burial, bury, complexity, comprehensive, condemn, contempt, decree (v), devotion, dreadful, execute, exile, fiery, forbid, holy, hymn, intolerable, judge, lithe, loyalty, meddle, merciful, mourn (v), penalty, principles, repulse, reverence, rot (v), ruin, rule (v), senile, sententiously, sentry, shrine, summon, swagger, traitor, welfare, wisdom

Antigone: Lesson 2: Bingo Activity: Reproducible Bingo Cards are provided on the following page


Antigone: Lesson 2: Bingo Activity: (Continued from previous page): Bingo Cards


Intermediate Listening Activities

Team Spelling Test Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly. Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left margin) Read the spelling words as you would during a traditional spelling test. The first team member writes word number one with the team's help, and then passes the paper and pencil to the second team member who will write word number two, etc. Students on each team take turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's tests. A team gets one point for each word spelled correctly. Options: Ask for additional information. For example, you may ask teams to write a sentence with the word in it. You might ask for a specific tense, plural form, opposite, etc. An alternative technique is to have each team member complete all spelling items on his/her own paper. Team members are allowed to help each other. On completion, collect the one paper of your choice. The grade on that paper will count for each team member. Antigone: Lesson 2: Team Spelling Activity: Select (10) words from the list for the test: The teacher gives the singular noun, and teams respond with the plural form. (Example: case – cases) Use the ½ sheet reproducible below.

anarchist, burial, bury, complexity, devotion, , hymn, judge, loyalty, penalty, principle, reverence, sentry, shrine, traitor, welfare

Another variation might be for the teacher to give the present tense of the verb, and teams respond with the future tense using “will” for these verbs: (Example: run – will run) Use the ½ sheet reproducible below.

bury(v), condemn(v), decree (v), execute(v), forbid(v), , judge(v), meddle(v), mourn (v), repulse, reverence, rot (v), ruin(v), rule (v), summon(v), swagger(v)

TEAM SPELLING TEST TEAM NAME ______________________________ Score ____________

(Do not Write in this Space) 1

2

3

4

5

6

7

8

9

10


Follow Directions Objective: Listen for the purpose of following spoken directions. Procedure: With one piece of paper and one pencil, team members take turns writing on paper what the teacher directs to complete a task.

a) For example, there might be a list of dates. The teacher might say the following: Draw a circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line.

b) The teacher might direct teams to make changes to a sentence. Example: He sailed to the Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”.

c) Another example: Change the verb to the present tense. Add 505 years to the date. Change the subject to the third person plural.

d) The teacher might also direct teams to complete a drawing, or draw the route of an explorer on a map. Teams that complete the exercise correctly get a point.

Unit 2 Lesson 2: Follow Directions Activity #1: Provide each team with one pencil and one “team” copy of the sentences below to work with. For each of the five sentences, slowly read each of the four directions aloud, one at a time, as teams collaborate to mark their answers for each sentence. Teams must listen carefully, collaborate, and comprehend each direction in order to respond correctly.

Directions:

a) Underline the subject in each sentence. b) Draw a circle around the verb in each sentence. c) Draw a box around the adjective or describing word in each sentence. d) Now draw an arrow from the adjective to the word it describes.

Sentences for “Follow Directions” Activity: a) Eteocles gets a proper funeral. b) Ismene proves she is a true sister. c) Creon becomes a furious king. d) Antigone dies for a holy crime. e) King Creon wants to be a fair king.

Antigone: Lesson 2: Follow Directions Activities: (Continued on following pages)


Antigone: Lesson 2: Follow Directions Activities (Continued from previous page)

Antigone: Lesson 2: Follow Directions Activity #2: Provide teams with pencil and blank paper for drawing the layout of an ancient Greek theater. Oral Reading: (Use the text below from the supplemental reading, excerpted on following page)

(1) Teams will listen to the teacher read aloud the section of the supplemental reading on “The Greek Theater”. The reading should be slow and animated with discussion (as needed) for concepts, vocabulary, and questions.

(2) Teams will follow the teacher’s oral directions below, one at a time and waits for teams to follow each direction before proceeding to the next:. Team members will take turns and/or assist each other in the process.

(3) Another version of the activity is to provide teams with a copy of the reading selection and written directions. Team members take turns reading the selection aloud to the team, reading the oral directions, and following the directions.

Directions: (For Oral Reading)

a) In the middle of the paper, draw a circle for the “orchestra”. This is the circle of space used for dancing, singing, and acting. The orchestra was either flat ground or sometimes made of stone, and was up to 60 feet wide.

b) Write “60 feet” in the circle. c) Label the circle for the “orchestra”, o-r-c-h-e-s-t-r-a. d) Around one side of the “orchestra” draw a large semi-circle for the “theatron”. This

semi-circular space is where the audience sits on the hillsides around the center circle (“orchestra”) to watch the actors perform the play.

e) Label the semi-circle for the “theatron”, t-h-e-a-t-r-o-n. f) Draw two sets of lines for the “parodos”, starting at the stage (circle) and going out

from the circle to the semi-circular area to use as four pathways to enter and exit the play. The “parados” were different paths for the chorus, actors, and audience to enter and exit the theater. Each set of lines makes a “hallway” or pathway in and out.

g) Label the two “parados” or hallways, p_a_r_a_d_o_s. h) In the “theatron” semicircular area, draw either rows of pillows for the audience to sit

on, or make parallel lines to show seats made of marble stone. i) Opposite the semicircle and on the other side of the circle, draw a rectangle to show

the “skene”. This space was a building in the back of the stage (or circle), about 25 feet wide and 10 feet deep.

j) Write “25 feet” on the long side of the rectangle, and “10 feet” on the short side of the rectangle.

k) Label the rectangle “skene”, s-k-e-n-e. l) Decorate the “skene” for the setting of the play Antigone, by adding some kind of

Greek symbol or small drawing. m) In the “skene”, draw a small door for actors to enter and exit for different episodes of

the story. Antigone: Lesson 2: Follow Directions Activity #2: (Continued on following pages)


Antigone: Lesson 2: Follow Directions Activity #2 (Continued from previous page)

Supplemental Reading: Ancient Greek Theater (For Oral Reading)

In ancient Greece, the actors performed plays in outdoor theaters in the open air. During the 6th century BC until about the 3rd century BC, the Greeks built theaters in the cities, usually on hillsides so that the audience could sit on the hillside, watch the play, and hear the chorus singing about the hero of the play and dramatic events on the stage. Greek theaters were very popular and had enough space for about 5,000 or 6,000 people. The basic Greek theater had several parts, the “orchestra”, the “theatron”, the “skene”, and the “parados”. • The “orchestra” was a flat circle of space for dancing, singing, and acting. The orchestra

was either flat ground or sometimes made of stone, and was up to 60 feet wide. • The “theatron” was the large semi-circular area where the audience sat on the hillsides

around the center circle (“orchestra”) to watch the actors perform the play. Sometimes the audience sat on their own pillows and some theaters had seats made of marble stone.

• The “skene” was a building in the back of the stage, about 25 feet wide and 10 feet deep. The “skene” was higher than the stage, decorated for the setting of the play, and had a door for actors to enter and exit for different episodes of the story.

• The “parodos” were different paths to the stage for the chorus or less important actors to enter the story. The “parados” were the same paths that the audience used to enter and exit the theater.

Layout of the Ancient Greek Theater

Antigone: Lesson 2: Follow Directions Activities: (Continued on following pages)


Antigone: Lesson 2: Follow Directions Activity (Continued from previous page) Use the script of “Supplemental Reading: Ancient Greek Theater and the Greek Tragedy” for additional listening, speaking, reading, writing, or presenting activities. (e. g. framed paragraphs, scan, interview, Cloze, who what where, etc.) Citations and references for this information on the sphinx are included in Follow Directions Activities (above).

Unit 2 Lesson 2: Follow Directions Activity #3:

Supplemental Reading (For Oral Reading) The Greek Tragedy and Antigone

Antigone, by Sophocles, is a classical Greek play called a “tragedy”. The classical Greek tragedy is solemn, poetic, or philosophical. The most famous Greek tragedies were popular during the years 400 to 500 BC. Originally, Greek plays were religious festivals to honor Dionysus, the god representing the wine (the bounty of the harvest) and spring (renewing life). Later, the stories of Greek plays became stories about other gods and heroes from Greek mythology or political heroes. In the play, Antigone, by Sophocles, the chorus represents the people of Thebes, and King Creon makes political speeches to them.

Pity and fear are two important elements of the classical Greek tragedy. The play causes the audience to feel both pity and fear for the characters. When misfortune falls on the well-known, good, and prosperous hero, the audience feels pity. The audience fears that such terrible misfortune might also fall on them. However, by the end of the play, the audience has released feelings of fear and pity, two negative emotions. The Greeks called this release of negative emotions that all humans need a “catharsis”.

No more than three actors are on the stage at the same time in the main dramatic episodes of Greek tragedies. During ancient Greek times, men played the parts of women, and sometimes one actor played more than one part. The actors wore masks on stage to show the character the actor was performing. Women in ancient Greece had few choices in life, and had to depend on male relatives. Women remained at home, had no legal rights, and could not inherit property. Young girls married at age 13 or 14 to men that were more than twice their age. Male relatives had to be the guardian for a woman when her husband died, and find her another husband.

At the time of the play, Antigone, Greece was a new democracy, and therefore the kings wanted the people to know that they did not give special treatment to their family members. In the play, King Creon had a political reason not to show his niece Antigone favoritism. In addition, his nephew Polyneices gathered an army to attack Thebes, and was a traitor. Again, King Creon had a political reason to oppose an honorable burial for his dishonorable nephew. Ancient Greek beliefs required a proper burial after death, or the spirit of a dead person could not enter “Hades” (the world of the dead). Without a proper ceremony, the person would stay at the gate of Hades, and never be completely alive or dead. Antigone: Lesson 2: Follow Directions Activity: (Continued on following pages)


Unit 2 Lesson 2: Follow Directions Activity: (Continued from previous page) Supplemental Reading: The Greek Tragedy and Antigone (Continued from previous page)

The “protagonist” in the classical Greek tragedy is the central character or hero of the play. Antigone is the protagonist of the play, Antigone. The “protagonist” is usually the main character and the leader or champion of a cause. The protagonist is a morally good person, true to life and reliable. However, the protagonist is also human, and always has faults or flaws. Sometimes a “fatal flaw” in his/her character causes a tragic death at the end of the story. Sometimes the “fatal flaw” is an error in judgment or a defect of character. When the hero fails, it is because of a false sense of pride or a false sense of security. The protagonist faces hostile forces and must make difficult moral choices to resolve conflicts. In the classical Greek tragedy, the protagonist’s struggle usually ends in death or in defeat. In the classical Greek tragedy, the “protagonist” has a tragic change in fortune, going from good times to bad times. The tragedy is a moral play because dramatic events reverse the fortune and future of the most important character, the protagonist.

The “Antagonist” in a story is the force or the character that opposes the protagonist. In the play Antigone, King Creon is the “antagonist”, or the opponent to Antigone. King Creon is Antigone’s adversary. The antagonist is the second most important character because the antagonist is in direct opposition to the hero of the story, the protagonist, Antigone. At the beginning of the play, Antigone, Creon has just become the king. Politics are more important to King Creon than his own niece Antigone or his dead nephew Polyneices. Soon after the fight between Eteocles and Polyneices and their deaths, Creon announces a decree forbidding the burial of Polyneices. Creon will not change his mind because he wants the people of Thebes to think that he is a strong king. For this reason, he sentences to death his own niece Antigone for disobeying his law.

The chorus in the Greek tragedy is very important. Most Greek tragedies begin with myths and then have several dramatic episodes. In between the dramatic episodes, the Greek tragedy has a chorus that chants “odes” on the stage. The chorus usually has 10 to 15 people who comment on the dramatic action or events. The chorus sings, dances, and recites odes or poems to the music of instruments such as the lyre, drums, or flute. Greek tragedies have singing, dancing, and acting. The chorus has from 12 to 15 members, and sing and dance to musical instruments before or after the actors performed the drama.

Originally, the stories were in the form of a song, chanted by everyone at the festival. Later, a chorus of about 50 performers chanted the songs, and the song leader would interrupt the songs to recite part of the story. As time went on, the talking part became more important than the songs, and two or three actors had different parts to recite. The chorus became smaller, with about 15 performers. The Chorus remained very important because it created the mood or atmosphere of the play. The chorus also told about lessons from the past, and gave clues about the future tragedy. The chorus always reminded the audience that there were powers greater than humans could explain. In ancient Greek cities, the theater was the center of annual festivals where the audience judged several plays presented on one festival day, and awarded a prize to the best play.

In the play, Antigone, by Sophocles, The leader of the chorus sometimes speaks to the audience or to characters in the story, but is not a main character in the story. In Antigone, the leader of the chorus has a small part, summarizing the moral of the play for the audience at the end of the play. Antigone: Lesson 2: Follow Directions Activity: (Continued on following pages)


Antigone: Lesson 2: Follow Directions Activities: (Continued from previous page)

Unit 2 Lesson 2: Follow Directions Activity #3: Provide each team with a large sheet of construction paper, scissors, and the graphic pictures (including the large circle and rectangle) on the following pages. The teacher may wish to cut out a set in advance for each team to assemble. The teacher will read orally to the students from the supplemental reading on “The Greek Tragedy and Antigone”. Teams will cut out and use the graphic pictures to assemble a Greek theater with the characters from the Prologue and Scene 1 of the play Antigone, by Sophocles. Directions: ‘Teacher will read the supplemental reading script while teams listen. At the end of the reading, the teacher will give the following oral directions. Teams will listen and follow directions to assemble the ancient Greek theater with characters from Antigone.

a) Now that you know the parts of the ancient Greek theater (in Follow directions activity #2 above), each team is going to assemble it own Greek theater with all of the actors and players.

b) Cut out your team’s graphic pictures and their labels. The labels will help you to locate what your team needs to assemble your Greek theater.

c) On the back of the paper, write the name of your team (if you have one), and the names of your team members.

d) Place your construction paper on the table/desk “widthwise”, with the longer sides of the paper horizontal to the edge of the desk/table.

e) At the top center of the construction paper, write, Ancient Greek Theater. f) Identify the graphic picture of the “skene”, and place it under the title, centering it on the

paper. The skene is a rectangle that represents the back of the stage or orchestra area. g) Identify the graphic picture of the “orchestra” (circle) and center it below the “the “skene”. h) Identify the graphic picture of “theatron” (semicircle), and place it at the bottom of the

paper, facing the “orchestra” (circle) and the title. i) Identify the graphic picture of the audience, and place it in the “theatron” at the bottom of

the paper, facing the orchestra (stage) j) Identify the graphic pictures of two matching actors with the left and right curtains. Place

the matching actors on both sides of the ”skene”, facing the audience. k) Identify the graphic pictures of the two “parados”, and place them on both sides of the

“theatron” leading out from the “orchestra” and following the sides of the “theatron”, so that the actors may come to the stage and leave the stage using the two hallways (aisles) of the “parados”.

l) Identify the graphic pictures of 3 character actors, including Antigone, “the protagonist”, King Creon of Thebes “the antagonist”, and Ismene, Antigone’s sister. Place the 3 character actors on the stage of the “orchestra”.

m) Identify the graphic picture of Polyneices, Creon’s dead nephew, dishonorable traitor, and place it on the side of the orchestra.

n) Identify the graphic picture of the leader of the chorus. The leader of the chorus sometimes speaks to the audience (Choragus)

o) Identify the graphic pictures of the chorus, including singers and dancers. Arrange them in the orchestra. The chorus has from 12 to 15 members, who sing and dance to musical instruments before or after the actors performed the drama.

p) Identify the graphic pictures of musical instruments such as the lyre, drums, or flute. Place the musical instruments on the ground near the orchestra.

Directions: Teacher may do a second oral reading of supplemental text, having teams follow along with the visual and manipulative props.


Antigone (Protagonist), Ismene, Polyneices, King Creon (Antagonist), and other Actors

Dancers


Audience (In the Theatron)

Theatron


Skene (Rectangle 10’ by 25’) Leader of the Chorus & the Chorus


Orchestra (Circular Area)


Musicians & Musical Instruments

(Includes Lyre, Flute, & Drums) Parados #1 Parados #2


Antigone, by Sophocles: Prologue, Scene 1—WORD SEARCH

Directions: Find the words below in the puzzle, horizontally, vertically, or diagonally

N D A U S P I C I O U S A M H O R S E E N C O Y P Y E B V O I E W R L M O M L E T S S C L T A A A B Y N P U N L L O O Y O D G F A H D R F A A U L M T V F G L R R E E I L Y P U P S E U E E E O M H C T O E T L I D L R W L T N E R Y L R E E H Y L S U O I T N E T N E S X C R D E R T A O S M H E I M I R T E H U N R R I O U T S E T A N C T I I T V V B U R Y D Y N E R I N T P M E T N O C D B A S E L P I C N I R P C E L U R R E V E R E N C E T U C E X E

ABSOLUTE ANARCHIST AUSPICIOUS BURY COMPLEXITY COMPREHENSIVE CONDEMN CONTEMPT DECREE DEVOTION DREADFUL EXECUTE HOLY HYMN INTOLERABLE LITHE LOYALTY MEDDLE MERCIFUL OUTSET PENALTY PRINCIPLES REPULSE REVERENCE ROT RUIN RULE SENTENTIOUSLY SENTRY SWAGGER THE TRAITOR WELFARE


PUZZLE SOLUTION—Antigone: Prologue, Scene 1—WORD SEARCH (On Previous page)

Unused Letters Omitted (+) (Over, Down, Direction)

N D A U S P I C I O U S A + H O R S E E N C O + P Y E B + O I E W R L M O M L E T S S C L T A A A B Y N P U N L L O O Y O D G F A H D R F A A U L M T V F G L R R E E I L Y P U P S E U E E E O M H C T O E T L I D L R W L T N E R Y L R E E H Y L S U O I T N E T N E S X C R D E R T A O S M H + + M I R T E H U N R R I O U T S E T A N C T I I T + V B U R Y D Y N E R I N T P M E T N O C D + A S E L P I C N I R P + E L U R R E V E R E N C E T U C E X E

ABSOLUTE(13,1,S) ANARCHIST(15,13,N) AUSPICIOUS(3,1,E) BURY(9,12,E) COMPLEXITY(14,3,S) COMPREHENSIVE(8,1,S) CONDEMN(7,2,S) CONTEMPT(12,13,W) DECREE(2,10,S) DEVOTION(1,8,N) DREADFUL(2,1,S) EXECUTE(15,15,W) HOLY(15,1,S) HYMN(6,5,N) INTOLERABLE(5,12,N) LITHE(3,14,N) LOYALTY(11,8,N) MEDDLE(13,10,S) MERCIFUL(9,10,N) OUTSET(9,11,E) PENALTY(10,2,S) PRINCIPLES(10,14,W) REPULSE(12,8,N) REVERENCE(1,15,E) ROT(7,11,N) RUIN(4,10,S) RULE(15,14,W) SENTENTIOUSLY(13,9,W) SENTRY(1,14,N) SWAGGER(3,2,S) THE(11,11,NW) TRAITOR(6,12,N) WELFARE(4,8,N)


Antigone, by Sophocles: Prologue, Scene 1 – Crossword Puzzle #1 This crossword is designed for student practice using a thesaurus and the lesson vocabulary.

Across Down

3. respect, worship, admiration 5. criticize, denounce, attack 6. favorable, positive, lucky 10. burning, flaming, hot 12. (v) grieve, lament, weep for 13. knowledge, understanding 16. repel, drive away, disgust, sicken 17. (v) decompose, decay, disintegrate 18. wellbeing, happiness, safety 22. kind, generous, sympathetic 25. conspirator, betrayer 27. song, chant, mantra 28. total, complete 31. difficulty, complication 32. flexible, agile, nimble 34. sacred, blessed 36. inter, put in the ground 37. (v) command, announce, declare 39. unbearable, impossible, painful 40. rebel, radical, revolutionary 41. main beliefs, values, philosophy

1. strut, parade 2. interfere, butt in, intrude 4. complete, inclusive, broad 7. aged, feeble, weak, infirmed 8. (n) evaluator, authority, critic 9. internment, funeral, entombment 11. loyalty, fidelity, dedication 14. the outset at first, in the beginning 15. eloquently, persuasively 17. (n) devastation, damage, wreck (v) damage, destroy 19. punishment, consequence, price 20. call, send for, beckon 21. terrible, awful, frightful 23. devotion, fidelity, faithfulness 24. hatred, scorn, dislike 26. (v) govern, reign, lead, control 29. holy place, temple, place of worship 30. (v) banish, send away, deport, expel 33. prohibit, ban, prevent, stop 35. guard, sentinel, patrol 38. put to death, kill


Puzzle Solutions Answer Key to Crossword Puzzle (on the previous page) (shows use of synonyms) absolute total, complete anarchist rebel, radical, revolutionary at the outset at first, in the beginning, originally auspicious favorable, positive, lucky burial internment, funeral, entombment bury inter, put in the ground complexity difficulty, complication comprehensive complete, inclusive, broad condemn criticize, denounce, attack contempt hatred, scorn, dislike decree (v) command, announce, declare devotion loyalty, fidelity, dedication dreadful terrible, awful, horrible, frightful execute put to death, kill exile (v) banish, send away, deport, expel fiery burning, flaming, hot forbid prohibit, ban, prevent, stop holy sacred, blessed hymn song, chant, mantra intolerable unbearable, impossible, painful judge (n) evaluator, authority, critic lithe flexible, agile, nimble loyalty devotion, fidelity, faithfulness meddle interfere, butt in, intrude merciful kind, generous, compassionate, sympathetic

mourn (v) grieve, lament, weep for

penalty punishment, consequence, price principles main beliefs, values, philosophy repulse repel, drive away, disgust, sicken reverence respect, worship, admiration rot (v) decompose, decay, disintegrate ruin (n) devastation, damage, wreck (v) damage,

destroy rule (v) govern, reign, administrate, lead, control senile aged, feeble, weak, infirmed sententiously eloquently, articulately, persuasively sentry guard, sentinel, patrol shrine holy place, temple, place of worship summon call, send for, beckon swagger strut, parade traitor conspirator, betrayer welfare wellbeing, benefit, happiness, safety wisdom knowledge, intelligence, understanding

Puzzle Solutions: (For puzzles on the following pages) Answer to Fallen Phrase #1: Without a proper burial and mourning, Polyneices will be dishonored and will never find rest. Answer to Fallen Phrase #2: The new King of Thebes is the new law, and Thebes must obey him. Answer to Cryptogram #1: Antigone knows she will die with honor for a holy crime. Answer to Cryptogram #2: Polyneices fought against Thebes and deserves no honor or respect Answer to Cryptogram #3: Eteocles died as a hero, defending Thebes, and he will receive a state burial. Answer to Letter Tiles #1: Polyneices’ body will be left to rot in the sun outside the city gates. Answer to Letter Tiles #2: Answer: Anyone who disobeys the law will receive a penalty, to be stoned to death in the public square.


Antigone, by Sophocles: Prologue, Scene 1 FALLEN PHRASE #1

Each letter in the grid appears in the same column, but below where it should be. Put the letters back in the grid and rebuild the “fallen” phrase.

Antigone, by Sophocles: Prologue, Scene 1 FALLEN PHRASE #2

Each letter in the grid appears in the same column, but below where it should be. Put the letters back in the grid and rebuild the “fallen” phrase.


Antigone, by Sophocles: Prologue, Scene 1—Cryptogram #1 Each letter has a number in a cryptogram. Solve the puzzle by matching letters and numbers to complete the sentence about the story.

Antigone, by Sophocles: Prologue, Scene 1—Cryptogram #2 Each letter has a number in a cryptogram. Solve the puzzle by matching letters and numbers to complete the sentence about the story.

Antigone, by Sophocles: Prologue, Scene 1—Cryptogram #3

Each letter has a number in a cryptogram. Solve the puzzle by matching letters and numbers to complete the sentence about the story.


Antigone, by Sophocles: Prologue, Scene 1 LETTER TILES #1

Unscramble the tiles to reveal a message from the play.

Antigone, by Sophocles: Prologue, Scene 1 LETTER TILES #2

Unscramble the tiles to reveal a message from the play.


Dictation Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) Antigone: Lesson 2: Dictation Activity:

a) Antigone knows she will die with honor for a holy crime. b) He explains that Eteocles died as a hero, defending Thebes. c) Therefore, he will receive a proper soldier’s funeral. d) King Creon decrees that it is against the law to bury Polyneices. e) He was a traitor, and deserves no honor or respect.

Antigone: Lesson 2: TEAM DICTATION TEAM NAME ______________________________ Score ____________

(Do not Write in this Space) 1 2 3 4 5 6 7 8


Proficient Listening Activities

Interview Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. Antigone: Lesson 2: Interview Activities: You play the role of Antigone. Choose several students to play the role of Ismene when she first meets Oedipus. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of Antigone’s answers. Students should save notes for Writing Activity #1, Language Experience Story.

a) Why are you acting so strange today? b) What are your plans? c) Don’t you know King Creon’s law forbids burying Polyneices? d) Are you aware you could be put to death for disobeying his law? e) How can you do that when you are only a woman? f) Isn’t it enough that we have lost our parents and our brothers? g) Aren’t you afraid to die?

Antigone: Lesson 2: Interview Activities: Sentence Strips for individual team members and space for additional questions and note taking provided on the following page.


Antigone: Lesson 2: Interview Activities: (Continued from previous page) Interview Activity

Sentence Strips for Individual Team Members (with Space for Note-Taking & Additional Questions)

Why are you acting so strange today? Notes:

What are your plans? Notes:

Don’t you know King Creon’s law forbids burying Polyneices? Notes:

Are you aware you could be put to death for disobeying his law? Notes:

How can you do that when you are only a woman? Notes:

Isn’t it enough that we have lost our parents and our brothers? Notes:

Aren’t you afraid to die? Notes:

_________________________________________________________________? Notes:

_________________________________________________________________? Notes:

_________________________________________________________________? Notes:

_________________________________________________________________? Notes:

_________________________________________________________________? Notes:

_________________________________________________________________? Notes:


Summary of Speaking Activities

Beginning: Intentional Intonation Backward Build-Up

Intermediate: Charades

Mixed-Up Sentence

Proficient: Twenty Questions

Beginning Speaking Activities

Intentional Intonation

Objective: Auditory discrimination and oral production of intonation and stress patterns in spoken English Procedure: Write the sentence on the board and then say it, stressing one word. Teams take turns explaining the special meaning the emphasis brings to the sentence. Repeat this process several times with the same sentence, each time emphasizing a different word. Example:

All for one and one for all! (not none) …..(not, “None for one and one for all!) All for one and one for all! (not from) …..(not, All from one and one for all!) All for one and one for all! (not three) …..(not, “All for three and one for all!) All for one and one for all! (not or) …..(not, “All for one or one for all!”) All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”) All for one and one for all! (not to)….. (not, “All for one and one to all”!) All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”)

Antigone: Lesson 2: Intentional Intonation Activity: King Creon demands that the sentries will find the man. (Not Antigone) King Creon demands that the sentries will find the man. (Not asks) King Creon demands that the sentries will find the man. Not Chorus) King Creon demands that the sentries will find the man. (Not might) King Creon demands that the sentries will find the man. (Not lose) King Creon demands that the sentries will find the man. (Not woman)


Backwards Build-up Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating, by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as necessary) until teams can pronounce the segments well. Continue to build up to the complete sentence. Teams completing the exercise correctly get a point. Example:

…in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two …the ocean blue in fourteen hundred and ninety-two …sailed the ocean blue in fourteen hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two.

Antigone: Lesson 2: Backward Build-up Activity: (Follow the example above)

a) King Creon has decreed that Polyneices’ body will be left to rot in the sun outside the city gates.

b) Without a proper burial and mourning, Polyneices will be dishonored and will never find rest.

c) Anyone who disobeys the law will receive the penalty of stoning to death in the public square.

d) At that moment, one of the sentries enters to tell the king that someone has tried to bury Polyneices.

e) King Creon is furious, and demands the sentries will find the person who disobeyed his law.

Intermediate Speaking Activities

Charades Objective: Oral production to determine word meaning and context of new lesson vocabulary Procedure: Team members guess who/what the teacher (or student) is silently role-playing. (Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point. Antigone: Lesson 2: Charades Activity: Suggestions:

bury, contempt, devotion, dreadful, fiery, hymn, lithe, mourn (v), senile, summon, swagger


Mixed-up Sentence

Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence. Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the class the way the sentence should read. Example sentence: A dicot seed has two parts. You might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must verbally give directions to make a correction after consulting with the team. The teacher follows the exact directions given and, if correct, gives the team a point. Then s/he calls on next team. Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in front of the classroom. In both cases, you were not given the detailed instructions necessary to complete the task, and you would move on to the next group without awarding a point. You are looking for a response something like, “Remove the first capital A and replace it with a lower case A.” Directions like these get teams points. Continue until the sentence is reorganized, with a capital at the beginning and a period at the end. Notes: This activity is very difficult and takes several weeks to master. Students will prefer to show you what to do, but do not let them. The idea is to tell you, not show you. The first time you use the activity do not spend more than five minutes. Stop and discuss the kinds of directions they need to give in the future. Do not give up on this activity, no matter how immature the students. Antigone: Lesson 2: Mixed-up Sentence Activity: Sentences to use from summary:

a) happens play before This the beginning story of the Antigone. b) the tried fate This is of a that family story to believed in, but overcome it. c) Believing that insulted Oedipus had him, him stranger killed the d) and Jocasta happily until terrible Oedipus plague upon the lived city came e) realization horrified this Oedipus was at

Proficient Speaking Activities Twenty Questions

Objective: Ask questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Ex: Is it from the fifteenth Century? Is it a boat? Antigone: Lesson 2: Twenty Questions Activity: Photo or picture suggestions: shrine, sentry, palace, tower, judge, hymn, holy, chorus, guards


Summary of Reading Activities

Beginning: Pre Reading

Intermediate: Total Recall, True-False, Judgment,

Scan, Story Grammars

Proficient: Total Recall, True-False,

Judgment, Scan, Story Grammars

FCAT FOCUS READING SKILL: Utilize one of the FCAT skills (notes provided in each lesson for your own reference, or to distribute to the students as study notes).

FCAT FOCUS READING SKILL: Analyzing the Validity and Reliability of Primary Sources

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.

What to do and what to watch for: There are questions on the FCAT that require you to read maps, signs, pictures, diagrams, tables, graphs, and schedules. You will need to be able to understand and study the information. Then you need to decide if it is valid (correct, truthful and appropriate) and reliable (dependable, from a good source). These are important skills because there are many sources in today’s world that are not reliable and do not give valid information.

Fact-checking. Be sure to read critically and check your facts from one source with the same facts in at least one other source. If your two sources give different facts that are in conflict, find a third source. The third source will probably agree with one of the other sources. If not, keep checking sources until you find two that agree. The more sources you find that give the same facts, the more reliable and valid your information. Example:

One medium apple has 70 calories (Source: Encyclopedia) One medium apple has 45 calories (Source: Supermarket calorie book) One medium apple has 70 calories (Source: Health textbook)

(In this example, you have found two reliable sources that agree that the apple has 70 calories: the encyclopedia and the health textbook.) Tables. In a table, you read information in columns and rows. Read the title, and read the column and row titles so that you know what you are reading about. Rows go left to right, and columns go up and down. Find the row you’re looking for, and then the appropriate column. Then draw imaginary lines down and across. Where the lines intersect or come together is the answer.

TITLE Column 1 Column 2 Column Row 1 Row 2 Row 3

FUNDRAISING FOR NEEDY CHILDREN

GRADE 9 GRADE 10 GRADE 11 Dollars $1,230. $1578. $2,042. Toys 557 310 129 Outfits 140 200 75

Which grade raised more money? Which grade raised more toys? Which grade raised more outfits?

Refer to next page(s) for more Analyzing the Validity and Reliability of Primary Sources


Analyzing the Validity and Reliability of Primary Sources (Continued from previous page)

Look closely at the details on maps. a) Title. The title of the map tells what location you are viewing. Are you looking at a street

map of a city? Is it a continent, country, region, or area? Is it a map that shows a place during a specific period of history?

DOWNTOWN FLORIDA VILLAGE

LEGEND; KEY Ocean & Beaches Directional Marker Hospital Donut Shop Day Care Center Military Base

¼ ½ l l l l l SCALE: 1 INCH=1/4 MILE

b) Legend/Key. The legend of a map is also called a key because it is the “key” to unlocking the meaning of the symbols. You cannot unlock the mystery without reading and using the key or legend.

c) Directional Marker. The directional marker shows the orientation of the map. Most of the time, North is at the top of the map. However, sometimes the orientation may be different. Be careful that you are reading the directions according to the directional marker on the map you are reading. North is not necessarily always “up”.

d) Distance Scale. The distance scale helps you to measure distances on the map, and the scale is unique to the map you are reading. Every map measures distance differently, so be sure you find and use the distance scale on the map you are reading.

Think about the meaning of pictures and symbols. Some symbols or pictures show ideas that are easy to recognize. When you see a picture or symbol you do not recognize, study it carefully and try to figure out what it means by its location or other information that is nearby. Sometimes symbols or pictures are used instead of written words to communicate ideas.

What is the possible meaning and location of each of the symbols or signs above? Could any of the signs be used in more than one location for a different purpose? Refer to next page(s) for more Analyzing the Validity and Reliability of Primary Sources

SUR

FER

STR

EET

NO PARKING

FIRST AID

ONE-WAY ONLY

NO



Read signs for information. a) Public Information. Signs are used to communicate important information to the public.

A sign can be a poster, flyer, notice, traffic sign, or advertisement. Signs help to warn us of danger, find public services and facilities, get news about events, and know the rules we must follow in public places.

b) Rules, Regulations, Policies, Laws. Reading signs is important so that we do not get into trouble by breaking the laws or rules.

Diagrams. Diagrams label objects so that you know how to use them. A diagram is an illustration. Each part of the diagram is labeled. Read the labels and study the parts of the diagram carefully before answering questions. Try to see what the real object or location is like in your mind. Schedules. Reading a schedule is like reading a table. The schedule, however, shows time. Remember to draw an imaginary line down the column and across the row. Where the lines intersect or meet is your answer.

SCHEDULE OF ARRIVALS: L. A. INTERNATIONAL

9:00am 10:00am 11:00am 12:00pm 1:00pm New York #1024 #567 #320 #748 #351 Chicago #203 #497 #1098 #438 #1653 Miami #42 #1033 #520 #637 #121

When does the first afternoon flight arrive? What time does the last flight arrive from Chicago? What flight would I take from New York to arrive before lunch?


SUPER-SATURDAY SALE ONE DAY ONLY JULY 17 2-6 PM

EVERYTHING IS 75% OFF Members only. Under 21 must be accompanied by parent. Credit only. All sales are final. No returns.

Public Loitering Prohibited Under FL ST3478.731

$ 500.00 Fine Possible Imprisonment

BATHROOM FLOOR PLAN

2. Bathtub 6.Toilet

4. Vanity &Mirror

5.Seat

3. Sink

8. Linen Closet

1. Doorway

9. Towel Racks

7. Heater 1. What bathroom fixture

is located inside fixture #8?

2. What is the location of Fixture #2?

3. Behind fixture #6, what fixture is against the wall?


Analyzing the Validity and Reliability of Primary Sources (Continued from previous page) Graphs. Graphs come in several shapes and sizes: circle, bar, and line graphs. Graphs show you what the numbers mean in a visual or picture form. Be sure to read vertical and horizontal titles.

a) Bar Graphs. The size of a bar shows how numbers increase, decrease or stay the same. Example:

How many students received a grade of “D” first semester? How many “A’s” did students receive both semesters? What is the largest number of students to receive a grade of “B”? Which grade stayed at the same number both semesters?

b) Line graphs. The data is shown with dots that are connected by a line. The shows

how numbers increase, decrease, or stay the same. Example:

What is the total number of points possible each 9 Weeks? What is the overall trend of class points earned? In which marking period did students make the greatest gain?


Class Grades

0

50

100

150

A's B's C's D'sNum

ber o

f Stu

dent

s

Semester 1Semester 2

CLASS POINTS EARNED

523 620859 933

0200400600800

1000

1st 9 Wks 2nd 9 Wks 3rd 9 Wks 4th 9 Wks

Num

ber

of P

oint

s



c) Circle graphs. The circle graph looks just like a pie. The pie graph is used to show what proportion each number is to the whole. Each piece of the pie shows a percentage or fraction of the whole. Remember that the whole =100%. Example:

What grade did the largest percentage of students receive? What is the combined percentage of students receiving A or B? How many students received a below average grade?

Class Grades

GRADE OF A

17%

GRADE OF B

40%

GRADE OF C

33%

GRADE OF D

10%


Beginning Reading Activities

Pre-Reading Grades 9-12 SSS Language Arts Benchmarks: LA.C.3.4.2 Objective: Listen to a short series of oral sentences in order to answer simple questions. Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to ask questions. Ask different types of questions (i.e. yes/no, either/or, and “wh-“) at a quick pace. If the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail? Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. Antigone: Lesson 2: Pre Reading Activity:

King Creon has decided Eteocles will receive a proper soldier’s funeral. The King says that Polyneices a traitor, and will not give him a state burial. King Creon decrees that it is against the law to bury Polyneices. Antigone feels it is her duty to bury her brother. Ismene warns her sister Antigone. Antigone will die if she breaks King Creon’s law. King Creon has appointed sentries to watch Polyneices’ body. Someone tries to bury Polyneices. King Creon demands the sentries find the disobedient person.


Beginning-Intermediate-Proficient Reading Activities

Story Map/Story Grammar Activity: (Can be used in conjunction with LANGUAGE EXPERIENCE APPROACH and/or

graphic organizers as a Beginning-Intermediate-Proficient Writing Activity) Objective: Identify a common organizational pattern or “grammar” of a reading text. Procedure: Introduce story grammars by using the Language Experience Approach. (See Beginning- Writing Activities Language Experience Story). The second time, have each group prepare one. Once groups have mastered story grammars, individuals can prepare their own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal (list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves problem, character learns to live with problem, problem defeats character)

Note: Story grammars help students understand that most stories have a common organization. Story grammars help students to write reports, evaluate the quality of stories, find answers to their questions about stories, and write their own stories. Antigone: Lesson 2: Story Map/Story Grammar Activity:

a) Use graphic organizers such as the Plot Maps (Story Maps, Story Grammars) on the following pages to assist students in organizing ideas for Antigone, by Sophocles: Prologue & Scene 1

b) Use question prompts as starters to identify key story elements (Who; What, Where, When, Why, How. Review key story elements/objectives below with the key questions.

Key Story Elements – Objectives Key Questions

Characters:___, ___, ___, ___ Who ? How…? Motivation ___, Goal:___ What…? Why…? Setting: Time ___, Place ___ When…? Where…? Problem:___ Resolution: ___ Cause ___ Effect (Result) ___

What…? Why…? How…? Why…? What…? How…?

Events leading to goal (in order):___, ___, ___, ___, ___ What…? Why…? How…? Actions leading to resolution/result (in order):___, ___, ___ What…? Why…? How…?

Antigone: Lesson 2: Story Map/Story Grammar Activity: (Continued on next pages ) (Use graphic organizers on following pages)


Antigone: Lesson 2: Story Map/Story Grammar Activity: (Continued from previous page) Name ______________________________________

STORY GRAMMAR STORY MAP PLOT MAP

TITLE/TOPIC/TEXT ______________________________________________

Literary Element – Plot: The series of events that make up a story are the plot. Use the chart to plot the reading.

STORY PLOT Exposition/Beginning: ____________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Conflict: External /Internal: ________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Rising Action: __________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Climax: _______________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Resolution/End: ________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


Antigone: Lesson 2: Story Map/Story Grammar Activity: (Continued from previous page) Name ______________________________________


TITLE/TOPIC/TEXT ______________________________________________ Literary Element – Plot: The series of events that make up a story are the plot. The four (4) main elements of the plot are Exposition, Rising Action (Conflict), Climax (or Turning Point), and Resolution. Use the chart to plot the reading.


Antigone: Lesson 2: Story Map/Story Grammar Activity (Continued from previous page) Name ________________________

STORY GRAMMAR/ MAP/ PLOT MAP: Turning Point / Climax

TITLE/TOPIC/TEXT __________________________________ Author _____________

Literary Element – Plot: The series of events that make up a story are the plot. The four (4) main elements of the plot are Exposition, Rising Action (Conflict), Climax (or Turning Point), and Resolution. Use the chart to plot the reading.

4. Climax (Turning Point) ____________________________________________ ________________________________________________________________________________________ ____________________________________________ ____________________________________________

1. Exposition/Beginning ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

2. Rising Action ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________

5. Conflict External /Internal

________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________

3. Conflict External /Internal

__________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________

6. Resolution/End ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________


Antigone: Lesson 2: Map/Story Grammar Activity: (Continued from previous page) Name ________________________


TITLE/TOPIC/TEXT ______________________________________________ Literary Elements: Complete the chart with information in the reading: Title, Author, Characters, Setting, Main Conflict, Events, & Resolutions. (What do the little characters show?)

TITLE/TOPIC/TEXT ______________________________________________________

AUTHOR _____________________________________________________________ CHARACTERS

_____________________________ ________________________________

_____________________________ ________________________________

_____________________________ ________________________________ SETTING: TIME _____________________________________________________

_____________________________________________________ PLACE ____________________________________________________

MAIN CONFLICT ___________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ EVENT #1 _____________________________________________________________ ______________________________________________________________________ EVENT #2 _____________________________________________________________ ______________________________________________________________________ EVENT #3 _____________________________________________________________ ______________________________________________________________________ EVENT #4 _____________________________________________________________ ______________________________________________________________________ EVENT #5 _____________________________________________________________ ______________________________________________________________________ RESOLUTION _________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


Antigone: Lesson 2: Map/Story Grammar Activity: (Continued from previous page)

Name ________________________

STORY MAP / Rising Action Narration Map Complete the chart below with information from the reading: Title, Author, Characters, Setting, Beginning Action, Events, Turning Point (Climax), Events, and Resolution / /Conclusion. Use the text or lesson summary and identify all of the literary elements listed below). Title _____________________________________________ Author ____________________ Characters __________________________________________________________________ Setting: Time __________________________ Place: _______________________ Beginning Action ____________________________________________________________________________ ____________________________________________________________________________ Events ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Events ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Turning Point (Climax) ____________________________________________________________________________ ____________________________________________________________________________ Events ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Events ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Conclusion ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________


Antigone: Lesson 2: Story Map/Story Grammar Activity: (Continued from previous page) Name ________________________

STORY GRAMMAR/ MAP/ PLOT MAP: Turning Point/ Climax

TITLE/TOPIC/TEXT _____________________________________________________ Literary Elements: The series of events that make up a story are the plot. The elements of the plot are exposition, rising action, internal/external conflicts, climax (or turning point), and resolution. Complete the boxes with information from the reading.

Exposition is the beginning of the plot, telling characters and setting. Characters: _____________________________________________ ________________________________________________________ Setting: Place- ___________________________________________ Time-___________________________________________________ ________________________________________________________

Climax: When the rising action reaches a high point, or climax, the reader is at the highest point of interest in the story. At the climax, the reader really wants to know what will happen next. _________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

Resolution: Near the end of the story, the conflicts are finally resolved. The reader finds out what happened (the resolution). ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

External Conflicts (problems) between characters, nature, or outside forces ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ Internal Conflicts in the mind of a character as she/he struggles to make a decision ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

Rising Action After conflict begins, the tension in the story begins to increase. Things are happening, and the reader doesn’t know what will happen next. This is rising action. ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________


CHARACTERS ________________________________________________________________________________________________________________________________________________________________________________

SETTING TIME ________________________________________________________________ PLACE ________________________________________________________________

CONFLICT ________________________________________________________________________________________________________________________________________________________________________________

THEME ________________________________________________________________________________________________________________________________________________________________________________

PLOT EVENTS ________________________________________________________________________________________________________________________________________________________________________________

RESOLUTION ________________________________________________________________________________________________________________________________________________________________________________

TITLE/TOPIC/TEXT ________________________________________

AUTHOR ____________________

Antigone: Lesson 2: Map/Story Grammar Activity: (Continued from previous page)

Name ________________________ LITERARY ELEMENTS: STORY MAP

Complete the chart with the story elements. Use the text or lesson summary.

TITLE/TOPIC/TEXT___________________________ Author _____________


Intermediate-Proficient Reading Activities

Total Recall (Can be used with Total Recall Intermediate-Proficient Presenting and Viewing Activities)

Objective: Read a text in order to ask and answer short questions. Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are allowed to write notes about the text. Teams take turns asking each other their questions, and challenging incorrect responses. Responding teams are not allowed to raise hands. The team asking the question chooses which team answers. The same question cannot be asked twice. If a team does not answer correctly, it loses a point and the team asking the question gets a point. When a team does not agree with the answer that the questioner deems correct, it can challenge that team. The challenging team must prove that it is also correct or that the questioning team is incorrect. It does not need to prove both. All teams can join a challenge on either side (questioner's side or respondent's side), but they must do so immediately. (Teams may wait to see how many teams are joining each side, which is unfair.). Once the teams have taken sides on a challenge, they look up the answer in the book. All teams siding with the correct answer get 2 points, and losers lose 2 points.

Total Recall – NOTE-TAKING GUIDE

TEAM ____________________

Reading Questions Answers Notes Points 1

2

3

4

5


Judgment (Can be used with Judgment Intermediate-Proficient Presenting and Viewing Activities)

Objective: Read a text for the purpose of identifying facts and opinions. Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and swap their sentences. Teams read the sentence strips they have, and place them in either a fact basket or opinion basket in front of the room. The teacher reads each sentence strip from the two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the team with its name on the strip gets a point. If not correct, that team loses a point. (This encourages effective writing.) Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.

Notes on Distinguishing Facts and Opinions A FACT is information that can be verified or PROVEN. You cannot argue facts. An OPINION is information that CANNOT BE PROVEN or verified. Opinions are someone’s belief or personal judgment. You can agree or disagree with an opinion. 1. Recognizing facts: Just because something is in print (i.e. on the FCAT test), it does not make it a fact! A FACT CAN BE PROVEN. A fact is either true or false. You cannot argue facts. Decide if the statement can be proven or verified. Can you check it out in a reference book? Can you prove it? Is your source a reliable or scientific source? Individual feelings or emotions do not influence facts. That means it does not make a difference if you agree or disagree. It is a FACT. That also means it does not matter if you like or do not like the fact it is still a FACT! If the fact is proven false, it is still a statement of untrue FACT! 2. Recognizing opinions: Opinion statements are different from facts. If the writer is trying to convince you of his point of view, it may sound like a fact, but it is still just an opinion, because you can agree or disagree. OPINIONS CANNOT BE PROVEN or verified by an impartial source, because they only express an individual the point of view. Opinions argue one point of view, and you can disagree with an opinion. Opinions evaluate, judge or express feelings and emotions. Statements about the future are always opinions, because you cannot prove the future. It did not happen yet!

Antigone: Lesson 2: Judgment Activity: Important Note: Statements about the future are always opinions, because you cannot prove the future. It did not happen yet! (See notes above-distinguishing between facts and opinions) Here are some starters for Opinions: Antigone feels it is her duty to bury her brother. It is a dishonor not to have a proper funeral. Ismene feels afraid and helpless. Ismene and Antigone are only women and cannot fight the men or King Creon’s authority. King Creon decides that one brother, Eteocles, will receive a proper soldier’s funeral. King Creon decrees that he will leave Polyneices’ body to rot in the sun outside the city gates. Anyone who disobeys the law will receive a penalty. Without a proper burial and mourning, Polyneices will never find rest and will lose his honor. Antigone asks Ismene if she will help with the burial to prove she is a true sister and not a traitor Ismene warns Antigone what will happen if she breaks King Creon’s law. Antigone knows she will die with honor for a “holy” crime.

(Please see following page for starters for FACTS)

Antigone: Lesson 2: Judgment Activity: (Use sentence strips on following pages)


Antigone: Lesson 2: Judgment Activity: (Continued from previous page) Antigone: Lesson 2: Judgment Activity: (Please see previous page for starters for Opinions) Here are some starters for Facts: Antigone and Ismene discuss the death of their brothers. King Creon decides that the other brother, Polyneices, is a traitor. King Creon forbids the burial of Polyneices. The penalty is to be stoned to death in the public square. In the Parados, or choral song, that follows, Choragos, the narrator and leader of the Chorus, explains the details of how Polyneices and Eteocles fought and died. The chorus then celebrates because the war is over. Antigone: Lesson 2: Judgment Activity: (Continued on following pages) Use the sentence strip starters on the following pages for beginning/intermediate students. Use the sentence strip blanks for proficient students to create their own fact opinion sentences. Cut opinion and fact sentence strips, and mix them up. Students draw a sentence and work with members of their team to identify each sentence as fact or opinion. Beginning students may need sentence strip starters. Proficient students should write their own opinion and fact sentence strips using the blanks provided below.


Antigone: Lesson 2: Judgment Activity: (Continued from previous page) Here are Starters for Opinions: Cut into strips for beginning/intermediate students

Antigone feels it is her duty to bury her brother.

It is a dishonor not to have a proper funeral.

Ismene feels afraid and helpless.

Ismene and Antigone are only women and cannot fight the men or King Creon’s authority.

King Creon decides that one brother, Eteocles, will receive a proper soldier’s funeral.

King Creon decrees that he will leave Polyneices’ body to rot in the sun outside the city gates.

Anyone who disobeys the law will receive a penalty.

Without a proper burial and mourning, Polyneices will never find rest and will lose his honor.

Antigone asks Ismene if she will help with the burial to prove she is a true sister and not a traitor.

Ismene warns Antigone what will happen if she breaks King Creon’s law.

Antigone knows she will die with honor for a “holy” crime.

Antigone: Lesson 2: Judgment Activity: (Starters for Facts continued on next page)


Antigone: Lesson 2: Judgment Activity: (Continued from previous page) Here are some starters for Facts:

Antigone and Ismene discuss the death of their brothers.

King Creon decides that the other brother, Polyneices, is a traitor.

King Creon forbids the burial of Polyneices.

The penalty is to be stoned to death in the public square.

In the Parados, or choral song, that follows, Choragos, the narrator and leader of the Chorus,

explains the details of how Polyneices and Eteocles fought and died.

The chorus then celebrates because the war is over.

Antigone: Lesson 2: Judgment Activity: (Continued on next page)


Antigone: Lesson 2: Judgment Activities: (Continued from previous page) Sentences Strips: Cut into strips. Proficient students write their own Fact or Opinion Sentences:

SENTENCE STRIPS

Team: ____________________ Sentence: Team: ____________________ Sentence: Team: ____________________ Sentence: Team: ____________________ Sentence: Team: ____________________ Sentence: Team: ____________________ Sentence: Team: ____________________ Sentence: Team: ____________________ Sentence:


True or False (Can be used with True-False Intermediate-Proficient Presenting and Viewing Activities)

Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall. Antigone: Lesson 2: True or False Activity: Here are some true statements to use as starters: The chorus then celebrates because the war is over. Antigone knows she will die with honor for a “holy” crime. Eteocles died as a hero, defending Thebes, and he will receive a state burial. Ismene warns Antigone what will happen if she breaks King Creon’s law. King Creon has decided there will be no special favors for members of his family. King Creon decrees that it is against the law to bury Polyneices. Without a proper burial and mourning, Polyneices will never find rest and will lose his honor. Anyone who disobeys the law will receive a penalty, to be stoned to death in the public square. In the Parados, Choragos, explains how Polyneices and Eteocles fought and died. King Creon announces that he will be a fair king, and do the right thing to protect the state. Because Polyneices fought against Thebes, he deserves no honor or respect. King Creon appoints sentries to watch Polyneices’ body so that no one will bury him. It is a dishonor not to have a proper funeral. In Ode 1, the Chorus realizes the new King is the new law, and Thebes must obey him.

Here are some false statements to use as starters: King Creon has decides that the other brother, Eteocles, is a traitor. Antigone and Ismene discuss the death of King Creon. Antigone feels afraid and helpless. King Creon forbids the burial of Eteocles. King Creon has decided that one brother, Polyneices’, will receive a proper soldier’s funeral. Antigone asks Ismene if she will help with the celebration to prove she is not a traitor. Antigone says that they are only women and cannot fight the men or King Creon’s authority. King Creon decrees that he will leave Ismene’s body to rot in the sun outside the city gates. Ismene feels it is her duty to bury her brother. Anyone who disobeys King Creon’s law will celebrate in the public square. One of the members of the Chorus tells the king that someone has buried Polyneices. Antigone is furious and demands that the sentries find the person who disobeyed his law.

Antigone: Lesson 2: True or False Activity: (Continued on next page) A Team question record and a “T-Chart” for this activity are provided on the next page.


Antigone: Lesson 2: True or False Activity: (See previous page for procedure)

My Team’s Sentences True False 1

2

3

T-CHART TEAM ______________

True Statements about the Reading

False Statements about the Reading

Points

1

2

3

4

5

6

7


Scan

Objective: Scan a text for the purpose of asking and answering simple questions. Procedure: 1. Teams write 3 questions about an assigned text. Next to each question, they write page

number and paragraph number where the answer is located. 2. A representative from each team asks the team’s questions. The other teams get 60

seconds for each question to scan the text, find the answer, page and paragraph numbers, and write them on a sheet of paper. Any team not getting the answer within that time loses a point.

3. Any time a responding team loses a point, the questioning team gets a point. The responding teams take turns reading out their page and paragraph numbers. Then the questioning team reads its page and paragraph numbers.

4. Team respondents who have the same answer as the questioner get an automatic point. Respondents who do not have the same answer as the questioner are not automatically wrong. Both the questioner and respondent read aloud their chosen paragraph. The questioner then decides if the respondent is also correct (Many times the answer to a question can be found in more than one place in a text). If the respondent is also correct, the respondent gets a point.

5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in Total Recall). The responding team must prove that it is also correct or that the questioner is incorrect. It does not need to prove both. Other teams may join one side or the other. The teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.

Scan Question Page Paragraph

Number Answer

1

2

3


Summary of Writing Activities

Beginning: Language Experience

Indirect Speech

Intermediate: Language Experience, Framed

Paragraphs, Opinion/Proof, Spool Writing, RAFT, Florida Writes

Proficient : Language Experience, Framed

Paragraphs, Opinion/Proof, Spool Writing, RAFT, Florida Writes

Beginning- Writing Activities Indirect Speech

Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: “I need money to buy ships to sail west.” Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. Antigone: Lesson 2: Indirect Speech Activity: Use the dialog in this lesson written for the Presenting Activity “Dialog”.

Example: Antigone to Ismene: : Creon is not strong enough to stand in my way. Antigone told Ismene that Creon was not strong enough to stand in her way.

Beginning-Intermediate-Proficient Writing Activities

Language Experience Approach Language Experience Story

Objective: Use student-created writing as a text as a model for individual student writings, for rereading or other written activities, including Story Grammars, RAFT, and Spool Writing. General Procedures: Language Experience instruction involves asking students to talk about some item of relevance to the class. You may use information from Listening Activity “Interview” or information learned in other unit activities. Individual team members and teams take turns offering sentences to be added to the text. You write individual contributions on the board, including non-standard forms or word order. Then ask teams to correct or change the text to standard English grammar and syntax and to decide on an organizational format. Assist teams in making necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it. See the detailed description of Language Experience Approach for ESOL students on the following pages.


LANGUAGE EXPERIENCE APPROACH for ESOL* Background

Origins of LEA. The Language Experience Approach (LEA) originated as a tool for Maori-speaking (New Zealanders of Polynesian-Melanesian descent) (Ashton-Warner, 1963) and native-English-speaking children (Spache & Spache, 1964; Stauffer, 1965). LEA has had a successful history with learners of all ages, from early childhood through adult learners, including those adults who enter ESL programs with limited previous educational or literacy experiences. LEA originated as a way to engage second language readers (even reluctant and/or struggling readers) to use language. LEA with ESL Learners. ESL teachers began to use LEA successfully in the 1970’s with bilingual students who were not remedial or struggling readers. They were fully literate and skilled in the native language. Perhaps because of native literacy, LEA served as a bridge to literacy in the new language. LEA proved effective in helping students break the literacy code of the new language. By the 1980’s, Krashen and Terrell (1983) suggested two criteria for appropriate reading materials ESL learners: First, reading materials must interest the reader, and second, they must be comprehensible in terms of complexity. The Language Experience Approach meets both criteria. It produces student-generated (dictated) texts at a level of complexity determined by the student’s own language, and that are interesting to the student because they relate directly to the student’s own experience and personal interests. With second language learners, it is often difficult to match language proficiency level and age appropriate interest level to the individual student. LEA resolves both issues of these issues as well. LEA relies on the wealth of prior life experiences (prior knowledge) or current learning experiences. A teacher, tutor, assistant, or student peer “takes dictation” by writing down what the student says in the student’s own words. The key to the success of LEA with second language learners is that language is elicited in a meaningful context, with both input and output being comprehensible. In addition, LEA makes the reading and writing connection in meaningful a context. LEA can be Planned or Spontaneous. LEA is perfect for the unplanned “teaching moment” that arises, such as a hurricane, accidentally mixing colors together, an imaginative student comment, a conflict at lunch in the cafeteria, or any event that creates or captures the interest of the student or the student’s imagination. Likewise, LEA works well before or after a field trip, a science experiment, as a math journal entry explaining how we solved the problem, or any other planned learning experience. Whether planned or spontaneous, the language comes from the students, with the teacher’s supportive questioning facilitating the dictation. Just “Talk Written Down”. The language experience approach (LEA) is fun and engaging as well as instructive. It is the most basic way for the student to connect the fact that words on a paper are really “just talk written down”. LEA creates a natural bridge between spoken language and written language. It is particularly effective for developing reading and writing skills in a non-threatening way. LEA integrates the four language domains, listening, speaking, reading, and writing through the student’s prior knowledge and experiences. The leap from spoken language to written language, does not fit the traditional language class paradigm, and appears to some educators as unstructured and unconventional. However, most language arts programs assume the student has sufficient oral and aural (auditory) language to jump right into reading. This assumption is a weak one in the case of beginning second language learners. In conventional programs, writing usually follows reading. In LEA, writing begins immediately, fully integrated with reading, listening, and speaking. For a second language learner, starting with speaking and taking it directly to print makes a solid connection between oral language and academic language.

LANGUAGE EXPERIENCE APPROACH Background (Continued on next page)


LANGUAGE EXPERIENCE APPROACH (LEA) (Continued) BASIC ASSUMPTIONS

There is no strict formula for success of LEA, but there are some assumptions that provide a sound rationale for use of LEA with new language learners.

BASIC ASSUMPTION #1 LEA literacy instruction starts with the learner’s personal experience (prior knowledge)

Capitalizing on Student Assets. In LEA, the organization of the lesson and its activities center on the personal experience of the language learner. The child who traveled by foot, by boat or by plane to a new country, and experienced a new culture and language for the first time is quite different from a child whose experiences have been confined to the security and familiarity of a neighborhood, school, and family. Nevertheless, both have rich experiences to share and capitalize upon in the learning process. The student’s personal experience in the context of his/her own personal language is easier to remember and understand than someone else’s language and experience. Language experience approach LEA makes reading and writing accessible to every individual.

BASIC ASSUMPTION #2 Effective new language learning integrates listening, speaking, reading, and writing.

Oral Language and Literacy on Parallel Tracks: For second language learners, integration of the four domains of language is essential for developing both oral proficiency and literacy. Because LEA uses listening and speaking in every aspect of learning, it is ideal for English language learners (ELLs). Both speaking and writing communicate meaning to others, and communicating meaning is the goal of every new language learner. Implicit in the oral dictation process is listening with understanding, and it is the natural inclination of a learner to want to read his/her own dictated script or text. LEA provides multiple opportunities to integrate the four domains. Recommended LEA activities for the four skills include book talks, dictating stories, peer discussions, responding to literature, and shared writing. In addition, students have opportunities to listen to first-hand accounts of what others read and writes about. Self-directed Learning. Allowing students to read what they want and to share what they read about creates a new dynamic where students become empowered as learners. A natural learning dynamic automatically evolves, whereby students broaden their interests, add variety to their own reading choices and thus their LEA writing choices, and begin to integrate oral language (listening and speaking) with other subject material such as art, literature, reading, writing, science, social studies, math, and more. The enthusiasm of the self-directed learner is contagious, and students become their own teachers. In addition, student generated text makes every student a writer. The more the students read, think, and share, the more they emulate writing conventions, vocabulary, and writing style in their dictated text.

Academic Language Learning. The second language learner in today’s academic environment must gain proficiency in listening, speaking, reading, and writing as quickly as possible to meet grade level academic standards. LEA in the beginning stages of new language acquisition brings the cognitive piece into place (prior experience and meaningful context) so that the student only needs to break the new language code to express what he/she already knows. LEA makes the speech-print connection, providing time and opportunity to develop a level of language proficiency and confidence in manipulating the language. In addition, at the beginning level, LEA becomes a tool for connecting language labels to new concepts in print and speech, which is the expectation and context of the academic environment.

LANGUAGE EXPERIENCE APPROACH Basic Assumptions (Continued on next page)


LANGUAGE EXPERIENCE APPROACH (LEA) BASIC ASSUMPTIONS (Continued)

BASIC ASSUMPTION #3

LEA shortens the distance between spoken language and written language by using the learner’s personal experiences.

LEA V. Basal Reading Programs. Conventional ESL approaches start with developing speaking (oral production) and listening comprehension, transitioning later into reading, and eventually into writing. LEA doe not postpone writing, but makes writing a critical first step in the language learning process. The learner takes what he/she learns from speech directly into print. This leap from speech to print is only possible under the right circumstances –content is familiar, is based on student’s experience, and is in a meaningful context.

Words, phrases, and sentences that describe the student’s personal experiences provide a supportive leaning context, whereas reading text written by someone else may not motivate or validate the learner. How the student feels about (affective), his/her own learning ultimately can expedite learning. LEA validates the reader by using his/her words and ideas from speech, moving directly to reading and writing. The student has ownership of the learning process, and personal knowledge is valued, reinforced, and amplified. In addition, LEA encourages success, autonomy, research, and discovery. Students tend to replicate successful learning experiences if provided opportunities. For the new language learner, adding to his/her repertoire in the new language improves proficiency and empowers individual leaning.

An Additive Approach to Second Language Literacy. LEA starts with a familiar context, what the student knows (knowledge plus experience). For the second language learner, the teacher facilitates, adds to, or at times provides the language and language structures necessary to express that knowledge and experience. A text is created, and literacy has begun. The starting point and focus is accepting and valuing what the student brings to the table. This is diametrically opposed to conventional thinking that diagnoses the student’s “deficit” and presents a basal reading text (generally below grade level) as a solution. LEA is not deficit instruction or remediation. It is an additive approach to learning literacy.

BASIC ASSUMPTION #4

Language is for making meaning. Therefore, meaningful use and purposeful practice result in effective language teaching and learning. In the process of acquiring language, students learn strategies and structures to express ideas. LEA transposes student ideas to print for reading and writing literacy, while at the same time convening three critical aspects of learning, language skills, learning strategies, and thinking skills. Students develop strategies and skills for communicating their ideas in speech and in print. They generate richer learning opportunities as they make choices about themes, topics, and reading selections for discussion and sharing. Richer learning experiences produce better thinkers. LEA activities offer many opportunities to practice what students have learned and take risks with their language. Students have power over learning and power over language as they probe their own thinking and the thinking of others. Probing language for meaning is essential in LEA.




BASIC ASSUMPTION #5

Writing is most easily learned when instruction is concurrent with reading acquisition. Speech to Print to Independent Writing: The LEA process incorporates writing as dictation in the initial stages. Dictation is the forerunner of writing independently, and is also a form of oral composition. In LEA, the student’s oral composition becomes his/her first reading book. The next step after oral composition is independent writing, when the student ventures to write what he/she knows. Writing Time: Writing time of no fewer than 30 minutes daily can begin before formal writing is acquired by encouraging students to illustrate their stories that the teacher or facilitator labels. Instruction and support in the writing process through a daily writing workshop develop strong writers. For second language learners, daily writing provides essential practice and rehearsal to develop their oral vocabulary, reading comprehension, spelling, and word recognition. Mechanics, spelling, handwriting, and punctuation: The traditional concerns of handwriting and writing conventions such as punctuation, spelling, and mechanics may seem unmanageable or unwieldy to the average teacher. However, through the process of drafting, revising, and editing their work to a final draft, students learn to proofread their own work. LEA recommends systematic spelling instruction and direct instruction on the writing process along with handwriting coaching until students reach proficiency. During the dictation process, the teacher or facilitator models these conventions to reinforce direct instruction. Further, the dictation process reveals which mini-lessons the teacher will plan for by analyzing student writing. For veteran students of LEA, the mini-lesson can be folded into a group dictation to provide a meaningful context for learning specific conventions or structures. Writing conventions, self-correction & student autonomy. Initially, the conventions of writing are not the focus, even though they need refinement. Inaccuracies are accepted only on the condition that the student has many opportunities to correct, rehearse, and refine his/her language. Once the student feels safe and accepted, the teacher may model corrections during the dictation process. Which approach the teacher uses depends very much on rapport between teacher and student, and the stage of language development of the student. Most LEA teachers will make very few if any corrections during the initial dictation process. Correction during dictation generally interrupts the flow of student ideas and speech and causes the student(s) to be less willing to speak or share ideas for fear of making errors. In addition, during group dictations, peer- correction and self-correction occur as a natural process of learning within a trusting community of learners. In addition, this is a good time for students to consult word walls, word banks, dictionaries, thesauruses, grammar charts, and other essential resources in the classroom. Remember, student autonomy is the goal. During the read-back of a LEA dictation (script, text) many students will self-correct and inquire or probe to find their own errors. The context of the read-aloud (oral reading) is a safe place to begin learning the important skill of self-correction.




BASIC ASSUMPTION #6 Students learn sight vocabulary from their own dictated accounts, increasing word recognition.

Reading Comprehension & Word Recognition: The word recognition and sight vocabulary critical for reading comprehension evolve from LEA student-generated texts. Reading with fluency requires starting with a basic sight vocabulary until the student masters key words (recognition). Creating word walls or individual and group word banks are vital to building sight vocabulary and word recognition. When students read aloud from their dictated LEA texts, they should make word cards, choosing only the words they recognize to add to the word bank. Word study activities must start as soon as students have sight words. Creating word banks to store newly acquired words gives students some independence to create new communications either independently or in small groups. The word banks represent the repertoire of possibilities for larger communication in the new language. Specific direct instruction: To improve reading comprehension direct instruction is vital for second language learners who need additional time with vocabulary and language structures. Systematic practice and rehearsal of vocabulary and structures make them less of an obstacle to reading comprehension. Direct reading instruction promotes higher level thinking as well as academic vocabulary and concepts. Word recognition activities: Until students achieve word recognition fluency, specific word recognition activities should comprise 20 to 25 minutes a day. Sight words are learned through language experience accounts, and are a starting point that provides meaningful context for English language learners. More importantly, language experience accounts provide invaluable practice in auditory and visual discrimination using the dictated text and words from the text. Word study activities teach students how to categorize words by sound, meaning, structural pattern, or other word features.

BASIC ASSUMPTION #7 Use of literature motivates learners and provides models for learning the new language.

Literature and building academic language: Literature and an environment rich with books, poetry, expository, narrative, and nonfiction writings, are critical to producing good writers. Literature relating to a large variety of subject matter is important, because students need maximum exposure to academic language of science, the arts, history, etc. In addition, literature models the way that schools want children to write. The saying, “A good reader is a good writer”, is not a cliché. Books must be available in classroom, libraries, and at home for students to explore, enjoy, discover, learn, and emulate. Literature-based individualized reading: LEA is a literature-based individualized reading program that prefers that students self-select books as primary reading material. Children read at their own pace, record what they read, write about what they read, and share what they read in groups using projects, discussions, conferences, role-plays, and read-aloud activities. The group monitors reading comprehension, and the teacher monitors comprehension through the individual LEA conferencing/dictation process. Reading materials include any print materials a child prefers and selects, including stories, magazines, newspapers, flyers, brochures, etc. Basal reading programs are philosophically incompatible with LEA in general, but often fill a critical need when multiple copies of a piece of literature (stories, poems, etc.) are needed for the group LEA process. Students, however, must make the reading selections. LANGUAGE EXPERIENCE APPROACH (Continued on next page)


LANGUAGE EXPERIENCE APPROACH(Continued) PROCEDURES& PRACTICES

Getting Started

Flexibility: LEA is flexible enough to use successfully with individuals or groups of ESOL students. Different levels and variations include: ELLs at differing levels of language proficiency and/or literacy; ELLs at the beginning to intermediate oral and literacy levels of proficiency; Emergent elementary ELLs, young adults, or adults with limited formal education; Individual, small group or large group; Principal instruction, Introductory, closing or follow-up activity. Individual LEA. Basic LEA (the original LEA) is a transcription of an individual student’s personal experience. The teacher, aide, or more proficient student peer with a student who can see his/her words being written. A conversation begins, prompted by a picture, reading text, or an event that the student selects for interest. The student gives an oral account of a personal experience related to that topic. The transcriber helps the learner express, expand, or focus the account by asking questions. Group LEA. A small or large group of students may dictate a language experience story together, taking turns and each having an equal input. A planned or “staged” experience motivates students to discuss and then dictate an account of the experience. A natural account of learning experiences such as an experiment, math problem, or interesting reading can be the source or stimulus for LEA.

Engaging the Students Procedures to engage students: Select a topic that the student/group enjoys (television show, music, sports, a recent experience), or whatever interests the student/group the most. Begin a conversation, asking the student/group to talk about it. It is very important to allow each student to talk in his/her own way, a way that is individually comfortable. If the topic is related to a lesson, unit, or reading, find the area that engages the student or that the student finds interesting or connected to something the student knows (prior knowledge). Individual language experience stories or accounts are very personal and may be the only opportunity an individual student had to express his/her ideas. It is very important to use the individual LEA approach regularly for this reason. For a group experience, students select a common experience that they enjoyed. During an experience that takes place within the classroom, the teacher can narrate it as it unfolds, repeating key words and phrases. Other ideas for “staging” an engaging experience include:

• Summarizing/retelling a favorite story students know (have heard, viewed, or read) • Cooking (recording the recipe), other food experiences (describing the feast) • Growing vegetables or flowers in the classroom, describing science experiments, math

processes, other things the class has done or made (make "How To” Charts) • Field trips (planning before and debriefing after), make lists of things to bring, trip rules,

making maps, describing the experience, etc. • Making a news report or memory record of a cultural event or visitor to class, making

cards, thank you notes, get well cards, holiday cards, etc Integrating, drama, music and the Arts (Personal Expression): Opportunities to use art, music, and drama projects for connecting reading, writing, speaking, listening, and viewing round out the language arts experience. In fact, art, music, and drama, etc. are excellent vehicles for students to express ideas, and acquire the more abstract language of new ideas about the world. Art, music, and drama provide concrete ways to use one’s senses in new experiences. At the same time, the use of the arts (clay, paint, fabric, dance, drama, vocals, etc) provides opportunities for thinking and viewing as the primary functions, with writing, reading, talking, and listening flowing as secondary functions to the first substantive artistic expressions.

LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued next page)


LANGUAGE EXPERIENCE APPROACH PROCEDURES AND PRACTICES (Cont’d) Discussing the Experience

Every learner’s ideas must be included in the dictation process. Preserve as many ideas as possible. In a group LEA, be sure that students know that everyone will help “write”, and discourage too much participation from the usual zealots. The teacher will ask questions to encourage, stimulate, clarify, and focus student ideas. With individual accounts, asking “wh- questions” will facilitate a good discussion and encourage more ideas. (Examples: Who was there? When did this happen? What did we do first?)

Demonstrating Print Concepts The teacher demonstrates many print concepts during transcription, not the least of which is matching what the students say with its written form. The teacher draws attention to these important print concepts by making side comments to herself/himself, such as, “capital letter at the beginning of the sentence, period at the end, indent for a new topic paragraph, comma for a pause here“, etc. Be sure that the chart paper, whiteboard, blackboard, flip chart, or overhead transparency is positioned so that it is visible to all students during the transcription process.

In the Student’s Own Words As the student talks, carefully write down the experience, ideas, or story in the student’s own words. If the student says, “go” instead of “going”, do not make corrections, but write exactly what the student says. Remember that this is the moment for the student to shine, not to make corrections, interrupting the train of thought and enthusiasm. Let the student express his/her own thoughts in his/her own way. There is always an opportunity to go back and make changes. With a group, learners may correct themselves or each other as they work together. Formal correction can be done later, as part of the revising and editing stages. With beginning students, written compositions may be very simple (just a sentence or two), if this represents their level of English proficiency. Length is not significant. Use printed letters, not cursive handwriting.

Developing a Written Account The most important aspect of recording is using the student’s own words, keeping the match between what they say and what you write. Use student names as much as possible to make strong connections to student ownership of the ideas and the writing. It is important that students remain engaged with the process. If students lose interest, stop, and return later in the day, the following day, or as soon as you can. Participation of every student is a main objective. When working with a large group, if the teacher cannot record a statement from every student, keep track and return to those students to finish the story later. Be sure to include everyone. How to use the Dictation: Dictation has three stages: recording the account, rereading the account, and drawing words from the account for reading instruction. A dictation from a group of 7-9 students (or an individual) provides the first reading material or text. Group dictation provides the opportunity for students to talk about experiences and learn how to reread dictated material. Individual dictations are easier when the procedures are familiar, already modeled in the group. Initially, students may need prompts (class trip, reading prompt, etc.) to provide a dictated account. With practice, students look forward to telling their experiences. After students become fluent readers, the teacher gradually phases out dictation.

Reading the Written Account When the student has finished the description or narration, review the script by reading it aloud together. If the student is a new reader, let him/her do the best he/she can to read along with you. Most students are eager to read back their own words (even the difficult words) because they “own” the words. Remember to use oral reading of the script frequently throughout the unit to promote rethinking and revision and to reinforce student ownership.



LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued) LEA is the Student’s Creation

Sharing and Publishing: The LEA record is very important and personal to the individual student, and teachers should treat it as such. Encourage the student/group to illustrate the script, and compile it into the form of a book or publication (staple it, glue it, keyboard it and print it, bind it, copy and distribute it, etc.). The written product from student dictation can take many different forms. A class publication with LEA writings by each student (chosen by the student) can be reproduced and shared with other classes or reproduced and carried home as a special parent gift. Make an illustrated chart, a Big Book, or a bulletin board. Attach book rings to a hanger, and attach the language experience charts to the book rings (a skirt hanger will work). The hanger can be hung anywhere in the room. Another idea is to make a class album with photos of the experience and student dictated captions. Students may illustrate the experience first, and dictate text for each picture. Language experience approach works for any age and grade, and the way to acknowledge individual student accounts or scripts as the student’s creation may vary. Every person, younger students to adults, likes to see his/her work published and illustrated. A key (if not essential) component of LEA is the publication and oral sharing (oral reading and recounting) of student writing. Sharing and publishing experiences, such as book making, author’s chair forums, book talks, are exciting and personal experiences, especially for English language learners. It is at the publication and sharing stages that the confidence that comes from ownership and rehearsal emerges to take a bow. When the student as author takes the author’s chair to answer questions and share the accomplishment of a “published writer”, every student experiences the success. LEA Scripts with Journal Writing: Beginning level proficiency students may have someone transcribe their ideas in English, or they may write in another language. Later, they begin to write on their own with some assistance, and finally without help. Spelling, form and content are of no import unless the student chooses to use a journal entry later in a formal writing at which time corrections and revisions can be made. The more students write, the better the writers they become. Let them make mistakes, and enjoy writing instead of being fearful of making mistakes or getting a poor grade. Either do not grade journals, or grade them based on completion, effort, or content, never based on writing conventions. It will all work out in the end. Combine LEA scripts with journal writing, including dialogue journals, classwork journals, or take-home journals. In dialogue journals someone responds to what the student writes (i.e. teacher, peer). In classwork journals, the student saves his/her daily work, comments, and ideas to write about at a future time. In take-home journals the student writes things he/she sees or hears, things learned, new ideas; or an unanswered question the lesson, a book, or the school. (Examples: math journal entry telling how I solved a problem; three sentences each day for one week about what happened in the cafeteria at lunch; what I learned and liked about an activity; free writing to express what’s on my mind; a list of things I saw on my way to school; etc.).

Extending the Language Experience Once the script or text has been generated, language and literacy opportunities are many and varied based on the written text. A main purpose of LEA is to provide meaningful texts for students to read with others or alone. Therefore, the record of the experience should be mounted in a prominent location for reference and review beyond the end of the unit. If done on chart paper, a “big book” can be created. In addition, teachers should make a copy of the record to photocopy for students to take-home and read to their families, for independent and “buddy” reading, and for students to illustrate and personalize. Here are some ideas for extending the text and adapting the text to a variety of ages and language proficiency levels. LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued next page)


LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued) LEA Activities for Beginning – Intermediate English Language Learners

• Read the story aloud with transcriber (and/or group) • Identify favorite words, “best” words, easiest words, hardest words, etc. • Classify words and create a class word wall or individual student word banks organized by

story, by theme, alphabet, or other categories (individual students create their own “word bank” notebooks with dividers, or individual file boxes with note cards)

• Copy the story • Dictate story sentences for student to write • Match words from the story with definitions or pictures • Fill in the blank activity with or without a story word bank • Create vocabulary games such as concentration, wrong word, jeopardy, etc. • Create a Cloze exercise by deleting every nth word (4th, 5th, 13th, etc) • Scramble and unscramble words or phrases and place in correct order • Scramble and unscramble sentences (cut into strips) placing in correct sequence • Scramble and unscramble words within each sentence and place in correct order • Identify story words to teach sound-symbol correspondence, vocabulary, idioms, spelling, etc. • Identify story words to teach grammar points or structures (Examples: verb tense, pronoun

referents, word order-subject/verb/object, adjectives, adverbs, transition words, etc.) • Provide key words only and have students write the story again (It will differ from original)

Additional LEA Activities for Intermediate-Proficient English Language Learners • Write a list of questions about the story. (“Wh- questions, etc.) for classmates to answer • Write true and false statements about the story. • Draw conclusions and make generalizations from the story • Find cause-effect relationships in the story • Create vocabulary games for the story (jeopardy, etc.) • Write a critique of the story • Write on the same topic in a different format such as, speech, recipe, newspaper article,

poem, letter, memo, etc. • Write individual versions of a group-produced story on the same topic, similar but

personalized • Read-around groups for editing and revising of individual stories • Prepare stories for publication after editing and revising • Find books or other research related to the topic and write about it

More Elementary shared reading ideas: • Use the story script to develop concepts of "word" and "sentence", left to right progression,

story words for sound-symbol correspondence, etc. • Do sentence matching-Make large sentence strips for sentence matching-children find

their sentence strip in the reading and place it over its match on the large chart paper story script (use as a choice during center time)

• Sequence words in sentences-Cut up a story sentence into individual words from a sentence and reassemble the sentence in pairs, small groups, or individually (use as a choice during center time)

• Use the pointer to lead the class/group in rereading the story or individual sentence by playing the role of teacher-point out words they know, etc. (Save scripts for year-long review and practice)



LANGUAGE EXPERIENCE APPROACH PROCEDURES AND PRACTICES (Continued)

EXAMPLES OF LEA Sample LEA Lesson (Elementary-Middle-High-Adult):

1. (Dictation) Write the title of the story (or topic) at the top of the chart paper/board. Guide each student to dictate a sentence. Write each sentence on the chart paper/board, using the student’s exact words. Students read the sentences aloud and in unison with the teacher.

2. (Sentence matching) Write a sentence strip (teacher or students) for each sentence on the chart paper/board. Pass out the sentence strips. Students match their sentence with the sentence on the chart.

3. (Sentence Puzzle) Students cut each sentence strip between the words to separate them. Put the pieces (words) for each sentence in a different plastic bag. Hand each student a bag. Shake the bag to mix up the words. Open the bag and put the words in correct order to make the sentence. (Use a desk, the board, wall, or a pocket chart to reconstruct the sentence with its words) Students read their sentences aloud.

Additional Variations: 1. Word/letter recognition: Students count the number of words in their sentence; count

words with letter “s” in them, count the nouns (person, place, thing, idea); count the words that describe; etc. n

2. Writing conventions: Students identify what kind of letter their sentence begins with (Capital letter); Students identify what is at the end of the sentence (end punctuation-period, question mark, etc)

More LEA Practice Activities: 1. Familiar songs, nursery rhymes, chants, poems-write a language experience chart 2. Class Special Events: Each student dictates what he/she enjoyed about the event 3. Field Trips: Students recall experiences in sequential order 4. Story Recall: Students recall the events of a story in sequential order 5. Group K-W-L: When starting a new unit or topic of study, ask children what they Know

about the topic and what they Want to learn about the topic. As they Learn new information, add it to the chart using dictation.

6. Daily News: At the end of each day, students dictated what happened and their comments

7. Sentence Completion: Teacher begins a thought (sentence) at the top of the chart paper, and each student completes that sentence the way he/she wishes. (Write student name after his/her completion) (Examples: I like to read _____. I like recess because _____. My favorite class is _____ because _____.)

*References for Language Experience Approach:

Early Literacy: A Resource for Teachers. (1992). Saskatchewan Education. From: http://www.sasked.gov.sk.ca/docs/ela/e_literacy/language.html

In Their Own Words: The Language Experience Approach. 2004. From: http://www.literacyconnections.com/InTheirOwnWords.html

National Center for ESL Literacy Digest. (1992). From : http://www.cal.org/ncle/DIGESTS/LANG_EXPER.HTML


Intermediate-Proficient Writing Activities Framed Paragraphs

Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea (topic sentence), supporting details, and a summary statement (conclusion). Note: Framed paragraphs are most useful in preparing students for exam questions. In fact, framed paragraphs make very good exam questions. Procedure: Introduce framed paragraphs to the class by creating a story collectively using the language experience approach. The second time you assign framed paragraphs, have each group prepare one. Once the groups have mastered framed paragraphs, each student prepares his/her own. Include incentives for the group to help individual team members. For example, give a team one point for each member who receives a grade of B or higher. After constructing a model paragraph with the class, groups, pairs, or individuals find examples in text. Social Studies Example: There are many cultures of people living in Florida. First.... Second.... Third.... These groups and others.... Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior is... Another example is.... Finally.... Therefore, this character is... Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS: 1…2…3…PROCEDURE:1…2…3…DATA: 1…2…3…ANALYSIS: The results of the experiment show....This was caused by....Therefore, my hypothesis was/was not correct because.... Antigone: Lesson 2 Framed Paragraph Activities: Resources for the teacher are provided on the following pages:

1. Suggested topics for writing paragraphs about literary elements and devices 2. Framed paragraph organizers provided below for each skill (Practice and Pre-writing) 3. Sample writing format(s) provided below for paragraph frames to guide students

Framed Paragraph Sample #1: (Emotional Connections: Role of Women)

Sample #1: (Emotional Connections: Role of Women) Use the starter below for emotional connections and the role of women in the Prologue & Scene 1 of the play Antigone, by Sophocles. Use the following two lines as a prompt, and one of the graphic organizers on the following pages

“… We are only women. We cannot fight with men, Antigone!” “You have made your choice; you can be what you want to be.”

Paragraph Frame for (Emotional Connections: Role of Women)

In the play Antigone, by Sophocles, the reader connects on an emotional issue that is timeless, the role of women in a male-dominated environment. The reader can identify with Antigone when _____. This is because _____ (detail #1). The reader could feel what Ismene was experiencing because _____ and _____ (detail #2). The feelings the characters express, like_____, and _____ are understandable. This is because _____ (detail #3). What happened in the Prologue and Scene 1 really makes you think about _____, and everyone can imagine why Antigone and Ismene_____ and _____ (Conclusion).

Antigone: Lesson 2: Framed Paragraphs Activities and Organizers (Continued on next page)


Antigone: Lesson 2: Framed Paragraph (Continued from previous page) Sample #1: Emotional Connections: Role of Women

Name ______________________________________

LITERARY ELEMENTS: PERSONAL & EMOTIONAL CONNECTIONS

TITLE/TOPIC/TEXT____________________________________

The most important part of reading is the personal and emotional connection we make as we read. These connections are how and why we enjoy and appreciate what we read. Use the faces to indicate your personal and emotional connections with characters & events in the reading.

CHARACTER NAME OR

EVENT

REASON

FOR CHOICE

Antigone: Lesson 2: Framed Paragraphs Activities and Organizers (Continued on next


page)


I I would like to change the ending of the story this way: ________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________


Name ______________________________________

LITERARY ELEMENTS: PERSONAL & EMOTIONAL CONNECTIONS TITLE/TOPIC/TEXT____________________________________________

The most important part of reading is the personal and emotional connection we make as we read. These connections are how and why we enjoy and appreciate what we read.

I identify with this character, event, or situation: ______________________________ _______________________________________________________________________ My reason is ____________________________________________________________ _______________________________________________________________________

This character (event, situation) makes me feel _______________________________ _______________________________________________________________________ _______________________________________________________________________

In the same situation, the action I would take is _______________________________ _______________________________________________________________________ _______________________________________________________________________

Under these circumstances, I would feel_____________________________________ _______________________________________________________________________ _______________________________________________________________________

My character _____________________.took this action: ________________________ _______________________________________________________________________ His/Her reason for the action was: __________________________________________ _______________________________________________________________________ _______________________________________________________________________ …OR… If my event _______________________ had not happened, the ending of the story would have changed this way: _____________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________



LITERARY ELEMENT: PERSONAL & EMOTIONAL CONNECTIONS

Name _______________ TITLE/TOPIC/TEXT __________________________

The most important part of reading is the personal and emotional connection we make as we read. These connections are how and why we enjoy and appreciate what we read. Use the connection organizer to write your personal and emotional connections with the reading. Describe my Describe experience: an event (person) ______________ that I “connect” ________________ with in the story: _________________ ___________________ _________________ ___________________ _________________ ___________________ _________________ ___________________ _________________ ___________________

What I have most in common with

someone/something in the reading… ___________________________________ ___________________________________ ___________________________________

The reading made The reading made me remember… me remember… ________________ _________________ ________________ _________________ ________________ _________________ ________________ _________________ ________________ _________________ ________________ _________________ ________________ _________________ ________________ _________________ Personal or emotional connections with reading (Feelings I “connected”)

1 2 3 4


Do I identify with any of the characters or circumstances? Why or why not? How does this character or event make me feel? What would I do in the same situation? How would I feel under these circumstances? Why did the character take a certain action? If a certain event (_____?) had not happened, how would the story have ended? How do (did) I want the story to end?


Name ______________________________________


TITLE/TOPIC/TEXT____________________________________ The most important part of reading is the personal and emotional connection we make as we read. These connections are how and why we enjoy and appreciate what we read. Personal and emotional connections can help you to use your prior knowledge to understand characters, draw conclusions, make generalizations and inferences, and understand cause-effect relationships in the reading.


1

1 2 3

Title/Topic/Text ____________________________ Author ________________

How do specific facts from the reading impact you personally and emotionally?

2 3


Name ______________________________________




Name ________________________________

LITERARY ELEMENTS: PERSONAL CONNECTIONS

TITLE/TOPIC/TEXT___________________________ Author ____________

EVENT

PERSONAL REACTIONS

PERSONAL CONNECTIONS

1

2

3

4

5


Antigone: Lesson 2: Framed Paragraphs Activities (Continued from previous page)

Framed Paragraph Sample #2: Culture & Moral Dilemmas Internal & External Conflict (Conscience vs. Authority)

Sample #2: Culture & Moral Dilemmas-Internal and External Conflict (Conscience vs. Authority) Use the following as starters for internal and external conflict in the in the Prologue & Scene 1 of the play Antigone, by Sophocles. A cultural and moral dilemma creates conflict for the main character, Antigone. Antigone’s most important conflict in the Prologue & Scene 1 is choosing between her conscience and the authority. Antigone feels it is her duty to give her brother Polyneices a proper funeral. This causes both internal and external conflict for Antigone because King Creon decrees that Polyneices is a traitor to Thebes and his body will rot outside the gates of the city.

a) The Culture: Detail 1: The ancient Greeks obeyed the King’s law in their city. Women had a lower position is the culture than men. Both Creon and Antigone come from the same family of high position in Thebes, but the culture does not allow her to rule when her father King Oedipus dies. Her uncle Creon rules because he is the closest male relative to Oedipus.

b) The Moral Dilemma: Detail 2: The culture created the moral dilemma for Antigone. The Chorus explains in “Ode 1”. The Chorus sings that Creon is the new king, and the people must obey the king’s law. At the same time, the culture demands that Antigone give her dead brother a proper mourning and burial. Without this, the culture will dishonor her dead brother.

c) Internal Conflicts: Detail 3: Antigone feels torn between the need to honor her brother, (her love and respect for her dead brother as well as her duty to him), and disobeying the king’s decree. The conflict between her conscience (what she feel is her moral responsibility) and the authority over her, King Creon’s laws and decrees. Antigone will lose her personal integrity by obeying the king, or she will lose her life by burying her brother with honor.

d) External Conflicts: Detail 4: The external conflict is King Creon and his decree about Polyneices, which conflicts with Antigone’s moral conscience. King Creon places Antigone in a terrible conflict and he is determined not to show favoritism to his family. Creon made a political speech to make this promise to the people of Thebes.

Antigone: Lesson 2: Framed Paragraphs Activities and Organizers (Continued on next page Use the organizer on the next page to illustrate the details and information. Then use paragraph frame as a guided writing activity. Students complete both the organizer and the frame.



Paragraph Frame for Culture & Moral Dilemmas-Internal and External Conflict (Conscience vs. Authority)

In the play/novel/short story/poem/piece ______, by ______, the _____ culture of the time created a moral dilemma that caused both internal and external conflicts. _____ (in _____; during the years _____; during the cultural era) leading up to events in the story, the culture was _____ (describe the culture of the setting here-Detail #1). The moral dilemma that caused internal conflict for the character(s) in the story was _____ (describe the moral dilemma here-Detail #2). The external conflict(s) for the character(s) _____ and _____ was _____ (give examples of the external conflict here-Detail #3). The internal conflict(s) of this moral dilemma for _____ (the character/s) was _____, and _____ (state internal conflicts-Detail #4). The culture of the time _____ (restate key point) created a moral dilemma because _____ (restate key point). The character(s) only had two choices, _____ or _____ (restate the dilemma here). In conclusion, _____ (state your opinion about the culture and the moral dilemma as you see it) (Conclusion).

Paragraph Frame for Internal and External Conflict (Conscience vs. Authority)

In the play/novel/short story/poem/piece _____ (title), by _____ (author), _____ (character’s name) has internal and external conflicts to resolve (topic sentence). _____’s (character’s name) internal conflicts are _____ and _____ (detail #1). _____ (character’s name) also experiences external conflicts, including _____ and _____ (detail #2). She/he tries to resolve the internal conflict(s) by _____. To resolve the external conflict(s) she/he _____ (detail #3). In the end, in this writer’s opinion, _____ (character’s name) will resolve (or not resolve) _____ because _____. Paragraph Frame for Internal and External Conflict (Conscience vs. Authority)

In the play/novel/short story/poem/piece _____ (title), by _____ (author), _____’s (character’s name) internal and external conflicts make the story interesting. First, _____ (character’s name) has an external conflict because_____. Another external conflict for _____ (character’s name) is _____. _____ (character’s name) has and internal conflict when_____. Another internal conflict for _____ (character’s name) is _____. _____ (character’s name) is torn between_____ and _____. In conclusion, _____’s (character’s name) external and internal conflicts make for a very interesting story.

Antigone: Lesson 2: Framed Paragraphs Activities and Organizers Continued on next


page


Antigone: Lesson 2: Framed Paragraph Sample #2: (Continued from previous page) Name ___________________

Culture & Moral Dilemmas: Internal & External Conflict (Conscience vs. Authority)

TITLE/TOPIC/TEXT_______________________ Author ___________ Identify details from the text (or lesson summary) that support the moral dilemma of conscience versus authority in the Prologue and Scene 1 of Antigone, by Sophocles. Moral dilemmas create external and internal conflicts for the characters. Identify details that support these conflicts. The spider’s body is the main idea, and each leg is a different supporting detail.



Internal & External Conflict (Conscience vs. Authority)

TITLE/TOPIC/TEXT—Antigone , Prologue & Scene 1 Author—Sophocles Antigone: Lesson 2: Framed Paragraphs Activities and Organizers (Continued on next page)


PROBLEM (Conflict)

SOLUTION (Resolution)

SETTING Time (When?) Place (Where?)

CHARACTER(S) Who…?


CONFLICT DISSECTION (Problem, Solution, Character, Setting) Internal & External Conflict (Conscience vs. Authority)

TITLE/TOPIC/TEXT—Antigone, , Prologue & Scene 1 Author—Sophocles

CONFLICT FOCUS—Conscience versus Authority



Framed Paragraph Sample #3: Event Map

Sample #3: Event Map: Analyze a single important event in a story. Develop the details of the event using the following questions and the graphic organizer that follows:

a) What happened? b) When did it happen? c) Where did it happen? d) Who was involved in the incident? e) Why did it happen? f) How did it happen?

Use the one of the following events from the Prologue and Scene 1 of Antigone, by Sophocles, and analyze it in an event map:

a) Event: King Creon forbids the burial of Polyneices. b) Event: Ismene warns Antigone what will happen if she breaks King Creon’s law. c) Event: King Creon made an important political speech to the people of Thebes. d) Event: King Creon appoints sentries to watch Polyneices’ body so that no one will bury

him. e) Event: Antigone stole Polyneices’ body to bury him against the decree of King Creon

Paragraph Frame for Event Map

One important event that occurred in the play (novel /short story/poem/piece) _____ (title), by _____ (author) was _____ (tell the event here-Topic sentence and “what” detail). _____ (and _____) (tell “who”-Detail #1) were involved in the incident. This event happened _____ (tell “where” the event happened-Detail #2) in _____ (during, about, after, before, etc.) (tell “when” the event happened -Detail #3). How the event happened in an interesting detail because it happened _____ (tell “how”-Detail #4). Finally, the reason for this occurrence was _____ (tell “why” the event happened, or the cause -Detail #5). In conclusion, the _____ (restate event here) was important to the story because _______ (give an opinion here-Conclusion). Antigone: Lesson 2: Framed Paragraphs Activities and Organizers Continued on next page


EVENT __________________ __________________ __________________ __________________ __________________ __________________ __________________

When did it happen?

How did it happen?

Who was involved in the

incident?

Why did it happen?

Where did it happen?

What happened?

Antigone: Lesson 2: Framed Paragraph (Continued from previous page) Sample #3: Event Map

Name ______________________________________

LITERARY ELEMENTS: EVENT MAP TITLE/TOPIC/TEXT___________________________ Author _____________



Framed Paragraph Sample #4 Comparison/Contrast: Decision Making Model

Sample #4: (Comparison/Contrast: Decision Making Model) In the Prologue and Scene 1 of Antigone, by Sophocles, Antigone and Ismene discuss the death of their brother Polyneices. Antigone and Ismene have a difficult decision to make. There are advantages and disadvantages to each possibility. Compare and contrast the pros and cons (advantages and disadvantages) of each possible decision. Decision #1: Obey King Creon’s authority and let Polyneices rot in the sun, without proper burial.

a) King Creon has decided there will be no special favors for members of his family. b) Polyneices died as a traitor and he will not receive a state burial. c) Because Polyneices fought against Thebes, he deserves no honor or respect. d) King Creon appoints sentries to watch Polyneices’ body so that no one will bury him. e) King Creon decrees that it is against the law to bury Polyneices. Anyone who disobeys

the law will die. f) The new King of Thebes is the new law, and Thebes must obey him. g) Ismene warns Antigone that they will die if they break King Creon’s law. h) Ismene says that they are only women and cannot fight the men or King Creon’s

authority. Decision #2: Disobey King Creon’s authority, Bury Polyneices in honor, but suffer death as punishment.

a) Antigone feels it is her duty to bury her brother. b) It is a dishonor not to have a proper mourning and burial (a state funeral). c) King Creon decides that Polyneices is a traitor. d) King Creon forbids the burial of Polyneices and anyone who disobeys the law will

receive a penalty. e) The penalty is to be stoned to death in the public square. f) Without a proper burial and mourning, Polyneices will never find rest and will lose his

honor. g) Polyneices’ body will rot in the sun outside the city gates. h) At that moment, one of the sentries enters to tell the king that someone has buried

Polyneices. i) King Creon is furious and demands that the sentries find the person who disobeyed his

law. j) Antigone thinks if Ismene does not help with the burial, she is a not a true sister, she is a

traitor. k) Antigone knows she will die with honor for a “holy” crime.

Antigone: Lesson 2: Framed Paragraphs Activities and Organizers Continued on next page



Paragraph Frame for Comparison/Contrast: Decision Making Model

In the play (novel /short story/poem/piece) _____ (title), by _____ (author), _____ (character/s) need to make a difficult decision with different possible choices/alternatives (Topic Sentence). The question/choice is _____. If _____ (character/s) decides _____, there are advantages (pros). One advantage is _____ (Detail #1). A second advantage is _____ (Detail #2). The third advantage is _____ (Detail #3). On the other hand, if _____ (character/s) decides _____, there are disadvantages (cons). One disadvantage is _____ (Detail #1). A second disadvantage is _____ (Detail #2). Another disadvantage is _____ (Detail #3). In the end, _____ (character/s) need to make a decision to _____ or _____. In this writer’s opinion, the decision should be _____ because _____ (Conclusion). Antigone: Lesson 2: Framed Paragraphs Activities and Organizers Continued on next page


Name _______________________

COMPARE & CONTRAST: DECISION-MAKING MODEL

TITLE/TOPIC/TEXT __________________________Author _____________________

PROBLEM GOAL(S) __________________________ ___________________________ __________________________ ___________________________ __________________________ ___________________________

ALTERNATIVES PROS (+) & CONS (-)

(+) (-)

(+)

(-)

(+)

(-)

(+)

(-)

DECISION(S) REASON(S)


YES

QUESTION OR

CHOICES

CONCLUSIONS

NO

Name _______________________

COMPARE & CONTRAST: DECISION-MAKING MODEL

TITLE/TOPIC/TEXT __________________________Author _____________________


Antigone: Lesson 2: Framed Paragraph (Continued from previous page) Name __________________________

Paragraph Organizer

Text Topic/ Title ______________________________________________ Author ________________


(Topic Sentence/ Introduction):____________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Supporting Detail #1 _______________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

(Restate topic sentence)_________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (Concluding Sentence): _________________________________________________ ___________________________________________________________________

TOPIC FOCUS (MY Title):___________________________________________________


Supporting Detail #3________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________



Antigone: Lesson 2: Framed Paragraph (Continued from previous page) Name __________________________

Paragraph Organizer

Text Topic/ Title ______________________________________________ Author ________________ Concluding Sentence (Restate the topic Sentence using different words): ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________

MAIN IDEA (Topic Sentence)

______________________________________________________________ ______________________________________________________________ ______________________________________________________________

____________________________________________________________ ____________________________________________________

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Antigone: Lesson 2: Framed Paragraph Samples #1-6: (Continued from previous page) Name __________________________

Paragraph Organizer

Text Topic/ Title ______________________________________________ Author ________________ DETAIL: ____________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________

DETAIL: ____________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________

DETAIL: ____________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ Concluding Sentence (Restate Topic Sentence using different words) ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________

Main Idea (Topic Sentence) _______________________________________________

___________________________________________________ _________________________________________________________

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Opinion/Proof Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing) Procedure: Introduce the concept by having students read a selection from which opinions can be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion, students must find factual statements from the text that support the opinion. Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew up a new constitution. He made taxation fair. He chose government workers for their ability. Option: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a format for note taking from books, videos, and lectures. Option: Teams can write their opinions and support with proof. (think/pair/share activity).

Notes on Distinguishing Facts and Opinions

A FACT is information that can be verified or PROVEN. You cannot argue facts. An OPINION is information that CANNOT BE PROVEN or verified. Opinions are someone’s belief or personal judgment. You can agree or disagree with an opinion. 1. Recognizing facts: Just because something is in print (i.e. on FCAT test), does not make it a fact! A FACT CAN BE PROVEN. A fact is either true or false. You cannot argue facts. Decide if the statement can be proven or verified. Can you check it out in a reference book? Can you prove it? Is your source a reliable or scientific source? Individual feelings or emotions do not influence facts. That means it does not make a difference if you agree or disagree. It is a FACT. That also means it does not matter if you like or do not like the fact it is still a FACT! If the fact is proven false, it is still a statement of untrue FACT! 2. Recognizing opinions: Opinion statements are different from facts. If the writer is trying to convince you of his point of view, it may sound like a fact, but it is still just an opinion, because you can agree or disagree. OPINIONS CANNOT BE PROVEN or verified by an impartial source, because they only express an individual the point of view. Opinions argue one point of view, and you can disagree with an opinion. Opinions evaluate, judge or express feelings and emotions. Statements about the future are always opinions, because you cannot prove the future. It did not happen yet!

OPINION SIGNAL WORDS believe best/worst expect

feel in my opinion least/most may/may not might/might not my impression is…

my perspective is.. my point of view is... my sense is… possibly probably should

should not think Put it to the test! Can you prove or disprove the statement? Can you verify the statement with a reliable source? Can you check it out in a reference book? Can you prove it? Is your source a reliable or scientific source? Does it express an individual’s feelings, thoughts, beliefs, judgments, argument, agreement, disagreement, or advice? Antigone: Lesson 2: Fact and Opinion: (Continued on next page)


Antigone: Lesson 2: Fact and Opinion: (Continued from previous page ) Antigone: Lesson 2: Opinion/Proof Activity #1: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. Students can also use it as a format for note taking from books, videos, and lectures. Allow teams to write their own opinion to support with proof if they are at a proficient level. This can be used as a think/pair/share activity. Use the following as a starter for less proficient students:

Opinion Antigone is a very strong-willed woman. Proof She plans to bury her brother by herself if she has to. Antigone is willing to die for what she thinks is right. She is willing to challenge the law and authority of the king. Fear does not rule Antigone. Love and principles rule Antigone. Antigone believes the gods will honor her even if the king does not.

Antigone: Lesson 2: Opinion/Proof Activity #2: (Continued on next page) Use the organizer on the following page for opinions and facts.

Examples of Negative Opinions: Examples of Positive Opinions: Antigone and Ismene are only women and cannot fight King Creon’s authority.

Antigone and Ismene are women.

Antigone will die for disobeying the law. Antigone will die with honor for a “holy” crime. King Creon will kill Antigone. King Creon will be fair and uphold the law Ismene feels afraid and helpless. Ismene tries to help her sister by warning her. Polyneices will never find rest and he will lose his honor.

Polyneices fought bravely for his right to be king of Thebes.

Eteocles died fighting his brother. Eteocles will receive a state burial as a hero. Polyneices deserves no state honor or respect.

Polyneices has the love and respect of Antigone.

Unit 3: Lesson 2: Opinion/Proof Activity (Continued on next page) Use the organizers and examples on the following pages for opinions and facts.


Antigone: Lesson 2: Fact and Opinion: (Continued from previous page ) Antigone: Lesson 2: Opinion/Proof Activity (Continued from previous page) Use the opinion starters and fact starters with the organizers on the following pages to practice the differences between opinions and facts. Note: This lesson practices the simple future tense: Statements about the future are always opinions, because you cannot prove the future. It did not happen yet! Here are some facts to use as starters: The chorus then celebrates because the war is over. Ismene warns Antigone what will happen if she breaks King Creon’s law. King Creon decided there will be no special favors for members of his family. King Creon decrees that it is against the law to bury Polyneices. Anyone who disobeys the law will receive a penalty, to be stoned to death in the public square. In the Parados, Choragos explains how Polyneices and Eteocles fought and died. King Creon announces that he will be a fair king, and do the right thing to protect the state. King Creon appoints sentries to watch Polyneices’ body so that no one will bury him. In Ode 1, the Chorus says that the new King is the new law, and Thebes must obey him. King Creon decrees that Eteocles will receive a state burial. Antigone and Ismene discuss the death of their brothers. King Creon forbids the burial of Polyneices. King Creon has decides that Eteocles will receive a proper soldier’s funeral. Here are some opinions to use as starters: Antigone will die with honor for a “holy” crime. Eteocles will receive a state burial. Polyneices will never find rest and will lose his honor. King Creon will be a fair king, and do the right thing to protect the state. Because Polyneices fought against Thebes, he deserves no honor or respect. It is a dishonor not to have a proper funeral. Polyneices’ died as a traitor. Eteocles died as a hero. Ismene feels afraid and helpless. King Creon is furious. Ismene will help her sister to prove she is not a traitor. King Creon will kill Antigone. Antigone and Ismene are only women and cannot fight the men or King Creon’s authority. Polyneices will rot in the sun outside the city gates. Unit 3: Lesson 2: Opinion/Proof Activity (Continued on next page) Use the organizers and examples on the following pages for opinions and facts.


Antigone: Lesson 2: Opinion/Proof Activity (Continued from previous next page) EXPRESSING OPINIONS

Title/Topic/Text ____________________________________ Author _____________ Use the organizer as a starter for more proficient students. Teams use the signal words to state positive/negative opinions about the reading. (Is the glass half-full, or half empty?) For each opinion, teams must find factual statements from the text that support it.

OPINION SIGNAL WORDS:

Think Believe Feel Expect May/may not Might/might not Should/should not Probably Least/most My point of view is... Best/worst Possibly My perspective is.. In my opinion My impression is… My sense is…

1

1 2 3

2

1 2 3

3

1 2 3

4

1 2 3

1

1 2 3

2

1 2 3

3

1 2 3

4

1 2 3


Name ____________________________

EXPRESSING OPINIONS Title/Topic/Text __________________________________ Author _______________

Use the signal words to identify or state opinions in the blanks.

1 _________ think ______________________________________________________________ ____________________________________________________________________________

2 _________believe_____________________________________________________________ ____________________________________________________________________________

3 _________ feel _______________________________________________________________ ____________________________________________________________________________

4 _________ expect_____________________________________________________________ ____________________________________________________________________________

5 ___________________ may/may not______________________________________________ ____________________________________________________________________________

6 ___________________ might/might not____________________________________________ ____________________________________________________________________________

7 ___________________ should/should not__________________________________________ ____________________________________________________________________________

8 ___________________ probably_________________________________________________ ___________________________________________________________________________

9 ___________________ least/most________________________________________________ ____________________________________________________________________________

10 __________’s point of view is ___________________________________________________ ___________________________________________________________________________

11 ________________ best/worst___________________________________________________ ____________________________________________________________________________

12 ________________ possibly_____________________________________________________ ____________________________________________________________________________

13 __________’s perspective is ____________________________________________________ ____________________________________________________________________________

14 In __________’s opinion_______________________________________________________ ___________________________________________________________________________

15 __________’s impression is_____________________________________________________ ___________________________________________________________________________

16 __________’s sense is _________________________________________________________ ___________________________________________________________________________


IDENTIFYING FACTS & PROOF Title/Topic/Text _______________________________________

(Identify facts & suggest how/where to find proof. Fact & proof always go together) 1 ____________________________________ 1 ___________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 2 ____________________________________ 2 ___________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3 ____________________________________ 3 ___________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 4 ____________________________________ 4 ___________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 5 ____________________________________ 5 ___________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 6 ____________________________________ 6 ___________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________


Name ____________________________ Fact or Opinion

Title/Topic/Text _______________________________________ Write details about your topic in each row.

How to Prove How to Prove How to Prove _____________________ ________________ _____________________ _____________________ ________________ _____________________ Opinion word(s) Opinion word(s) Opinion word(s) ________________ ________________ _______________ ________________ ________________ _______________


Spool Writing: Analyzing Validity/Reliability of Primary Sources Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of supporting arguments with evidence, and a concluding paragraph. Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the body of the essay. Each of these paragraphs begins with an argument sentence to support the thesis and has three supporting sentences for the argument sentence. The weakest argument should be presented in the first paragraph of the body, and the strongest argument in the last paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with a restatement of the thesis sentence, and is followed by a restatement of the three argument statements of the body. Introduce the spool essay by creating a story collectively using the Language Experience Approach. The second time you use spool writing, each group prepares one. Once the groups have mastered the spool essay, each student prepares his/her own, but include incentives for the team to help individual members. For example, you might want to give a team one point for each member who receives a grade of B or higher.

Antigone: Lesson 2 Spool Writing Activities: Analyzing Validity/Reliability of Primary Sources

Resources: Use the Sample Formats on the following pages Spool Writing 4. suggested topics provided below, 5. graphic thinking organizers provided below, for each skill (Practice and Pre-writing) 6. sample writing format(s) provided below for a spool (5-paragraph composition) 7. spool writing organizers for a 5-paragraph composition first draft idea organizer

Suggested Topic(s) for Unit 2 Lesson 2 of Antigone, by Sophocles: a) To practice the skills needed for analyzing the validity and reliability of primary sources,

teams need to research a topic and collect data. Teams select topics that provide detailed information on Greece, the Greeks, and Greek culture. Teams may use electronic sources if they have internet access, or the teacher can use available media center materials or public library sources to create a mini-research center where students can find detailed information on Greece, the Greeks and Greek culture.

b) Teams use their text, maps, signs, pictures, diagrams, tables, graphs, and schedules from books, magazines, brochures, flyers, newspapers, advertisements, or/and the internet,

c) Teams use one (or more) or the graphic organizers on the following pages to analyze their primary sources of information. These include: fact-checking, creating a table, creating a map, creating a sign or symbol, creating a diagram, creating a bar graph, creating a line graph, creating a circle graph, or creating a schedule.

d) Use these topic suggestions for writing a five-paragraph spool for “Analyzing Validity/Reliability of Primary Sources” in the Prologue and Scene 1 of Antigone, by Sophocles: (Organizers and a template for the spool are on the following pages).

Ancient Greek Theater, Theater of Dionysus, Greek Tragedies, Greek Mythology, Greek Religions, Ancient Greek Burial Practices, Ancient Greek Ruins, Greek Art, Sphinxes, Aristotle’s Poetics: Setting for Antigone, Modern Greece, Ancient Greece, Greek History, Greek Environment, Greek Philosophy, Greek Clothing, Greek People, Greek War, Greek Government, Greek Economy, Greek Language and literature, Greek Food, Greek Sports (the Olympics), Greek Science (Medicine, Astronomy, Mathematics), Greek Architecture

Antigone: Lesson 2: Spool Writing Activities (Continued on next page)


Antigone: Lesson 2: Spool Writing Activities (Continued from previous page)

SAMPLE FORMAT FOR ANALYZING VALIDITY/RELIABILITY OF PRIMARY SOURCES

In reviewing the information I found on my topic_____, I discovered whether my information is valid and reliable (Topic sentence). I reviewed information from three dependable sources, _____, _____ and _____ (Name your 3 sources here - map, sign, picture, diagram, table, graph, schedule, book, encyclopedia, dictionary, almanac, yearbook, atlas, telephone directory, newspaper, card catalog, computer catalog, website, reference book, Reader’s Guide, etc). I identified three pieces of information that my sources all had in common, _____, _____ and _____ (state three facts to check). Then I drew conclusions about the validity and reliability of the information, which is explained below.

My first fact is _____. I found information in the _____, _____ and _____. (Indicate Sources #1, #2 and #3). When I compared the three to check my facts, I discovered that _____ (all three agreed, 2 of 3 agreed, none agreed). I drew the conclusion that my information was _____ (reliable, unreliable) because I need at least two of my three sources with the same fact to be reliable. I need (do not need) to find another source to verify that my information is correct.

My second fact for fact checking is _____. I found information in the _____, _____ and _____. (Indicate Sources #1, #2 and #3). When I compared the three to check my facts, I discovered that _____ (all three agreed, 2 of 3 agreed, none agreed). I drew the conclusion that my information was _____ (reliable, unreliable) because I need at least two of my three sources with the same fact to be reliable. I need (do not need) to find another source to verify that my information is correct.

The third fact I found that I checked is _____. I found information in the _____, _____ and _____. (Indicate Sources #1, #2 and #3). When I compared the three to check my facts, I discovered that _____ (all three agreed, 2 of 3 agreed, none agreed). I drew the conclusion that my information was _____ (reliable, unreliable) because I need at least two of my three sources with the same fact to be reliable. I need (do not need) to find another source to verify that my information is correct.

My review of primary source information on my topic _____ (restate your topic) proved to be useful to determine how reliable my information is. The three sources I used were _____; _____ and _____ (restate your sources). I checked three facts, including _____; _____ and _____ (restate your facts). At this point in my investigation, I determined that _____ (I have all the information I need, I need to find other sources, I need to look for other information I can verify.)



Antigone: Lesson 2: Spool Writing First Draft: Spool Organizer (Continued) Name: _________________________________

THINKING & WRITING ORGANIZER: EXPOSITORY ESSAY Essay Title: _____________________________________________

Paragraph #1 – Introduction Topic Sentence (Introduce and state Main Idea #1, Main Idea #2, and Main Idea #3): ________________________________________________________________________________ Main Idea #1: ___________________________________________________________________ Main Idea #2: ___________________________________________________________________ Main Idea #3: ___________________________________________________________________ Transition Sentence: _____________________________________________________________ ________________________________________________________________________________

Paragraph #2 – Main Idea #1 Discuss completely and with evidence. Topic Sentence (Main Idea #1): ____________________________________________________ ________________________________________________________________________________ Detail #1: _______________________________________________________________________ Detail #2: _______________________________________________________________________ Detail #3: _______________________________________________________________________ Closing Sentence: _______________________________________________________________ ________________________________________________________________________________



Paragraph #5 – Conclusion Topic Sentence (Restate Main Idea #1, Main Idea #2, and Main Idea #3): ___________________ ________________________________________________________________________________ Make a Prediction:________________________________________________________________ Concluding Sentence: ____________________________________________________________ ________________________________________________________________________________


Antigone: Lesson 2: Spool Writing First Draft: Spool Organizer (Continued)

Name: ___________________

THINKING & WRITING ORGANIZER: EXPOSITORY ESSAY ESSAY TITLE: _________________________________________________________

TOPIC FOCUS # 1:

Support

INTRODUCTION: Topic Sentence (Introduce and state Topic Focus #1, #2, and #3): Transition sentence:

CONCLUSION: Concluding Sentence (Restatement of topic sentence): Make a Prediction or comment sentence:

Support

TOPIC FOCUS # 1:

Support

Support

Support

TOPIC FOCUS # 1:

Support

Support

Support


Antigone: Lesson 2: Spool Writing Activities: (Continued) Thinking Organizer Name__________________________

FACT-CHECKING SOURCES FOR VALIDITY & RELIABILITY

TITLE/TOPIC: ______________________________ Author _____________________

Use text, maps, signs, pictures, diagrams, tables, graphs, and schedules from books, magazines, brochures, flyers, newspapers, advertisements, the internet, etc. Decide if your #1 source is valid (correct, truthful and appropriate) and reliable (dependable, from a good source). Check your facts from one source with the same facts in at least one other source. If your two sources give different facts that are in conflict, find a third source. The third source will probably agree with one of the other sources. If not, keep checking sources until you find two that agree. The more sources you find that give the same facts, the more reliable is your information.

INFORMATION FOUND

(Key words/phrases)

SOURCE #1

Source Type

SOURCE #2

Source Type Agrees (Yes/No)

SOURCE #3

Source Type Agrees (Yes/No)

RELIABLE &

VALID ?

(Yes/No) 1

2

3

4

5

6

7




CREATING A TABLE


Create a table using sets of related information on your topic. Place the name (titles) of each set in columns and rows. (Rows go left to right, and columns go up and down.) Read your column and row titles carefully so you know where to fill in your information. Find the row title and then the appropriate column title. Then draw “imaginary” lines down and across. Where the lines intersect or come together shows how the information sets are related.

Column 1 Column 2 Column Row 1 Row 2 Row 3

Example: Who is the youngest, shortest, and thinnest person? Height Weight Age Carlos 5’11” 150 15 Suzanne 5’ 8” 120 13 Stefan 6’1” 175 17



Legend/Key Symbol: Means: _______ ________

_______ ________

_______ ________

_______ ________

_______ ________

Directional Marker


CREATING A MAP

TEXT/TITLE/TOPIC: ____________________________ Author __________________

Title: tells what location you are showing. (Map of a city, continent, country, region, area, place during a specific period of history, etc.)

Legend/Key: shows the meaning of symbols you used in your map. Directional Marker: shows the orientation of the map (north, south, east, & west). North is

not necessarily always “up”. Distance Scale: shows how to measure distances on your map. (Yards, miles, feet, etc.)

(South, north, west, east)

l l l l l

SCALE: ___________ INCH=______ (Distance measured in inches)

_____Yards, miles, feet, etc =______inch(es)

MAP TITLE _____________________________________________




CREATING A SIGN OR SYMBOL TITLE/TOPIC: ______________________________ Author _____________________ Public Information Signs communicate important information to the public. A sign can be a poster, flyer, notice, traffic sign, or advertisement. Signs warn of danger, and show public services/facilities, news, and rules to follow in public places.

PUBLIC INFORMATION SIGN: Symbols or Pictures show ideas that are easy to recognize. Symbols or pictures can be used instead of written words to communicate ideas. What is the meaning and location of your symbols or pictures?

PICTURES AND SYMBOLS: Meaning __________________________ Meaning ________________________ Location ________________________ Location ________________________ Antigone: Lesson 2: Spool Writing Activities (Continued on next page)



CREATING A DIAGRAM


Diagrams are illustrations with every part labeled. Try to see what the real object or location is like in your mind. Then show it in pictures. Complete the sentences telling locations of objects in your diagram. 1. ______________________________ is/are in front of ________________________

2. ______________________________ is/are in back of________________________

3. ______________________________ is/are behind __________________________

4. ______________________________ is/are next to __________________________

5. ______________________________ is/are beside __________________________

6. ______________________________ is/are near ____________________________

7. ______________________________ is/are to the left of ______________________

8. ______________________________ is/are to the right of _____________________

9. ______________________________ is/are across from ______________________

10. ______________________________ is/are under __________________________

11. ______________________________ is/are above __________________________

12. ______________________________ is/are between ________________________ Antigone: Lesson 2: Spool Writing Activities (Continued on next page)



CREATING A BAR GRAPH TITLE/TOPIC: ______________________________ Author _____________________

Graphs come in several shapes and sizes: circle, bar, and line graphs. Graphs show you what numbers mean in a picture form. In Bar Graphs, the size of the bars shows how numbers increase, decrease, or stay the same. Label vertical and horizontal titles, and shade your information in the boxes. (If you shade with different colors, make a color key). Example:

TITLE: Students Awarded Scholarships

NU

MB

ER O

F ST

UD

ENTS

70 60 50 40 30 20 10

YEAR 2002 2001 2000 1999 1998 1997

Graph Title: ______________________________________________




CREATING A LINE GRAPH

TEXT/TITLE/TOPIC: ___________________________ Author __________________

Graphs come in several shapes and sizes: circle, bar, and line graphs. Graphs show you what numbers mean in a picture form. In Line graphs, the data is shown with dots that are connected by a line. The line shows how numbers increase, decrease, or stay the same. Label vertical and horizontal titles, and make dots in the boxes to show your information. (If you use colors, make a color key). Example:

TITLE: Students Awarded Scholarships _________________________________ 70_______________________________ 60_______________________________ 50_______________________________ 40_______________________________ 30_______________________________ 20_______________________________ 10_______________________________ 0_______________________________ 2002 2001 2000 1999 1998

Graph Title: ________________________________________


STUDENTS

YEAR


Speak 3 languages 45% Speak 2 languages 36% Speak 1 language 19%


CREATING A CIRCLE GRAPH

TEXT/TITLE/TOPIC: ___________________________ Author __________________

Graphs come in several shapes and sizes: circle, bar, and line graphs. Graphs show you what numbers mean in a picture form. The Circle graph looks like a pie. A “pie” graph shows what proportion each number is to the whole. Each piece of the pie shows a percentage or fraction of the whole. Remember that the whole =100%. Label each piece of the pie to show your information. Show the meaning of colors or shades you use in a key. Example:

Students Awarded Scholarships in 1973

Graph Title: ________________________________________ Antigone: Lesson 2: Spool Writing Activities (Continued on next page)

KEY



CREATING A SCHEDULE


Create a schedule using sets of information on your topic and the times. Place your times and Place the title for your information set in columns and rows. (Rows go left to right, and columns go up and down.) Read your column and row titles carefully so you know where to fill in your information. Find the row title and then the appropriate column title. Then draw “imaginary” lines down and across. Where the lines intersect or come together shows how the information sets are related. Example:

DEPARTURES: PALM BEACH INTERNATIONAL AIRPORT 9:00am 10:00am 11:00am 12:00pm 1:00pm New York #1024 #567 #320 #748 #351 Chicago #203 #497 #1098 #438 #1653 Miami #42 #1033 #520 #637 #121

SCHEDULE TITLE __________________________________________



RAFT (Role, Audience, Format, Theme)

Objective: Write on a topic in a specific format, understanding role as a writer and audience. R-A-F-T is a system for students to practice their role as a writer (R), their audience (A), the format of their work (F), and the topic of the content (T). Examples: persuade a soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley.

• (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier, Abraham Lincoln, a slave, a blood cell, or a mathematical operation).

• (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a mother, to Congress, to a child.)

• (F): Format (F) determines what form the communication will take. (Examples-letter, speech, obituary, conversation, memo, recipe or journal)

• (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, the format, and the topic These four components are critical in every written assignment. Assist teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences, formats, and strong verbs that are appropriate for each topic. Once the groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Antigone: Lesson 2: RAFT Activities: For each RAFT Activity below use the writing templates and instructional materials on the following pages for students to practice writing personal and business letters, recipes, memos, journals, speeches, and newspaper columns and article. Practice with genres of writing expands knowledge of applicability of writing as an important form of communication. Antigone: Lesson 2: RAFT Activities: (Continued on following pages) Writing Formats and suggested topics for a variety of genres on following pages


R.A.F.T. WRITING TOPICS Antigone: Lesson 2: RAFT Activities: Students write according to role, audience, format, & topic. Review the RAFT topics and use the instructional pages with writing formats that follow: RAFT Activity #1:

R: Your role as writer is Ismene A: Your audience is Antigone F: The format of your writing is a personal letter T: Your topic is to write to warn Antigone of what will happen if she disobeys King Creon’s law. Tell your sister that you are a true sister and not a traitor by trying to help her. Remind Antigone of the penalty for burying Polyneices.

RAFT Activity #2: R: Your role as writer is Antigone A: Your audience is King of Creon F: The format of your writing is a business letter to the state. T: Your topic is to write to ask for a state funeral for your brother, and explain why Polyneices should have a state funeral

RAFT Activity #3: R: Your role as writer is a newspaper writer for the Theban newspaper (scroll) A: Your audience is newspaper readers of Thebes F: The format of your writing is obituaries for Eteocles and Polyneices after their deaths T: Your topic is to write the death announcements and to praise their character and lives.

**(Note: obituary-a published notice of someone's death; usually includes a brief biography) RAFT Activity #4:

R: Your role as writer is a Antigone A: Your audience is your sister Ismene F: The format of your writing is a recipe for proper funerals for your brothers. T: Your topic is to list what you need and steps to follow to prepare proper funerals.

RAFT Activity #5: R-Your role as a writer is King Creon. A-Your audience is your people and the Chorus. F-The format of your writing is a political speech. T-Your topic is to convince your followers that you will be a great leader and they should support you in your new position as King of Thebes.

RAFT Activity #6: R: Your role as writer is King Creon A: Your audience is the people of Thebes F: The format of your writing is a memo T: Your topic is to decree telling what you plan to do about Eteocles and Polyneices.

RAFT Activity #7: R: Your role as writer is Antigone A: Your audience is yourself and close friends or family who might read it someday F: The format of your writing is a journal entry in your personal journal or diary. T: Your topic is to write about the terrible dilemma over Polyneices funeral and Creon’s law

RAFT Activity #8: R: Your role as writer is King Creon A: Your audience is the citizens of Thebes, your followers. F: The format of your writing is a newspaper article. T: Your topic is to write to explain how and why you made the decision and the law about the funerals of Eteocles and Polyneices.

Antigone: Lesson 2: RAFT Activities: (Writing Formats on following pages)


Antigone: Lesson 2: RAFT Activity: (Continued from previous page) Personal Letter RAFT Activity #1: Use the following information and writing template.

R: Your role as writer is Ismene A: Your audience is Antigone F: The format of your writing is a personal letter T: Your topic is to write to warn Antigone of what will happen if she disobeys King Creon’s law. Tell your sister that you are a true sister and not a traitor by trying to help her. Remind Antigone of the penalty for burying Polyneices.

The Personal (or Friendly) Letter Has (5) Parts: 1. The Heading: In a friendly letter, the left edge of the heading begins in the center top of the page. Always indent to the middle of the page. The heading has three lines in a “block” shape, and contains the return address and the date. The return address is the writer’s address (usually two lines), and the third line in the heading is the date the writer writes the letter. Skip a line after the heading. Example: 1234 Main Street

Paradise, FL 33443 January 14, 2005

2. The Greeting (Salutation): The greeting of a friendly letter is on the left below the heading. The greeting usually begins with the word, “Dear”, in front of a person’s name. If the person has a title such as “aunt, uncle, Dr., Mrs., etc., use it. Always capitalize the first word in the greeting, and end the greeting with a comma. Skip a line after the greeting. Examples:

Formal: Dear Uncle John, Dear Aunt Mary, Dear Miss Brown, Dear Linda, Informal (person the writer knows very well): Hi Joe, Greetings

3. The Body: The body of the letter contains the main text or the writer’s message. Indent each new paragraph. Skip a line after the greeting, and skip a line between paragraphs. Skip a line after the body and before the closing of the letter. 4. The Complimentary Closing: In a friendly letter, the closing is on the right bottom of the letter. The left edge of the closing and signature lines begins in the center, lined up with the heading (indented the same amount as the heading). Always indent to the middle of the page. The closing and signature lines (two lines, skipping one line in between) are in a “block” shape, like the heading. The complimentary closing is always a few words on a single line, beginning with a capital letter and ending with a comma. Skip two spaces after the closing, and before the signature line. Examples of Closings:

Sincerely, Regards, With kindest personal regards, Sincerely yours, Best regards, I look forward to speaking with you, Yours sincerely, Kindest regards, I look forward to seeing you, Respectfully, All the best, I look forward to hearing from you, Respectfully yours, Cordially, Thank you for your time, Truly yours, Best wishes, Thank you for your consideration, Very truly yours, Many thanks,

5. The Signature Line: Skip two spaces after the closing for the signature line. If you are typing or keyboarding the letter, type in the name of the person signing the letter on the signature line, and hand sign the name in blue or black ink in the space between the closing and the typed signature. The left edge of the signature line begins in the center, indented the same amount as closing and heading. The closing and signature lines, skipping one line in between are in a “block” shape, like the heading. Example:

Truly yours, Alma Gonzales Patel (Handwritten Signature goes here) Alma Gonzales Patel

Antigone: Lesson 2: RAFT Activity: Personal (or Friendly) Letters (Continued on next page)


Antigone: Lesson 2: RAFT Activity: Personal (or Friendly) Letters (Continued)

PERSONAL (FRIENDLY) LETTERS – IMPORTANT NOTES

POSTSCRIPTS Postscript: A postscript is an afterthought that the writer adds at the end of the friendly letter. If the letter contains a postscript, it begins with “P.S.”, and it ends with the writer’s initials. Skip a line after the signature line to begin the postscript

PUNCTUATION Commas in a Personal Letter: Use commas after the greeting (also called the salutation) and after the complimentary closing in all letters. Examples:

Salutation: Dear Franco, My dearest Hung, Closing: Sincerely, Truly yours,

Capital Letters in a Personal Letter: There are two extra rules for capitalizing in letter-writing: 1. Capitalize the first word and all nouns in the salutation (or greeting).

Examples: Dear Sir: My dearest Aunt, Greetings! 2. Capitalize the first word in the complimentary closing.

Examples: Sincerely, Truly yours, With best wishes,

Personal (or Friendly) Letters:

Practice Activity: Writing a Personal Letter: Write a personal letter to a friend or relative. Follow these guidelines:

a) Use the Personal Letter format provided, observing margins to make block shapes. b) The letter must have four paragraphs in the body. c) Be sure to sign your name after the complimentary closing. d) Use today’s date and your own address in the heading.

Topic Suggestions: a) Write about a recent holiday. b) Describe your favorite vacation destination. c) Write about your favorite sports team. d) Describe your plans for a future time (next weekend, month, next summer, etc.) e) Write about what is happening with you at your school.

Antigone: Lesson 2: RAFT Activity: Personal (or Friendly) Letters (Continued on next page)


Personal or Friendly Letter Format

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Antigone: Lesson 2: RAFT Activities: (Continued) Business Letter RAFT Activity #2:

R: Your role as writer is Antigone A: Your audience is King of Creon F: The format of your writing is a business letter to the state. T: Your topic is to write to ask for a state funeral for your brother, and explain why Polyneices should have a state funeral

BUSINESS LETTERS A business letter is more formal than a personal letter, and it looks and sounds more formal. A business letter has equal margins on all edges of unlined paper. The margins should be at least one inch on all four edges, and standard paper for a business letter is (8½"x11"). The business letter usually has six (6) parts. 1. The Heading In a business letter, the heading appears on the left edge (block style or semi-block style). In a modified-block style, the heading the left edge of the heading begins in the center top of the page, indenting to the middle of the page. The heading has three (or four) lines in a “block” shape. The first two lines contain the return address. The return address is the writer’s address. The third line of the writer’s return address is for a phone number, extension number, fax number, and/or email address or webpage of the writer. Skip a line between the return address (ends on 3rd line) and the date (4th line). The fourth line in the heading is the date the writer writes the letter. (If using printed business stationery, the return address is already there. Remember to type in the date!). Skip a line after the heading, before the inside address. 2. The Inside Address The inside address is “inside” the letter, and shows the address of the individual or business the writer is addressing in the letter. Include as much information as possible in the business address, including the names and the titles of the persons receiving the letter (If you know them) Remember to skip a line before the inside address. Remember to skip a line after the inside address and before the greeting.

3. The Greeting (Salutation) The greeting of a business letter is on the left below the heading. The greeting in a business letter always ends in a colon. The greeting in a business letter is always formal, beginning with the word "Dear", and always including the person's title and last name. Always capitalize the first word in the greeting. Only use a person’s first name if the title is unclear and it is difficult to decide the title. For example, a business letter to Aaron Smith could be to a male or female. In this case, the title is unclear (Mr., Mrs., Miss, etc). Omit a title, and use the full name in the greeting. Skip a line after the greeting. Examples of Titles: Mr., Mrs., Miss, Ms., Dr., Professor, Senior Editor, Chairperson, Chief Executive Officer, 4. The Body The body of the letter contains the main text or the writer’s message. A business letter should not be hand-written. It is always typed or keyboarded. A block or semi-block style business letter does not indent paragraphs in the body. A modified block style indents each new paragraph. Whichever format the writer uses, skip a line between paragraphs in a business letter. Skip a line between the greeting and the body, and skip a line between the body and the closing of a business letter. Antigone: Lesson 2: RAFT Activity: Business Letters (Continued on next page)


Antigone: Lesson 2: RAFT Activity: Business Letters (Continued) 5. The Complimentary Closing The closing of a business letter is short, polite, and ends with a comma. Skip a line after the body of the letter before the closing. The closing and signature lines (two lines, skipping one line in between) are in a “block” shape, like the heading. The complimentary closing is always a few words on a single line, beginning with a capital letter and ending with a comma. Skip two spaces after the closing, and before the signature line. (Examples of Closings for a Business Letter: Sincerely, Truly, Regards, Respectfully, Thank you for your time, Thank you for your consideration, etc…) In the block style, the closing is at the left margin. In the modified block or semi-block styles, the left edge of the closing starts in the center. The left edge of the closing and signature lines begins in the center, lined up with the heading (indented the same amount as the heading). Always indent to the middle of the page. Note: In a business letter, the signature line appears two times, once for the typewritten signature of the writer, and handwritten just below the typed name. 6. The Signature Line Skip two spaces after the closing for the signature line. Type the writer’s name on the signature line, and hand sign the name in blue or black ink in the space between the closing and the typed signature. The left edge of the signature line begins directly under the closing, and should be lined up with the closing. The closing and signature lines, skipping one line in between, are in a “block” shape, like the heading. Example:

Truly yours, Alma Gonzales Patel (Handwritten Signature goes here) Ms. Alma Gonzales Patel

In a business letter, a signature should be as complete as possible, and can include a middle initial or the writer’s title if the writer chooses. (If a title is included, a second line may be included under the typed signature.) Business letters should not contain postscripts (P.S.).

Notes Business Letter Punctuation:

Colon: In a Business Letter, use a colon at the end of the greeting (salutation) Examples: Dear Sir: Dear Ms. Fleming: Dear Dr. Melendez:

Comma: In a Business Letter, use a comma at the end of the complimentary closing. Examples: Sincerely, Regards,

Capitalization: There are two extra rules for capitalizing in business letters: 1. Capitalize the first word and all nouns in the salutation (or greeting).

Examples: Dear Sir: Dear Dr. Pierce: 2. Capitalize the first word in the complimentary closing.

Examples: Sincerely, Thank you,

Antigone: Lesson 2: RAFT Activity: Business Letters (Continued on next page)


Antigone: Lesson 2: RAFT Activity: Business Letters (Continued from previous page)

Business Letter Envelopes: The envelope for a business letter should be a standard size business envelope (4"x9½" fits standard 8½"x11" paper). Fold the letter twice bottom to top, into thirds, and to fit neatly into the envelope. The writer’s address (return address) goes in the upper left hand corner of the envelope. The recipient’s address is in the center middle of the envelope. If the business requests the letter be sent to the “attention” of a particular individual or department, add an “attention line” in the bottom left corner of the envelope. Write the word “Attention:” Then write the department or person’s name.

Examples: Attention: Sales Department Attention: Shawn Miller

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Attention: _________________

Antigone: Lesson 2: RAFT Activity: Business Letters (Additional Practice)

Business Letters: Practice Activities for Writing Sample Business Letters: Practice #1: Write a business letter complaining about the service in a restaurant. Write an envelope for your letter. Be sure to include all parts of the business letter (heading, date, inside address, salutation, closing, and signature). Write the letter to the manager of the restaurant complaining about the poor service you received. Write three paragraphs in the body of the business letter describing the problems your family had at this restaurant. You are writer, so use your address in the heading. The letter should be professional and business-like. Spelling and grammar are important in a business letter, so have someone proofread your letter for errors. Practice #2: Write a business letter to Mr. Stephen Marrone, Store Manager at “CD’s Plus” music store at 5536 Washington Street, West Palm Beach, Florida 33444. Write an envelope for your letter. Be sure to include all parts of the business letter (heading, date, inside address, salutation, closing, and signature). In the body of the business letter, write three paragraphs to complain about the stereo system you purchased that has never worked since you bought it. Use today’s date, and your own home address. Practice #3: Write a business letter from your company to another company asking for information on a product your company wants to purchase. Write an envelope for your letter. Be sure to include all parts of the business letter (heading, date, inside address, salutation, closing, and signature). Make up a name for your company and use your own address with today’s date. Make up a name for the other company or use a company you know about, and make up the address (or look up an address in the phone book).


Antigone: Lesson 2: RAFT Activity: (Continued) Use ONE of the following THREE business letter formats: (block, modified block, and semi-block styles.) All three formats are acceptable.

Business Letter Format: Block Style

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Business Letter Format: Modified Block Style

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Business Letter Format: Semi-Block Style

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Antigone: Lesson 2: RAFT Activities (Continued): Examples of Recipes

Recipe for MAKING FRIENDS Serving Information: One serving of friendship is enough Preparation time: As long as it takes to develop trust. Total time: A lifetime Ingredients: 6 cups of kindness, 1 cup of love, 2 cups of sincerity, 2 cups of honesty, one ton trust Directions: Mix one ton of trust with 6 cups of kindness, 1 cup of love, 2 cups of sincerity, and 2 cups of honesty. Add respect. Remember that everyone is a different, unique, and special person. Respect the way other people are, and get to know them. They will respect you, and want to get to know you too. Next, to make a friend, be a friend. If someone needs you, be there. Be a friend to someone you do not know. Finally, always to be kind to everyone, no matter what. Nutritional Information: You will be surprised how many great friends are waiting for you. Friendship is very good for your health.

Recipe for ORANGE SORBET Serving Information: Serves 6 Preparation time: 15 minutes Total time: 2 hours 45 minutes Ingredients: 5 or 6 oranges (3 cups juice); ½ cup of sugar Directions: Squeeze 5 to 6 oranges to yield 3 cups of juice. In a small saucepan, combine 1/4 cup orange juice and 1/2 cup sugar. Boil over high heat, stirring, until sugar dissolves, about 1 minute. Transfer mixture to a shallow 2-quart dish, and add remaining orange juice. Freeze until solid, 2 to 2 1/2 hours. With a fork, break into small pieces. Working in batches if needed, process in a food processor until smooth; Transfer to an airtight container; store in freezer. Before serving, let soften in refrigerator, 10 to 15 minutes. Nutritional Information: Per serving: 120 calories; 0.2 gram fat; 0.9 gram protein; 29.5 grams carbohydrates; 0.2 gram fiber

Recipe for GRILLED HAM & CHEESE WITH PEARS

Serving Information: Serves 4 Preparation time: 20 minutes Total time: 2 hours 20 minutes Ingredients: 4 slices sandwich bread 8 ounces Gruyère cheese 1 pear, thinly sliced 8 ounces deli ham, thinly sliced Butter Directions: Layer 4 slices of sandwich bread with 8 ounces Gruyère or other melting cheese, 1 thinly sliced pear, and 8 ounces thinly sliced deli ham; top each with bread. Heat a large skillet over medium heat. Spread outside of both bread slices with butter. Cook sandwiches in batches, if necessary, until golden and cheese is melted, flipping once, 3 to 5 minutes per side. Serve Nutritional Information:

Recipe for SOLVING A MYSTERY Serving Information: All the evidence that fits on the plate Preparation time: Investigation time=1,000 hrs; Total time: Investigation time PLUS Thinking time= 2,000 hours Ingredients: 6 cups of intelligence, 1 cup of slyness, 2 cups of curiosity, 2 cups of quickness, one ton of evidence Directions: Mix one ton of evidence with 6 cups of intelligence, 1 cup of slyness, 2 cups of curiosity, and 2 cups of quickness. Add time to investigate. Lay the evidence on a large table and put it in time order. Set aside the evidence that does not fit time order. Fit the evidence together to make a picture. Fill in any blank spaces with evidence that was set aside. Be sure you have enough evidence. If not, collect and add more evidence until the picture and conclusions are clear. Draw conclusions from the picture. Finally, if the solution to the mystery is not clear, start again. Nutritional Information: You will lose sleep thinking; 10,000 calories of evidence and 2000 grams of fat from eating cookies while you work 8


Antigone: Lesson 2: RAFT Activities: (Continued from previous page) Writing a Recipe: Use the format for Recipes to complete the lesson RAFT activity:

RAFT Activity #4: R: Your role as writer is a Antigone A: Your audience is your sister Ismene F: The format of your writing is a recipe for proper funerals for your brothers. T: Your topic is to list what you need and steps to follow to prepare proper funerals.

Recipe for ________________________________________

Serving Information: Time: Ingredients: Directions: Nutritional Information: Antigone: Lesson 2: RAFT Activities: (Continued on next page)


Antigone: Lesson 2: RAFT Activities: (Continued) Memorandum A memorandum or memo is a communication (note, information, message, announcement, mandate, or notice) RAFT Activity #6:

R: Your role as writer is King Creon A: Your audience is the people of Thebes F: The format of your writing is a memo T: Your topic is to decree telling what you plan to do about Eteocles and Polyneices.

MEMORANDUM TO: _____________________________________________________________________________

FROM: _____________________________________________________________________________

DATE: _____________________________________________________________________________

RE: _____________________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________


Antigone: Lesson 2: RAFT Activities: (Continued) Journal Entry A journal is a record (or chronicle, a history, an account, a record, a narrative) of events. RAFT Activity #7:

R: Your role as writer is Antigone A: Your audience is yourself and close friends or family who might read it someday F: The format of your writing is a journal entry in your personal journal or diary. T: Your topic is to write about the terrible dilemma over Polyneices funeral and Creon’s law

JOURNAL ENTRY DATE ____________

LOCATION _______________ TIME _____________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________


Antigone: Lesson 2: RAFT Activities: (Continued) Newspaper Writing Newspaper Writings Newspapers contain many varieties of news, through articles (or columns), wedding, birth, graduation, or death announcements (obituary)

Antigone: Lesson 2: RAFT Activities: Use the writing template that follows to practice styles of newspaper writing for the lesson. RAFT Activity #3:

R: Your role as writer is a newspaper writer for the Theban newspaper (scroll) A: Your audience is newspaper readers of Thebes F: The format of your writing is obituaries for Eteocles and Polyneices after their deaths T: Your topic is to write the death announcements and to praise their character and lives.

**(Note: obituary-a published notice of someone's death; usually includes a brief biography)

RAFT Activity #8: R: Your role as writer is King Creon A: Your audience is the citizens of Thebes, your followers. F: The format of your writing is a newspaper article. T: Your topic is to write to explain how and why you made the decision and the law about the funerals of Eteocles and Polyneices.

RAFT Activities: NEWSPAPER Announcement or Classified FORMAT

Antigone: Lesson 2: RAFT Activities: Continued on next page

News Announcement or Classified Advertisement

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RAFT Activities: NEWSPAPER COLUMN (ARTICLE) FORMAT

HEADLINE ____________________________________________________________

Writer’s Photo (Drawing) Here:

Writer’s BYLINE HERE: _______________________

STORY PHOTO (Drawing) HERE:

STORY HERE

MORE STORY HERE Advertisement Here:

Advertisement Here:

Advertisement Here:


Antigone: Lesson 2: RAFT Activities: (Continued) Speech Writing RAFT Activity #5:

R-Your role as a writer is King Creon. A-Your audience is your people and the Chorus. F-The format of your writing is a political speech. T-Your topic is to convince your followers that you will be a great leader and they should support you in your new position as King of Thebes.

Speech Writing in 5-Steps There are five (5) steps to writing a good speech.

First, identify your Thesis. Second, identify the Body Headings. Third, fill in the Body Details. Fourth, write an Introduction and Conclusion. Fifth, give the speech a Title.

STEP #1 – Thesis (Main Idea) Write one sentence that presents the thesis or main idea of your speech. Ask yourself:

• What one idea do you want your audience to take home with them? • What one sentence expresses the action you want the audience to take when they leave? • If they ignored everything else what one idea do you want them to hear and remember?

Your topic and your audience's interest in your idea control the main idea of the speech. For example, a speech to students on how to improve the school would be very different from a speech to the parents or school board members. Tailor your thesis to the audience's interests.

STEP #2 – Headings After you clearly identify the thesis, write headings related to the thesis. Headings add to and support the thesis. Organize headings in a sequence. Examples of possible sequences include:

problem-cause-solution step-by-step past-present-future they-me-you far-closer-near Inference-conclusion-generalization

STEP #3 – Details 1. Fill in details under each heading. Draw on experience and research. Collect details such as

examples, stories, statistics, definitions of headings, etc. 2. Identify transitions from one point to the next point, to connect details to your thesis topic.

STEP #4 – Introduction and Conclusion Now place the details between an Introduction and Conclusion. By writing the Introduction and Conclusion after writing the thesis and body, you will have a balanced, interesting speech. The Introduction presents and supports the thesis, “warms up” the audience to you, and tells the audience where you are taking them in the speech. The Introduction should:

• peak the curiosity and interest of the audience (Be careful not to be trite and boring) • clearly introduce your thesis, and • paint a road map for the audience to follow

The Conclusion supports the thesis, drives it home to the audience, and makes the speech memorable. The Conclusion should:

• Wrap up the entire presentation • Repaint the road map to confirm what you covered; • Reinforce the thesis by restating it in different words. • Encourage or inspire the audience, and give the audience an action to take

STEP – #5 Title The title may occur to you at anytime while writing the speech and it may change several times before you settle on one. Make the title short, creative and catchy, peaking audience curiosity. It should point to the thesis without giving it away. Try to mention the title in your speech (once in the introduction, once in the conclusion and once during each body section) Antigone: Lesson 2: RAFT Activities: Speech Writing Continued on next page


Name_____________________

Speech Writing in 5-Steps First–Thesis; Second–Headings; Third–Details; Fourth–Introduction & Conclusion; Fifth–Title

STEP #1 – Thesis (Main Idea) One sentence that presents thesis or main idea of your speech (What you want audience to remember?) STEP #2 – Headings Organize headings in a sequence. (problem-cause-solution, step-by-step, past-present-future, they-me-you, far-closer-near, etc.) STEP #3 – Details Fill in details under each heading. Draw on experience and research. Collect details such as examples, stories, statistics, definitions of headings, etc. Identify transitions from one point to the next point, to connect details to your thesis topic. STEP #4 – Introduction and Conclusion Introduction: peak the interest of audience, clearly introduce thesis, and paint a road map to follow Conclusion: Wrap up, repaint road map, restate thesis it in different words, inspire audience. STEP – #5 Title Short, creative and catchy, peaking audience curiosity; Point to the thesis without giving it away.


(Note: DELIVERING A SPEECH in not part of RAFT, but can be paired with presenting and viewing, and/or used as a culminating activity, or an informal practice)

Delivering a Speech After writing a speech, prepare to deliver the speech. If you are nervous or inexperienced, you may want to read the speech from a script or notes instead of reciting it from memory. • Reading from a Script: When you read from a script, it is difficult to connect with the

audience or make eye contact, but reading gives confidence that you will not forget anything. • Using Notes: Individuals afraid to recite a speech from memory should make notes until they

gain confidence. Notes are like a skeleton that shows key words and points you want to make. Refer to notes to keep the main theme of your speech and cover all main points, but speak directly to the audience most of the time. You must have a good memory to speak from notes, and you will need to practice as much as possible before the speech.

• Reciting from Memory: Individuals comfortable with public speaking should recite a speech from memory. If you tend to lose your concentration or memory, this is not a good choice. Be careful not to recite a speech in a monotonous way (like reading). Connect with the audience.

Speech “Do’s and Don’ts” – Delivery Tips • Appearance is important. Present yourself well. • Speak clearly and be sure everyone hears you. Adjust your voice up or down accordingly. Do

not shout and do not whisper. Tune in to your audience. • Slow down and take your time. If you are nervous, you may tend to speak too rapidly. • Make eye contact with the audience. Eye contact helps to create a relationship with your

audience. Eye contact makes you a better speaker, and your audience better listeners. • Pauses in a speech are important. Use a pause to emphasize a point or to allow the audience

to think and react to an important point, a story, or a joke. • Use your hands to make gestures that go with what you are saying. Do not fidget, make

nervous gestures or keep hands in your pockets. Many speakers prefer a podium to rest their hands and to avoid nervous gestures with their hands.

• Enjoy being yourself when speaking publicly. Allow your personality to come through. Tips for Nervousness: 1. Know the room. Be familiar with the place where you will speak. Arrive early, walk around

the speaking area, sit in different locations in the room, and practice using the microphone or any visuals aids you will be using.

2. Know the audience. Greet some of your audience when they arrive to “break the ice”. 3. Know your material. If you are not familiar enough with your material, or if you are

uncomfortable with it, your nervousness will increase. Practice your speech and revise it until you are familiar and comfortable with the material.

4. Visualize success. Visualize yourself giving your speech, confident and successful. 5. People want you to succeed. Remind yourself that the audience most of all wants you to

succeed. The audience wants to be interested, entertained, and informed. 6. Do not apologize. If you make a mistake in your speech, do not apologize or talk about

your nervousness. This draws attention to it, and probably no one noticed but you. 7. Concentrate on the message and the audience, Turn your focus outward, not inward on

yourself. Take your focus off yourself, and the nervousness will go away. 8. Relax. Stretch or do tension-releasing exercises for relaxation before your speech. 9. Turn nervous energy into positive energy. Take charge of that nervous energy and

transform it into enthusiasm and vitality, even if you have to pretend at first. (Oh! I am so excited to be here with such a wonderful group of listeners! You really energize me!)

10. Get more experience. The key to effective speeches and speaking publicly is practice. Experience builds confidence.


FCAT Writing FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders. Antigone: Lesson 2: FCAT Writing Activity (Expository Prompt): (Use organizer below) Writing Situation: Everyone has to make a difficult decision sometimes. When there are two possible choices, we have to look at each choice and weigh the advantages and disadvantages of each choice. Directions for Writing Think of a time when you had to make a difficult decision and you had two choices. You had to decide what to do, and you thought about the good and bad side of each possibility. What was your difficult decision? What were your choices? What were the good and bad points for the first choice? What were the good and bad points for the second choice? What did you decide in the end? Why did you make this choice? Now write to explain a difficult decision you had to make, why it was difficult, and why you make the decision you chose in the end.

Antigone: Lesson 2: FCAT Writing Activity (Persuasive Prompt): (Use organizer below) Writing Situation:

Your friend has asked you to stay late at lunch to help with a problem. You know that this will make you late to class. You do not want to break the rules or defy authority. You need to persuade your teacher to allow you to be late.

Directions for Writing Sometimes we find ourselves in a difficult situation. Our ability to persuade can be an important tool to resolve a difficult situation. What can you tell your teacher to convince him or her to allow you to be late? What kind of problem does your friend have? How much time will it take? What can you offer your teacher in order to complete the make-up work? How can you prove that your request is legitimate and important? Now write to persuade your teacher to give permission to be late to class.

Antigone: Lesson 2: FCAT Writing Activities: Continued next pages with Writing Templates


Antigone: Lesson 2: FCAT Writing Activity (Expository Prompt): (Continued) (Please see the organizers above for “compare/contrast decision-making models” graphic organizers above, which can be used to guide this expository writing if needed.) Writing Situation: Everyone has to make a difficult decision sometimes. When there are two possible choices, we have to look at each choice and weigh the advantages and disadvantages of each choice. Directions for Writing Think of a time when you had to make a difficult decision and you had two choices. You had to decide what to do, and you thought about the good and bad side of each possibility. What was your difficult decision? What were your choices? What were the good and bad points for the first choice? What were the good and bad points for the second choice? What did you decide in the end? Why did you make this choice?

Now write to explain a difficult decision you had to make, why it was difficult, and why you make the decision you chose in the end.

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Antigone: Lesson 2: FCAT Writing Activity (Persuasive Prompt): Writing Situation:

Your friend has asked you to stay late at lunch to help with a problem. You know that this will make you late to class. You do not want to break the rules or defy authority. You need to persuade your teacher to allow you to be late.

Directions for Writing Sometimes we find ourselves in a difficult situation. Our ability to persuade can be an important tool to resolve a difficult situation. What can you tell your teacher to convince him or her to allow you to be late? What kind of problem does your friend have? How much time will it take? What can you offer your teacher in order to complete the make-up work? How can you prove that your request is legitimate and important? Now write to persuade your teacher to give permission to be late to class.

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Summary of Presenting Activities

Beginning: Dialog

Intermediate: Show and Tell

Proficient: Making the News

Beginning Presenting Activities

Dialog Objective: Write a short dialog of 4-6 lines between two familiar characters. Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story, novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The topic of the dialog should be related to the subject being studied, and the grammar and vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit. Model each line of the dialog, having the entire class repeat after you. Then, say each line and call on whole teams to repeat the line. Then say each line and call on individual students to repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until students can know the lines of the dialog. Example:

Character A: These items are expensive. We are not selling very many. Character B: We need to sell more of them. Character A: But, then the price will decrease! Character B: But, we will still get more money because the volume will increase. Character A: We do not have enough money to make more than we do now. Character B: Then we will borrow some money by issuing bonds.

Option 1: You take the part of A and the class takes the part of B. Then you take part B and the class takes A. Then work with whole teams and you, then individuals and you, then groups and groups, then individuals and individuals. Move back and forth among these combinations until you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words at random from each line during repetition. Then erase two more, two more, and so on until there are no words left on the board. Option 3: Each group chooses a member to represent them by presenting the dialog with a member from another group in front of the class. If the representative can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each member of the team gets the same grade. Antigone: Lesson 2: Dialog Activity:

Antigone: Ismene, I am going to bury him. Will you come? Ismene: Bury him! You have just said the new law forbids it. Antigone: He is my brother…and he is your brother, too. Ismene: But think of the danger! Think what Creon will do! Antigone: Creon is not strong enough to stand in my way.


Antigone: Lesson 2: Dialog Activity: Reproducible Script for Practice and Memorization Antigone:

Ismene, I am going to bury him. Will you come?

Ismene:

Bury him! You have just said the new law forbids it.

Antigone:

He is my brother…and he is your brother, too.

Ismene:

But think of the danger! Think what Creon will do!

Antigone:

Creon is not strong enough to stand in my way.


Intermediate Presenting Activities

Show and Tell Objective: Present orally on a familiar topic and respond to questions on the topic. Procedure: A student brings something to class related to the subject at hand and, within 3 minutes, makes an oral presentation about it. Teams take turns asking the student questions about it. For each question the presenter can answer, his/her team gets a point. For each question he/she cannot answer, the team loses a point.

“Show and Tell” Activity: Presenting Team “Point Tracker”

Presenting Team Name

Presenting Team

Member

Presenting Team Object for Show and

Tell

Correct Answers

PLUS Points

Incorrect Answers

MINUS Points


Proficient Presenting Activities Making the News

Objective: Present orally to a group on a familiar academic topic in a news format. Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject being studied. There may be several related stories. There must be one story (no matter how short) for each member of the group. The reporting group may refer to notes but not to the text. Other teams can refer to their texts, and have the opportunity to each ask two questions of the reporting team. The reporting team members take turns answering questions, but other team members may help them. The questioning group gets two points for each question the reporting group cannot answer. The reporting group gets a point for each question it can answer. Follow the rules for Total Recall when there is a challenge. Examples of news titles: “Columbus Gets Jewels From Queen of Spain”, “The Long Voyage”, “Hispaniola Landing” Antigone: Lesson 2: Making the News Activities:

Eteocles and Polyneices Slain Polyneices Disgraced in Death Hero’s Burial For Eteocles

“Making the News” Activity Note-Taking Guide Reporting Team Name ___________________

Reporting Team

News Topic

Reporting Team

Member Name

Notes for News Report Reporting

Team Points

Que

stio

ning

Te

am N

ame

Poin

ts


Summary of Viewing Activities

Beginning: Intermediate: Total Recall, True and False,

Judgment

Proficient: Total Recall, True and False,

Judgment

Intermediate-Proficient Viewing Activities Total Recall, True or False, Judgment

Objective: View a video or speech for the purpose of asking and answering simple questions, making true and false statements, and distinguish facts from opinions. Procedure: Modify reading activities, Total Recall, True or False, & Judgment to use when viewing a video/speech. The effectiveness of a challenge is not as high as with written text. Antigone: Lesson 2: Total Recall, True or False, Judgment Activities: Refer to Reading Activities section of this lesson (above) for directions, activities, and templates/handouts to use with Total Recall, True or False, and Judgment activities. These materials are very effective for viewing activities after oral presentations, role-play, or mini-dramas.

Summary of Vocabulary Activities

Beginning: Line of Fortune, Concentration

Intermediate: Wrong Word, Jeopardy, Classification

Beginning Vocabulary Activities Line of Fortune

Objective: Identify and recreate words and word parts from spelling clues. Procedure: (This activity is very similar to Hangman, but involves more complex team decision-making.) Choose a word from the lesson’s vocabulary and write the appropriate number of dashes to represent the letters of the word. For example, for the word dicot you would draw five dashes. A team member guesses a letter. If the letter is not found in the word, write the letter under the dashes and move on to the next team. If their letter is found in the word, then write the letter on the appropriate dash. When a team guesses correctly, they have the option to guess the word. If they choose not to guess the word, call on the next team. If they choose to guess and successfully guess the word, then they receive ten points minus the number of letters written under the dashes from incorrect previous guesses, and the game is over. If they choose to guess and do not guess the word, then they lose points equal to the number of letters written under the dashes, and you call on the next team. If no team can guess the word before ten incorrect letters are written under the dashes then all teams lose points equal to the number of teams in the class. Antigone: Lesson 2: Line of Fortune Activity: Lesson Vocabulary:

absolute, anarchist, at the outset, auspicious, burial, bury, complexity, comprehensive, condemn, contempt, decree (v), devotion, dreadful, execute, exile, fiery, forbid, holy, hymn, intolerable, judge, lithe, loyalty, meddle, merciful, mourn (v), penalty, principles, repulse, reverence, rot (v), ruin, rule (v), senile, sententiously, sentry, shrine, summon, swagger, traitor, welfare, wisdom


Concentration

Objective: Identify vocabulary words and their meanings. Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card. Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place them behind the numbered cards. Procedure: Teams will match the vocabulary words with their meanings. Choose one team to go first. A member of that team picks two numbers. Remove those cards from the chart, leaving the words behind them visible to the class. The student reads the words, with the team’s assistance if needed. If the words match, leave them showing and give the team a point. If they do not match, replace the numbers and call on the next team. Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural. When working with verbs, write one in the present tense and one in the past. Matching variations such as these helps the students understand that, despite certain differences in the visible spelling of two words, they are still semantically related at a deeper level. Antigone: Lesson 2: Concentration Activity: Matching:

summon send for traitor person false in a trust or obligation penalty punishment shrine holy temple reverence deep respect at the outset at the beginning auspicious favorable, a good sign comprehensive has all the relevant details devotion religious worship or loyalty execute put to death, kill

Antigone: Lesson 2: Concentration Activity: Matching: (Continued on next page) (Reproducible provided on next pages for Small Group Team Concentration)


Antigone: Lesson 2: Concentration Activity: Matching – Reproducible Format (Small Group/Team Concentration (matching) – Cut and lay out numbers in order on each team’s table.

Vocabulary is already scrambled as it is printed. Cut and place the words under the numbers.)

1

2

3 4

5 6 7

8 9 10

11 12 13

14 15 16

17 18 19

20


Antigone: Lesson 2: Concentration Activity: Matching – Reproducible (Continued)

devotion

at the outset

traitor

reverence

holy temple

complete, has details

penalty

summon (v)

auspicious

at the beginning

put to death, kill

punishment

betrayer, double-crosser

love or loyalty

shrine

send for

comprehensive

deep respect

put to death

favorable, good sign


Intermediate Vocabulary Activities

Jeopardy Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story. Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on it, the second with B, and the third with C. Down the left side of the chart (one per line), place three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more difficult words on line 2 in the same manner, place three of the most difficult words on line three. Procedure: Choose one team to go first. A member of that team picks the word s/he wants to guess (“2-C” for example). Give the student a definition or clue for the word (This animal barks.) The student, with the help of his team, responds with the word presented in question format (What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for one point less than the previous team. For example, if the first team guessed incorrectly for a word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too guessed incorrectly, the next team would get one point if it answered correctly. If no team can answer correctly before the points are reduced to zero, then all teams lose 1 point. Antigone: Lesson 2: Jeopardy Activity:

Question Answer

a) died as a hero to Thebes Eteocles a) was a traitor to Thebes Polyneices a) decided to bury her brother Antigone b) denied burying Polyneices Sentry b) responded to Creon’s speech Chorus b) leader if the Chorus Choragus c) made a law against Polyneices King Creon c) stoning to death in public penalty for breaking the law c) nothing in the world so demoralizing money

Antigone: Lesson 2: Jeopardy Activity: (Jeopardy Reproducible provided on following page)


Antigone: Lesson 2: Jeopardy Activity Reproducible (See previous page) If a pocket-chart or other materials are not available to construct a class jeopardy, use the reproducible below. (Mount “Clues” and “Answers” on construction paper or used as is, as long as everyone can see). Small Groups can make a jeopardy chart for their table by covering the “Clues” with post-it notes (you may need a thickness of two post-its). Uncover a clue when a player calls the clue by letter A, B, or C and point row for 2 points, 3 points, or 4 points (For example, “B4”). Cover the answers with post-it notes in the same way, uncovering to check a player’s answer again by calling letter and point row (B4). Leave used clues and answers uncovered until all clues are used and the game is over.

CLUES

Poin

ts

a b c 2

died as a hero to Thebes

denied burying

Polyneices

made a law against

Polyneices

3 was a

traitor to Thebes

responded to Creon’s

speech

stoning to death in public

4 decided to bury her brother

leader if the Chorus

nothing in the world so demoralizing

Antigone: Lesson 2: Jeopardy Activity Reproducible (Continued next page)


Antigone: Lesson 2: Jeopardy Activity Reproducible (Continued from previous page)

Answers: ……… (What is …?)

Poin

ts

a b c 2

Eteocles

sentry

King Creon

3

Polyneices

Chorus

penalty for breaking the law

4

Antigone

Choragus

money


Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate (should be tropical). When teams get good at this activity, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct (“Wrong Sentences”) Antigone: Lesson 2: Wrong Word Activity: The correction for the wrong word (the answer) is in parentheses.

a) The Chorus sings a whim in the Parados of the play. (hymn) b) Antigone wants her brother to have a state funeral and burial. (bury all) c) If Ismene does not help Antigone, she is a trader. (traitor) d) King Creon’s degrees are the law in Thebes. (decrees) e) Polyneices’ dead body will lot in the sun outside the city gates. (rot) f) Antigone feels it is her duty to berry her brother. (bury)

Use Reproducible “Wrong Word” Sentence Strips below

Wrong Word Sentence Strips The Chorus sings a whim in the Parados of the play.

Find the wrong word:

Antigone wants her brother to have a state funeral and burial.


If Ismene does not help Antigone, she is a trader.


King Creon’s degrees are the law in Thebes.


Polyneices’ dead body will lot in the sun outside the city gates.


Antigone feels it is her duty to berry her brother.



Classification

Objective: Classify vocabulary into two or three (or more) groups. Procedure: Model the activity, beginning with several words for teams to classify into groups. Ask students to identify an appropriate label for the groups they create. Discuss other words that could go into each group. Each team gets out one pencil and one sheet of paper. The captain writes team name and divides the paper into the appropriate number of columns (groups). The captain labels columns for classifications and sets timer for 5 minutes. Team members take turns writing words in appropriate columns (as in the Team Spelling Test). Note that words do not have to come from the lesson vocabulary. When the timer rings, collect papers. Teams get one point for each word they place correctly. Spelling should not count. Antigone: Lesson 2: Classification Activity: (Using lesson vocabulary) 1. Use the lesson vocabulary list below for quick reference. 2. This is a team activity. Once teams understand the activity, they make up their own

classification headers, and can deviate from lesson vocabulary to include synonyms, etc. 3. Getting Started—Use the (2) examples of the classification activity below, with Teacher’s

Answer Keys and reproducible graphic organizers to model for the students. Then have teams think of classification groups and classify their vocabulary. Be sure teams provide the answer key to their original classification activity.

Example #1: Classify Lesson Vocabulary into (4) groups

Example #2: Classify Lesson Vocabulary into (4) groups:

1. Nouns: (people, place, thing, idea) 2. Verbs: (action or “being” words) 3. Adjectives: (describing words) 4. Adverbs: (describing words) 5. Other words

1. Words relating to Antigone 2. Words relating to Ismene 3. Words relating to King Creon 4. Words relating to the Chorus 5. Other words

Antigone: Lesson 2: Vocabulary List for Quick Reference:

absolute, anarchist, at the outset, auspicious, burial, bury, complexity, comprehensive, condemn, contempt, decree (v), devotion, dreadful, execute, exile, fiery, forbid, holy, hymn, intolerable, judge, lithe, loyalty, meddle, merciful, mourn (v), penalty, principles, repulse, reverence, rot (v), ruin, rule (v), senile, sententiously, sentry, shrine, summon, swagger, traitor, welfare, wisdom

Antigone: Lesson 2: Classification Activity: Continued on next page


Antigone: Lesson 2: Classification Activity: Continued from previous page

Example #1: Organizer Nouns (people, place, thing, idea

words)

Verbs (action or “being” words)

Adjectives (describe nouns)

Adverbs (describe verbs, adjectives, other

adverbs)

Other Words (Don’t fit my other

categories)

Antigone: Lesson 2: Classification Activity: Example #1: TEACHER’S ANSWER KEY

(Variations allowed only if teams state a correct rationale) Nouns (people, place, thing, idea

words)

Verbs (action or “being” words)

Adjectives (describe nouns)

Adverbs (describe verbs, adjectives,

other adverbs)

Other Words (Don’t fit my other

categories) anarchist bury absolute sententiously at the outset burial condemn auspicious complexity decree (v), comprehensive contempt execute dreadful devotion forbid fiery exile Judge (v) holy hymn meddle intolerable loyalty mourn (v) lithe penalty repulse merciful principles rot (v) senile reverence ruin sentry rule (v) shrine summon traitor swagger welfare wisdom Antigone: Lesson 2: Classification Activity: Continued on next page



Example #2: Organizer Words relating to

Antigone Words relating to

Ismene Words relating to

King Creon Words relating to

the Chorus Other Words (Don’t fit other

categories)

Example #2: TEACHER ANSWER KEY

(Variations allowed only if teams state a correct rationale) Words relating to

Antigone Words relating to

Ismene Words relating to

King Creon Words relating to

the Chorus Other Words(Don’t fit other categories)

anarchist devotion absolute auspicious at the outset burial dreadful complexity exile bury intolerable comprehensive fiery contempt loyalty condemn holy meddle penalty decree (v) hymn merciful traitor execute lithe mourn (v) welfare forbid repulse principles judge reverence rot (v) ruin rule (v), sententiously senile shrine sentry wisdom summon swagger Antigone: Lesson 2: Classification Activity: Continued on next page



Classification Organizer Write the name of each category the team selects at the top of the column. Then find words in the text, the summary, the vocabulary list, word wall, thesaurus, or dictionary that fit each category. Include other related words that do not fit the team’s categories in “Other words”.

Category Name: _______________



Other Words (Don’t fit other categories)

Antigone: Lesson 2: (Additional Classification Activities continued on the following pages)


CATEGORY Important Characters __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

CATEGORY Critical Settings (Scenes) __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

CATEGORY Main Problems & Solutions __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

CATEGORY Major Events_ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

Antigone: Lesson 2: Classification Activity: Name ________________________ Title _________________________________________ Author __________________

CLASSIFYING Classifying is sorting, grouping, arranging, or organizing according to class or category. Classifying is distributing or ranking into classes by common features, common properties, common factors, or common themes.

Title: _________________________________________________________________________________


Antigone: Lesson 2: Classification Activity Name ________________________

Title _________________________________________ Author __________________

CLASSIFYING Classifying is sorting, grouping, arranging, or organizing according to class or category. Classifying is distributing or ranking into classes by common features, common properties, common factors, or common themes. Directions: First, read the excerpt from the lesson summary. Then, complete the chart identifying and classifying words/phrases in the summary that tell Where, When, Who, What.

Antigone and Ismene discuss the death of their brothers. King Creon decides that one brother, Eteocles, will receive a proper soldier’s funeral. King Creon decides that the other brother, Polyneices, is a traitor. King Creon decrees that he will leave Polyneices’ body to rot in the sun outside the city gates. King Creon forbids the burial of Polyneices. Anyone who disobeys the law will receive a penalty. The penalty is to be stoned to death in the public square. Antigone feels it is her duty to bury her brother. It is a dishonor not to have a proper funeral. Without a proper burial and mourning, Polyneices will never find rest and will lose his honor. Antigone asks Ismene if she will help with the burial to prove she is a true sister and not a traitor. Ismene warns Antigone what will happen if she breaks King Creon’s law. Ismene feels afraid and helpless. Ismene says that they are only women and cannot fight the men or King Creon’s authority. Antigone knows she will die with honor for a “holy” crime. In the Parados, or choral song, that follows, Choragus, the narrator and leader of the Chorus, explains the details of how Polyneices and Eteocles fought and died. The chorus then celebrates because the war is over.

Category 1 Words/phrases that tell

Where


When


Who


What


Category #1 __________________ ________________________________________________________________________________________________________________________________________________

Category #2 __________________ ________________________________________________________________________________________________________________________________________________

Category #5 __________________ ________________________________________________________________________________________________________________________________________________

Category #6 __________________ ________________________________________________________________________________________________________________________________________________

Category #4 __________________ ________________________________________________________________________________________________________________________________________________

Category #3 __________________ ________________________________________________________________________________________________________________________________________________

Antigone: Lesson 2: Classification Activity: Name ________________________ Title _________________________________________ Author __________________

CLASSIFYING Classifying is sorting, grouping, arranging, or organizing according to class or category. Classifying is distributing or ranking into classes by common features, common properties, common factors, or common themes. Directions: Complete the chart using these suggestions for classifying by common features. Identify & classify from the reading Words from the reading that …

1. Name jobs, occupations-what a person does (student, writer, singer, etc.) 2. Tell the condition of someone or something (what it looks like, sounds like, acts like, etc.) 3. Can be a verb and a noun- (examples: boss, sense, film, etc.) 4. Express emotions (feelings: happy, sad, jealous, angry, etc.) 5. Express sounds (objects that make sounds or the sounds themselves) 6. Express thoughts or ideas (abstract nouns)

Title: ___________________________________ Author: _______________________________


Antigone: Lesson 2: Classification Activity: Name ______________________

Title _________________________________________ Author __________________

CLASSIFYING Classifying is sorting, grouping, arranging, or organizing according to class or category. Classifying is distributing or ranking into classes by common features, common properties, common factors, or common themes. How are ideas or objects placed in groups? What do items in a group have in common? Read the EXAMPLE and study the chart:

Everything in the shopping cart was part of the special recipe Giovanni wanted to prepare. He looked again under the watery radishes and snowy cauliflower to see if he had remembered the baby mushrooms. Then suddenly he had another idea. If he added sweet red pepper, crunchy pea pods, tiny carrots and fresh blueberries, he could add more color and flavor to his recipe.

GIOVANNI’S RECIPE Ingredients Description of Ingredients

Rad

ishe

s

Cau

liflo

wer

Mus

hroo

ms

Red

pep

per

Pea

pods

Car

rots

Blue

berr

ies

Wat

ery

Snow

y

Baby

Swee

t

Cru

nchy

Tiny

Fres

h

DIRECTIONS: Read the excerpt from the lesson summary. Classify details telling what the characters heard, saw, felt, and did in the paragraph.

In a political speech to the Chorus, King Creon announces that he will be a fair king, and he will do the right thing to protect the state. King Creon has decided there will be no special favors for members of his family. Because Polyneices fought against Thebes, he deserves no honor or respect. Eteocles died as a hero, defending Thebes, and he will receive a state burial. King Creon decrees that it is against the law to bury Polyneices. Anyone who disobeys the law will die. King Creon appoints sentries to watch Polyneices’ body so that no one will bury him. At that moment, one of the sentries enters to tell the king that someone has buried Polyneices. King Creon is furious and demands that the sentries find the person who disobeyed his law. In Ode 1, the Chorus responds to Scene 1 by realizing the new King of Thebes is the new law, and Thebes must obey him.

What Characters Heard What Characters Saw What Characters Felt What Characters Did

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail


Antigone: Lesson 2: Classification Activity: Name _____________________________ Title _________________________________________ Author __________________

CLASSIFYING Classifying is sorting, grouping, arranging, or organizing according to class or category. Classifying is distributing or ranking into classes by common features, common properties, common factors, or common themes.

DIFFERENT KINDS OF RESPECT (and likewise, disrespect) 1. Self-respect (Respecting oneself) – Saying no to drugs and alcohol, making good choices

about healthy behavior that does not demean, degrade, or make one feel ashamed 2. Respecting others – Respecting the belongings of others, not bullying or teasing,

respecting different viewpoints 3. Respecting authority – Respecting parents, teachers, police officers, office workers,

judges, etc. by showing obedience, appreciation, politeness, and respect for public property 4. Respecting institutions- (1) Respecting one’s culture, heritage, and country (patriotism,

respect for our leaders); (2) Respecting cultures, languages, heritages, countries, of others

The theme for this activity is different kinds of respect. After reading about respect, think about behaviors that show disrespect, such as saying hurtful things, being mean, bullying, violence, cheating, stealing, or not valuing or treating others respectfully. Directions: Think about the (4) different kinds of respect (or disrespect) and complete the chart by writing examples from the story. Use the text and lesson summary.

Topic: Different kinds of Respect in _____________

____________________________, By ________________

Self-respect (Respecting

oneself)

Respecting Others

Respecting Authority

Respecting Institutions


Antigone: Lesson 1: Classification Activity

CLASSIFYING Title _________________________________________ Author __________________ Classifying is sorting, grouping, arranging, or organizing according to class or category. Classifying is distributing or ranking into classes by common features, common properties, common factors, or common themes. Directions: Use vocabulary from the text and the lesson summary of “No Witchcraft for Sale”, by Doris Lessing to complete the chart to identify and classify words:

1. Words/phrases in the reading that I do not know yet 2. Words/phrases in the reading that I just learned and I like. 3. Words/phrases in the reading that I just learned and I do not like.

CATEGORY

Words/Phrases that … I do not know yet

CATEGORY

Words/Phrases that … I just learned and I

like.

CATEGORY

Words/Phrases that … I just learned and I do

not like


Summary of Grammar Activities

Beginning: Single Slot Substitution,

Word Order Cards

Intermediate/Proficient: Sentence Builders; Multiple Slot Substitution; Flesh It Out;

Transformation; Who, What, Where, When, How, Why; Sentence Stretchers; Look It Up; Rewrite the Paragraph

Beginning Grammar Activities Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.

FUTURE TENSE WITH “will” The future tense expresses action (or makes a statement about something) occurring in the future time. (Note: Shall is sometimes used, especially in formal speech, with the subjects I or We. Examples: I shall always return home. We shall never betray the king.)

Future Time Tomorrow Megan will call the doctor. The students will graduate in 2010.

Future Events The weather will be rainy and overcast. Someday, I will be a famous lawyer.

Willingness The phone is ringing. I’ll get it. I’ll wash the dishes for you.

Forms with “Will” Affirmative Statements

Examples:

Will + the simple form of the verb I will call my friend to invite her. He will be at the party tonight.

Negative Statements

Examples:

Will not (won’t) + the simple form of the verb I will not call her. (I won’t call her.) He will not be there. (He won’t be there.)

Questions

Examples: Will + (subject) + simple form of verb (?)

Will the author write more stories? Will Joni run in the race tomorrow?

Short Answers

Examples:

Affirmative: Yes, I (you, he, she, it, we, they) will. Negative: No, I (you, he, she, it, we, they) won’t.

Contractions

Examples:

Pronouns are usually contracted: I’ll, you’ll, he’ll, she’ll it’ll, we’ll, they’ll

(Note: Contractions should not be used in writing but are used in speech) Will not is usually contracted to (won’t) He won’t do his work. I won’t be there on time.

Note: Another way of expressing future action is to "be going to". It can express future time, especially a prior plan.

Examples: I am going to clean my room tomorrow. He is going to buy a car. Marie is going to meet me there.


Word Order Cards Objective: Identify and use appropriate word order in sentences. Procedure: Choose some of the more complex sentences of the summary to cut up for this exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words. Shuffle the words. With the team's support, one member rearranges the words to re-form the sentence. The team gets a point if the cards are re-arranged correctly. Antigone: Lesson 2: Word Order Cards Activity:

a) King Creon decides that one brother, Eteocles, will receive a proper soldier’s funeral. b) King Creon forbids the burial of Polyneices. Anyone who disobeys the law will receive a

penalty. c) Without a proper burial and mourning, Polyneices will never find rest and will lose his

honor. d) King Creon decrees that he will leave Polyneices’ body to rot in the sun outside the city

gates. e) At that moment, one of the sentries enters to tell the king that someone has buried

Polyneices. f) At that moment, one of the sentries enters to tell the king that someone has buried

Polyneices. g) King Creon is furious and demands that the sentries find the person who disobeyed his

law.

Word Order Cards

King Creon forbids the burial of Polyneices.

Anyone who disobeys the law will receive a penalty.

King Creon decides that one brother, Eteocles, will receive a proper soldier’s funeral. Antigone: Lesson 2: Word Order Cards Activity: (Continued on next page)


Antigone: Lesson 2: Word Order Cards Activity: (Continued from previous page)

Without a proper burial and mourning, Polyneices will never find rest and will lose his honor.

King Creon decrees that he will leave Polyneices’ body to rot in the sun outside the city gates.

At that moment, one of the sentries enters to tell the king that someone has buried Polyneices.

At that moment, one of the sentries enters to tell the king that someone has buried Polyneices.

King Creon is furious and demands that the sentries find the person who disobeyed his law.


Modified Single Slot Substitution Drill Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children

Notes: • Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. • It is not necessary for the sentences to be historically correct, sensible, or even possible. It is

important for the correct part of speech to be used. • This activity is a good opportunity for students to practice using a thesaurus to find substitute

words that keep the meaning approximately the same. • Encourage students to change the meaning buy substituting words that fit grammatically,

but change the meaning. This can be a very humorous and fun activity by changing the meanings.

Antigone: Lesson 2: Modified Single Slot Substitution Activity: (a) Eteocles (b) will receive (c) a proper soldier’s funeral. Possibilities: (a) Polyneices, Antigone, King Creon Possibilities: (b) will get, will obtain, will never see Possibilities: (c) a hero’s medal, the support of the Chorus, a reward

To The Teacher: -----Answers to Antigone: Lesson 2: Modified Single Slot Substitution: Using single slot A substitutions (see above): (a) Oedipus (b) marries (c) the Queen. (a) Eteocles (b) will receive (c) a proper soldier’s funeral. (a) Polyneices (b) will receive (c) a proper soldier’s funeral. (a) Antigone (b) will receive (c) a proper soldier’s funeral. (a) King Creon (b) will receive (c) a proper soldier’s funeral. Using single slot B substitutions: (a) Eteocles (b) will receive (c) a proper soldier’s funeral. (a) Eteocles (b) will get (c) a proper soldier’s funeral. (a) Eteocles (b) will obtain (c) a proper soldier’s funeral. (a) Eteocles (b) will never see (c) a proper soldier’s funeral. Using single slot C substitutions: (a) Eteocles (b) will receive (c) a proper soldier’s funeral. (a) Eteocles (b) will receive (c) a hero’s medal. (a) Eteocles (b) will receive (c) the support of the Chorus. (a) Eteocles (b) will receive (c) a reward


Intermediate Grammar Activities

Sentence Builders Objective: Expand sentences by adding new words in the appropriate order in a sentence. Procedure: The teacher says a sentence, and, after a pause, an additional word or words. Teams must make a new sentence that adds the new word(s) in the correct place in the teacher's original sentence. Give a point for each correct answer. Example:

Teacher: Fish is a food. (healthy) Team Response: Fish is a healthy food. Teacher: Fish is a healthy food. (fresh) Team Response: Fresh fish is a healthy food.

Antigone: Lesson 2: Sentence Builders: a) Example: Remember to add only one new word/phrase at a time:

a) One of the sentries enters. (At that moment) (to tell the king) (that someone has buried Polyneices) At that moment, one of the sentries enters to tell the king. (that someone has buried Polyneices) At that moment, one of the sentries enters to tell the king that someone has buried Polyneices.

Continue with the following: b) King Creon is furious. (and demands that the sentries will find the person) (who

disobeyed) (his law). c) Polyneices was fighting. (against Thebes) (and deserves no honor) (or respect) d) King Creon decrees (that it is against the law) (to bury) (Polyneices) e) Ismene feels helpless. (and says that they are only women) (and cannot fight) (the

men) (or King Creon’s authority) To The Teacher: -----Answers to Unit 3: Lesson 1: Sentence Builders: Adding only one new word/phrase at a time, the final sentence is… a) At that moment, one of the sentries enters to tell the king that someone has buried

Polyneices. b) King Creon is furious and demands that the sentries will find the person who disobeyed his

law. c) Polyneices was fighting against Thebes and deserves no honor or respect. d) King Creon decrees that it is against the law to bury Polyneices. e) Ismene feels helpless and says that they are only women and cannot fight the men or King

Creon’s authority.


Multiple Slot Substitution Drills

Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a multiple slots. Procedure: This drill is often taught together with or right after the single slot substitution drill. Its organization is similar to single slot substitution, but more that one part of the sentence changes. Give a point for each correct answer. Example: Columbus sailed in 1492. (Pizarro) Pizarro sailed in 1492. (1524) Pizarro sailed in 1524. (arrived) Pizarro arrived 1n 1524. Antigone: Lesson 2: Multiple Slot Substitution Activities: (a) The chorus (b) celebrates (c) because the war is over.

Possibilities: Choragus, King Creon, Antigone, responds, rejoices, sings, when King Creon made a law, because Antigone wants to bury her brother, when Polyneices is dead, after Eteocles is a hero

To The Teacher: -----Answers to Unit 3: Lesson 1: Modified Single Slot Substitution:

There are many different combinations of (a) (b) and (c) that make be correct responses. Remember the sentence des not have to make sense, only place the substitution in the correct place. Here are examples of some combinations that are correct responses. (***Note: substitutions are in italics):

Original sentence: (a) The chorus (b) celebrates (c) because the war is over. Examples Using multiple slot substitutions (a) King Creon (b) celebrates (c) because the war is over. (a) Antigone (b) responds (c) when Polyneices is dead, (a) The chorus (b) rejoices (c) when King Creon made a law. (a) Choragus (b) sings (c) because the war is over. (a) The chorus (b) responds (c) after Eteocles is a hero. (a) King Creon (b) celebrates (c) because the war is over. (a) The chorus (b) rejoices (c) when King Creon made a law (a) Choragus (b) celebrates (c) because Antigone wants to bury her brother (a) The chorus (b) responds (c) when King Creon made a law (a) Antigone (b) sings (c) because the war is over. (a) Choragus (b) rejoices (c) because Antigone wants to bury her brother


Flesh it Out Objective: Use key words in the appropriate order in a grammatically correct sentence. Procedure: The teacher gives the key words of a sentence and teams puts them into a grammatically correct sentence. Give points for correct answers in the oral format. Give grades in the written format. Key words: he/sail/america/1492. Answer: He sailed to America in 1492. Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America? Antigone: Lesson 2: Flesh it Out Activities:

a) Anyone/who/disobey/law/die (present-future tenses) b) Antigone/know/die/with/honor/for/holy/crime (present-future tenses) c) Chorus/then/celebrate/because/war/be/over (present tenses) d) King/Creon/consider/other/brother/Polyneices/traitor (present tenses) e) Antigone/feel/be/her/duty/bury/brother (present tenses)

To The Teacher: -----Answers to Unit 3: Lesson 1: Flesh it Out Activities:

a) Anyone who disobeys the law will die. b) Antigone knows that she will die with honor for a holy crimes c) The Chorus then celebrates because the war is over. d) King Creon considers the other brother Polyneices a traitor. e) Antigone feels it is her duty to bury her brother.

Transformation Exercises Objective: Change the form or format of a sentence according to the situation. Procedure: Students change the format of a sentence based on teacher directions or prompts. Give points for correct answers in the oral format. Give grades in the written format. Examples: 1. Is it raining? (Answer the question, yes.) Yes, it is raining. 2. It is raining. (Ask a yes/no question.) Is it raining? 3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences into one sentence.) Many Indians died from disease and starvation. Antigone: Lesson 2: Transformation Exercises: Students respond by changing the “going to” phrase to the future time with “….will…”

Example: I’m not going to go with you. I will not go with you. (or …I won’t go with you)

a) Eteocles is going to receive a proper soldier’s funeral. b) Creon is going to leave Polyneices’ body to rot in the sun. c) Anyone who disobeys Creon’s law is going to die. d) Antigone knows what is going to happen if she buries her brother. e) Ismene is not going to help her sister f) The people are going to celebrate because the war is over g) King Creon is going to do the right thing to protect the state. h) The Chorus is going to sing about the war.


Who What, When, Where, How, Why Objective: Listen to a sentence and respond to “Wh" questions in writing. Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…? (Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the body alive) When…? (Teams write 24 hours a day). Team members take turns writing answers on the board (for class discussion) or on a team/individual paper (for a grade). An alternative technique is to have each team member complete all items on his/her own paper. Team members are allowed to help each other. On completion of the activity, collect the one paper of your choice. The grade on that paper will count for each team member. Antigone: Lesson 2: Who, What, When, Where, How, Why Activities:

a) Creon has decreed that Polyneices’ body will be left to rot in the sun outside the city gates. (who, what, where, how)

b) In a political speech to the Chorus, King Creon announces that he will be a fair king, and he will do the right thing to protect the state. (who, what, when, why, how)

c) Eteocles died as a hero, defending Thebes, and he will receive a state burial. (who, what, where, when, why, how)

d) Antigone asks Ismene if she will help with the burial to prove she is a true sister and not a traitor. (who, what, when, why, how)

e) Anyone who disobeys the law will receive the penalty of stoning to death in the public square. (who, what, where, why, how)

Sentence Stretchers Objective: Expand grammatically correct sentences by adding new words in appropriate order Procedure: One team begins by making a sentence orally that contains the language or content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a lesson focusing on weather and on adjectives, the first team might say, The cloud is floating. The first team gets a point. Other teams take turns expanding the sentence, getting a point each time something is added successfully or until teams run out of expansions. The white cloud is floating. The fluffy white cloud is floating in the sky. The fluffy white cloud that looks like a boat is floating in the sky. Etc. Antigone: Lesson 2: Sentence Stretcher: Begin with the sentence: Antigone feels it is her duty.

Antigone feels it is her duty. Antigone feels it is her duty to bury her brother. Antigone feels it is her holy duty to bury her brother. Antigone feels it is her holy duty to bury her brother Polyneices. Antigone feels it is her holy duty to bury her brother Polyneices, and honor him.


Look it Up

Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present or passive voice to active. Antigone: Lesson 2: Look it Up: Teams locate examples of the future with Will in the text and in the summary. Use the organizers on the following pages for Look It Up Version #1, Version #2, and Version #3.

Antigone: Lesson 2: Look it Up: (Continued on the next pages) Use the organizers on the following pages for “Look It Up” Versions #1, #2, and #3.


“LOOK IT UP” (VERSION 1) Directions: Find example sentences of the grammar point in your textbooks.

(Version 1: Teacher discuses the grammar point with students then has them find example sentences in their texts. You might want to limit the pages they are to search.)

Grammar Point _______________________________________________________ This search is limited to textbook pages ________ to________.

COPY THE EXAMPLE FROM TEXT Page Number

Paragraph Number

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9

10


“LOOK IT UP” (VERSION 2) Directions: Find example sentences of the grammar point in your textbooks.

(Version Two: Teacher writes sample sentences on the board in a tense not usually used in the text and asks students to find similar sentences in the text and then determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the differences between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. )


Sample Sentence

Find Similar Sentence from Text

Difference(s)

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5

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7


“LOOK IT UP” (VERSION 3) Directions: Find example sentences of the grammar point in your textbooks. (Version 3 - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present or passive voice to active.)


Find Sentences from Text with the grammar point

Rewrite the Sentence using … ___________________________________

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Rewrite the Paragraph Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Use a paragraph based on the text, and language focus structures of the lesson. Teams read and discuss necessary changes. Members work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.) Antigone: Lesson 2: Rewrite the Paragraph Activity: Teams will rewrite the paragraph changing the names as indicated:

Eteocles=Juan Polyneices=Ramon Antigone=Rosa King Creon and The King= President Rodolfo the sentries=policemen Ismene=Chichi

King Creon has decided Eteocles will receive a proper soldier’s funeral.

The King says that Polyneices a traitor, and will not give him a state burial. King Creon decrees that it is against the law to bury Polyneices. Antigone feels it is her duty to bury her brother. Ismene warns her sister Antigone. Antigone will die if she breaks King Creon’s law. King Creon has appointed sentries to watch Polyneices’ body. Someone tries to bury Polyneices. King Creon demands the sentries find the disobedient person.


Sequence of Verb Tenses

Tense of Independent

Clause

Tense of Dependent

Clause

Purpose of Dependent

Clause Example(s)

Simple Present

+ present Show same-time action

I want to go to the movies because I love popcorn.

+ past Show earlier action

We know that we did a good job.

+ present perfect

Show a period of time extending from some point in the past to the present

They think that they have done their best work.

+ future Show action to come

The teacher says that she will score the test soon.

Simple Past

+ past Show another completed past action

He needed to see his friend because he wanted to talk.

+ past perfect Show an earlier action

Father knew he had cooked an excellent meal.

+ present State a general truth

The founding fathers believed that all people are equal.

Present Perfect OR Past Perfect + past For any purpose

She has excelled in all her classes because she studied.

OR I had left the party before you arrived.

Future

+ present Show action happening at the same time

I will be happy if I pass all of my classes with “A” or “B”.

+ past Show an earlier action

If you studied hard, you will pass this exam

+ present perfect

Show future action earlier than the action of the independent clause

You will feel better when you have rested and eaten a good meal.

Future Perfect + present

OR present perfect

For any purpose

We will have traveled 1200 miles by the time we get to Ohio.

OR By the time we have saved enough money for the trip, we will have worked several hundred extra hours.


Name _____________________________________ Date _____________ Antigone: Lesson 2: Exercise 1 Fill in the blanks with the correct word.

will die

duty

will not bury

decrees

will receive

find

traitor

disobedient

warns

King Creon has decided Eteocles __________ a proper soldier’s funeral. The

King considers Polyneices a __________ and __________ him. King Creon

__________ that it is against the law to bury Polyneices. Antigone feels it is her

__________ to bury her brother. Ismene __________ her sister Antigone. Antigone

__________ if she breaks King Creon’s law. King Creon has appointed sentries to

watch Polyneices’ body. Someone tries to bury Polyneices. King Creon demands the

sentries __________ the __________ person.


Name _____________________________________ Date _____________ Antigone: Lesson 2: Exercise 2 Read each sentence and decide if it is true or false. If it is true, write the word “true” on the line. If the sentence is false, rewrite the sentence to make it a true. 1. Antigone believes in a higher law than Creon’s law.

______________________________________________________________________

2. Antigone is not upset because her brother is still lying out in the fields, rotting.

______________________________________________________________________

3. Eteocles, however, receives a proper soldier’s funeral.

______________________________________________________________________

4. Ismene warns her sister not to obey Creon’s law.

______________________________________________________________________

5. Ismene does not agree to help Antigone bury their brother, Polyneices.

______________________________________________________________________

6. Antigone and Eteocles discuss the death of their brother.

______________________________________________________________________

7. King Creon decides Polyneices will receive a proper soldier’s funeral.

______________________________________________________________________

8. Creon decides that there will be special favors to his family.

______________________________________________________________________

9. King Creon’s sentries watch Polyneices body so that no one will bury him.

______________________________________________________________________

10. The Chorus responds to the new King of Thebes by condemning Antigone.

______________________________________________________________________


Name ____________________________ Date __________

Antigone: Lesson 2: Exercise 3 (FCAT Practice/Reading Comprehension)

Use the box below to make a diagram of the stage (setting) for the Prologue and Scene 1 of Antigone. Use the set description that follows. Include as many details in your drawing as possible.

Time: Dawn of the day after the repulse (driving back) of the Argive army from the assault on Thebes Scene: Before (in front of) the palace of Creon, King of Thebes A central double door and two side doors A platform extends the length of the stage From the platform, three steps lead down into the “orchestra”, or chorus-ground.

Draw a circle for each of the characters on the stage. Write their names in their circles. Use the following stage directions:

1. Antigone and Ismene enter from the central door of the palace. 2. Enter the Choragus from the palace right. 3. Enter the Chorus from orchestra. 4. Enter Creon from the palace, right. He addresses the Chorus from the top step. 5. Enter Sentry from the palace left.


Name ____________________________ Date __________ Antigone: Lesson 2: Exercise 4 (FCAT Practice/Reading Comprehension)

Read the information in the table below.

Number of Lines For Actors to Memorize in the Prologue Ismene 37

Antigone 47 Choragus 19 Chorus 24

Complete the bar graph by shading the boxes to show the information in the table above.

Number of Lines For Actors to Memorize in the Prologue 50

40

30

20

10

0 Choragus Chorus Ismene Antigone You have just been cast in the part of Antigone. Read the schedule and answer the questions.

Schedule for Rehearsals: Prologue June 26 8:00am-12:00pm Ismene, Antigone

1:00pm-4:00pm Choragus, Chorus June 27 8:00am-12:00pm Ismene, Antigone

1:00pm-4:00pm Choragus, Chorus June 28 8:00am-4:00pm All June 29 8:00am-12:00pm Ismene, Antigone

1:00pm-4:00pm Choragus, Chorus June 30 8:00am-12:00pm All

1:00pm-3:00pm Choragus, Chorus 3:00pm-5:00pm Ismene, Antigone

July1-2 8:00am-8:00pm Dress Rehearsal-All July 3 7:00pm-9:00pm Pre-production-All July 4-10 7:00pm-9:00pm Production-All

1. How many total hours are you scheduled for rehearsals? ___________

2. How many lines do you have to memorize? ___________

3. Estimate the number of minutes that you think it will take you to memorize each line.

___________

4. How many additional hours do you think you will need to spend at home to memorize all of

your lines? ___________


Name ____________________________ Date __________ Antigone: Lesson 2: Exercise 5 Fill in the blanks. Prologue

Antigone and Ismene discuss __________ death of their brothers. __________

Creon decides that one __________, Eteocles, will receive a __________ soldier’s

funeral. King Creon __________ that the other brother, __________, is a traitor. King

__________ decrees that he will __________ Polyneices’ body to rot __________ the

sun outside the __________ gates. King Creon forbids __________ burial of

Polyneices. Anyone __________ disobeys the law will __________ a penalty. The

penalty __________ to be stoned to __________ in the public square.

__________ feels it is her __________ to bury her brother. __________ is a

dishonor not __________ have a proper funeral. __________ a proper burial and

__________, Polyneices will never find __________ and will lose his __________.

Antigone asks Ismene if __________ will help with the __________ to prove she is

__________ true sister and not __________ traitor. Ismene warns Antigone

__________ will happen if she __________ King Creon’s law. Ismene __________

afraid and helpless. Ismene __________ that they are only __________ and cannot

fight the __________ or King Creon’s authority. __________ knows she will die

__________ honor for a “holy” __________.

In the Parados, or __________ song, that follows, Choragus, __________

narrator and leader of __________ Chorus, explains the details __________ how

Polyneices and Eteocles __________ and died. The chorus __________ celebrates


because the war __________ over.

Scene #1

In a political speech __________ the Chorus, King Creon __________ that he

will be __________ fair king, and he __________ do the right thing __________ protect

the state. King __________ has decided there will __________ no special favors for

__________ of his family. Because __________ fought against Thebes, he

__________ no honor or respect. __________ died as a hero, __________ Thebes,

and he will __________ a state burial.

King __________ decrees that it is __________ the law to bury __________.

Anyone who disobeys the __________ will die. King Creon __________ sentries to

watch Polyneices’ __________ so that no one __________ bury him. At that

__________, one of the sentries __________ to tell the king __________ someone has

buried Polyneices. __________ Creon is furious and __________ that the sentries find

__________ person who disobeyed his __________.

In Ode 1, the __________ responds to Scene 1 __________ realizing the new

King __________ Thebes is the new __________, and Thebes must obey __________.


Name ____________________________ Date __________ Antigone: Lesson 2: Exercise 6 Rewrite the sentences changing “going to” to the future time with “…will…” If the sentence is negative, keep it in the negative.

Example: Anyone who disobeys King Creon’s law is going to die. Anyone who disobeys King Creon’s law will die.

1. King Creon decides that Eteocles is going to receive a proper soldier’s funeral.

______________________________________________________________________

2. King Creon is going to leave Polyneices’ body to rot in the sun outside the city gates.

______________________________________________________________________

3. Creon forbids the burial of Polyneices. Anyone who disobeys the law is going to die.

______________________________________________________________________

4. Without a burial, Polyneices is never going to find rest and is going to lose his honor.

______________________________________________________________________

5. Antigone asks if Ismene is going to help with the burial to prove she is a true sister.

______________________________________________________________________

6. Ismene warns Antigone what is going to happen if she breaks King Creon’s law.

______________________________________________________________________

7. Antigone knows she is going to die with honor for a “holy” crime.

______________________________________________________________________

8. King Creon is going to be a fair king and is going to do the right thing for the state.

______________________________________________________________________

9. King Creon decides there are going to be no special favors for his family.

______________________________________________________________________

10. Eteocles died as a hero, and he is going to receive a state burial.

______________________________________________________________________

11. The sentries watch Polyneices’ body so that no one is going to bury him.

______________________________________________________________________

12. Anyone who disobeys Creon’s law is going to receive the penalty of stoning. _____________________________________________________________________________________________

english ii through esol - sdpbc web cms · decide que uno de los hermanos, eteocles, recibirá un...

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