english iv through esol - sdpbc web cms iv through esolthe phantom of the opera lesson 4 page 4 ....

English IV Through ESOLThe Phantom of the Opera Lesson 4

English IV Through ESOL

The Novel: Lesson 4: The Phantom of the Opera by Gaston Leroux Chapter 7: “Above the Trapdoors”; Chapter 8: “The Disappearance”

FCAT Reading/Writing Focus: Information Gathering FCAT Support Skills: Elements of Suspense, Connotative Meanings of Words,

Reading Critically-Visualization Language Focus: Noun clauses beginning with “that” (*key words in RED) Text: The Phantom of the Opera (Leroux) (Pacemaker Classic)

Chapter 7: “Above the Trapdoors” The Phantom of the Opera by Gaston Leroux English Spanish Haitian Creole

agree (that) acordamos (que) dakò apart separado apa, akote avoid evitar eskive,evite bang golpear frape bathe enjugar benyen believe (that) creer (que) kwè belong to pertenecer a apateni, pou beneath debajo anba Bony huesudo zo bubbling (adj) burbujeante bouyi, kimen cellar sótano kav cloak manto, capa manto maskaj coffin ataúd sèkèy compose componer konpoze confess (that) confesar (que) konfese corpse cadáver kadav crawl gatear rale curse maldición madichon dangerous peligroso (a) danjere deceived (adj) engañado(a) sedui demon demonio demon dig (dug) cavar (cavó) fouye distracted (adj) distraído distrè engaged (adj) comprometidos angaje expedition expedición ekspedisyon explore explorar eksplore faint desmayarse endispoze,Tonbe figure out (that) imaginarse (que) figire, detèmine find out (that) encontró (que) jwenn,dekouvri force (v) forzar fòse fury furia fache,firye grab agarrar sezi heaven cielo syèl hiss silbido de reptil (siseo) voltije, sifle imaginary imaginario imajinè immediately súbitamente, de súbito imedyatman


Chapter 7: “Above the Trapdoors” (continued) The Phantom of the Opera by Gaston Leroux English Spanish Haitian Creole

incredible increíble enkwayab jealous celoso jalou lie (v) mentir manti lift (v) levantar leve low (lowest) bajo (el más bajo, bajísimo) ba,piba mask máscara, careta mas might pudiera dwe moan (v) quejarse rannisman,j emisman murder (v) asesinar touye nervous nervioso(a) nève occurrence acontecimiento rive,pase organ órgano og permit (v) permitir pèmèt polar (North Pole) polar (Polo Norte) pòl nò power poder pisans pretend (that) aparentaban (que) pretann promise(that) prometer (que) pwomèt prop atrezzo, utilería sipò,soutyen,apui realize (that) descubrir (que) reyalize refuse rehusar refize roof techo fetay,dokay, twati secretly secretamente sekrètman several varios, varias anpil shadow sombra lonbraj shut cerrada fèmen silent silencioso, mudo silans skull cráneo eskèlèt society sociedad sosyete stage escenario platfòm stolen robada vòlè,pran stories cuentos istwa struggle lucha lite trapdoor escotillón* pòtpèlen triumphant triunfal triyonfan underground subterráneo anbatè wardrobe ropero amwa warn advertir cho weep(wept) sollozar (sollozó) kriye withered (adj) marchito (a) fane,fletri wrist muñeca ponyèt


Chapter 8: “The Disappearance” The Phantom of the Opera by Gaston Leroux English Spanish Haitian Creole

appear aparecer parèt arrange arreglar aranje,ranje assume (that) asumieron (que) panse,sipoze audience público, audiencia odyans coachman cochero chofè column (news) columna de noticias kolòn (nouvèl) directly directamente dirèkteman disappear desapareció disparèt doubt (that) dudar (que) doute foolish tonto foli gossip chisme jouda intended con la intención te vle luggage equipaje valiz nobleman gentilhombre, noble gason nòb observe (that) observar (que) obsève outstretched extendidos (a) detire performance actuación pèfòmans prevent prevenir prevni prize partido rri revenge venganza revanj ridiculous ridículo ridikil rival rival rival soul alma nanm upset disgustado fache,enkyè vanish desaparecer disparèt wealthy acomodados rich wool lana lèn


English Summary

Lesson 4: The Phantom of the Opera by Gaston Leroux Chapter 7: “Above the Trapdoors”; Chapter 8: “The Disappearance”

Chapter 7: “Above the Trapdoors”

Raoul found out that in one month he had to go on a polar expedition to the North Pole. Christine knew that at the end of that month she would never see Raoul again. Christine and Raoul could never be married, so they secretly pretended that they were engaged. For about a week, Christine and Raoul enjoyed the game, but Raoul’s heart was too sad to think about leaving Christine. Christine believed that they were playing a dangerous game, so she decided that she would stay away from Raoul. When Christine sang in the opera, she was triumphant. At the end of two days apart, Raoul and Christine realized that they had to be together. They explored the opera house, walked in the gardens, and Raoul listened to Christine practice. Christine took Raoul above the stage to the wardrobe and prop rooms. They figured out that the opera house was seventeen stories high.

In the opera house, strange occurrences made Christine nervous. One time, Christine thought that she saw imaginary shadows. Another time, near the trapdoor leading to the lower part of the opera house, the trapdoor suddenly banged shut. Raoul hoped that Christine would take him through the trapdoor. Christine refused because everything underground and beneath the stage belonged to the ghost. Christine knew that the ghost had shut himself up beneath the stage to work. For several days, Raoul and Christine avoided the trapdoors. Raoul promised that he would save Christine from the ghost’s power. However, Christine became more nervous every day. Another day, a shadow followed Raoul and Christine to the top floor of the opera house. They did not know that the silent shadow was following them, but it stopped when they stopped, and walked when they walked. When Raoul and Christine got to the roof of the opera house, they could see the city of Paris below them. Christine made Raoul promise that he would take her away by force if necessary.

On her last day with Raoul, Christine feared that something terrible if she did not return to the phantom. First, the phantom might take her away to his house on the lake. Then the phantom might tell her he loved her, and weep those terrible tears. Christine could not bear to see the phantom’s tears again. Raoul wanted Christine to leave immediately. Finally, Christine decided that she must let the phantom hear her sing one more night in the opera before she went away.

Christine finally told Raoul how she met the phantom of the opera. Christine had heard the phantom singing for three months before she ever met him. At first, Christine heard his voice sing, but then the voice began to talk to her and ask her questions. Christine thought that the voice might be the Angel of Music her father had promised to send to her. When Christine asked the voice if it was her Angel of Music, it said yes. Christine became good friends with the voice and started music lessons. When the voice learned about Raoul, it became sad. The voice said that it would go back to heaven if Christine gave her heart away on this earth.

Raoul had a high position in society, and Christine had a poor childhood. Therefore, society did not permit their marriage. However, the phantom did not believe that society could keep Raoul and Christine apart, and soon, he became jealous of Raoul. When Christine invited Raoul to go to Perros, the phantom was so jealous he pretended that he was Christine’s Angel of Music. The Angel of Music promised that he would play something incredible on her father’s violin. Christine thought that she must do what her Angel said, so she met him in the graveyard that night.

Christine did not understand how she had been so deceived under the phantom’s control. Christine finally learned the truth the night the chandelier fell in the opera house. That


night, Christine ran to her dressing room looking for Raoul, when a strange thing happened. Christine’s dressing room changed into a dark hallway, and the stone-cold bony hand of the phantom grabbed her wrist. The phantom wore a cloak and a mask, and he smelled of death. Christine struggled and fainted.

When Christine woke up, she was in the darkness near a bubbling well. The phantom was bathing her head with water. Then he lifted Christine up and placed her on a white horse. Christine remembered that the horse’s name was César. The ghost had stolen César from the opera horses. Now Christine realized that the opera ghost and the voice in her dressing room were the same man. The masked man and the white horse took Christine down and down to the lowest cellar of the opera where there was a lake. The phantom lifted Christine into a boat and then took her to a room that was decorated with many flowers. Christine tried to tear off the phantom’s mask, but he stopped her, and warned never to touch his mask. Then he confessed that he was not a ghost or the Angel of Music, but his name was Erik.

Christine continued to tell her story to Raoul. In the phantom’s room filled with flowers, he wept, moaned, crawled on the floor, and confessed his lies to Christine. After that, Christine believed that Erik would die if she left him. Christine believed that Erik would murder for her. She knew the ghost loved her, so she told him that she would hate him if he did not let her go. In his room, Erik had an open coffin in the middle of the bed, and he had an organ to compose his music. Christine learned that when Erik finished his music composition, he planned to take it with him into his coffin, and never wake up again. Then Erik played music for Christine, and he was so distracted he forgot about everything around him. That was when Christine pulled off the mask and saw the horror of the phantom’s face. Erik’s face was a withered human skull with four black holes for the eyes, nose, and mouth. Erik’s face had the fury of a demon, and he hissed and cursed at Christine. He took Christine’s hand and dug her fingernails into his face, and then crawled to his room weeping. The man who loved Christine looked like a corpse.

One month passed. Erik had worn a mask since he was a baby, and Christine felt sorry for him. However, she lied to Erik to get away. Christine reassured Erik that his face did not frighten her, and she told him his music was beautiful. When Erik finally let Christine go, he gave her a gold ring. After hearing Christine’s story, Raoul wanted to leave immediately. However, Christine had promised that she would return, and believed that she must sing one more time for the phantom of the opera. Raoul agreed that she would sing, but he would take her away after the opera, no matter what happened. Then, suddenly, Christine realized that she had lost the gold ring. Chapter 8: “The Disappearance”

Raoul was upset when Christine told him about Erik. Raoul knew that Erik was his rival for Christine’s love. Raoul went to see his brother Philippe to tell him that he was leaving with Christine. Raoul’s brother Philippe showed him the gossip column in the newspaper. Philippe had read that Viscount Raoul de Chagny and Miss Christine Daaè were in love, and the brother Philippe intended to prevent a marriage. The brothers had different opinions. Philippe felt that Raoul was ridiculous to listen to a girl with ghost stories. However, Raoul had already decided that he was taking Christine away with him that same night. Philippe wanted to stop this foolish action.

Raoul arranged for everything for the trip, including the food, luggage, money, carriage, horses, and coachman. The newspaper had an effect on the people at the opera. The people assumed that the newspaper was correct. The people observed that Philippe was in his box alone, and they whispered about Raoul’s absence. The people were unfriendly to Christine. Raoul was a wealthy nobleman and a high prize for a girl who came from a poor family. They doubted that Christine was good enough for a nobleman. However, Christine sang with all her heart and soul and the audience loved it.


When Christine began to sing in the last act, Raoul appeared in the center of the theater. Raoul stood there as Christine sang directly to him with her arms outstretched. Suddenly, all of the lights went out, but the darkness quickly vanished and the lights came back on. Raoul screamed and Philippe jumped to his feet. Christine had disappeared right in front of everyone in the middle of the performance, and no one knew how or where she was. Raoul ran through the theater calling Christine’s name. Raoul believed that Erik must have heard their secret and wanted revenge. The police commissioner went with Raoul to find the managers. A man known as the Persian quietly stopped Raoul and warned him not to speak about Erik. The Persian had dark skin and green eyes, and he wore a long coat and a wool hat. The Persian disappeared as quickly as Raoul saw him. Raoul told police Commissioner Milfroid about the Angel of Music who was also the phantom of the opera. After Raoul told the police everything, he heard that the carriage belonging to his brother Philippe was seen leaving Paris. As Raoul ran from the office, the Persian stopped him in the hallway.


Spanish Summary

Lección 4: El Fantasma de la Ópera de Gaston Leroux Capítulo 7: “Sobre el escotillón”; Capítulo 8: “La desaparición”

Capítulo 7: “Sobre el escotillón” Raoul se enteró de tenía que salir en una expedición al Polo Norte dentro de un mes, y

Christine sabía que después de que transcurriera ese tiempo, no lo volvería a ver jamás. Ellos no podrían casarse nunca, por lo que aparentaban estar comprometidos secretamente. Disfrutaron de aquel juego por una semana, pero el corazón de Raúl estaba demasiado triste para pensar en dejar a Christine. La joven reflexionó acerca de lo peligroso que aquella farsa y decidió permanecer alejada de Raoul mientras cantaba magistralmente en la ópera. Después de dos días de estar separados, ambos se dieron cuenta de la necesidad que tenían de estar juntos. Entonces, recorrieron el edificio de la ópera y anduvieron por sus jardines; él escuchaba las clases de práctica de Christine; ella lo llevaba a las salas de vestuario y de atrezzo que estaban en el piso encima del escenario y calcularon que el inmueble tendría diecisiete pisos de altura.

Por otro lado, los extraños sucesos que acontecían en el teatro hacían que Christine se pusiera nerviosa. En una ocasión, pensó que veía sombras imaginarias; en otra, estando cerca del escotillón que conducía a la parte subterránea del teatro, sintieron que este se cerraba con un golpe súbito. Raoul esperaba que Christine lo llevara más allá del escotillón, pero ella se negó porque sabía que toda la zona subterránea y de debajo del escenario era propiedad del fantasma, quien se había encerrado en ese lugar para trabajar. Por varios días los enamorados evitaron el escotillón; él le prometió a su amada que la salvaría del poder del fantasma, pero, a pesar de esa promesa, ella se sentía cada día más inquieta. En otra oportunidad, una sombra los persiguió hasta lo más alto del edificio; no percibieron que la silenciosa sombra iba tras ellos, pero esta se detenía cuando se paraban y proseguía cuando echaban a andar. Cuando llegaron a la azotea, pudieron admirar las luces de París que brillaban a sus pies, fue en aquel sitio donde Christine hizo que él le prometiera que se la llevaría lejos, aunque fuera necesario hacerlo a la fuerza.

En el último día que compartieron juntos, Christine temía que algo terrible pasara si no regresaba al lado del fantasma, quien podría llevársela a la casa que tenía en el lago, donde le declararía su amor y derramaría de nuevo aquellas terribles lágrimas que su vista no podía soportar. Raoul quería que Christine se fuera inmediatamente con él, pero al final, ella decidió que tenía que dejar que el fantasma la oyera cantar una noche más antes de marcharse.

Por fin, la joven le contó a Raoul la manera en que conoció personalmente al fantasma después de haber estado escuchándolo cantar por tres meses. Al principio, solo oía su voz, pero, después de un tiempo, dicha voz comenzó a hablarle y a hacerle preguntas. Ella pensó que posiblemente fuera su “Ángel de la Música”, a quien su padre había prometido enviarle y cuando le preguntó que si era su “Ángel”, la voz le respondió que sí. Se convirtieron en buenos amigos y comenzaron las clases de música de la muchacha. Cuando la voz supo acerca de Raoul, se afligió y dijo que regresaría a los cielos si Christine entregaba su corazón a un mortal.

Raoul disfrutaba de una buena posición en la alta sociedad, pero Christine había tenido una infancia muy pobre, por esa razón el gran mundo no aprobaba su unión. Sin embargo, el fantasma no creía que la sociedad pudiera mantenerlos separados así que sintió celos de él desde el principio. Cuando Christine invitó a Raoul a ir a Perros, el fantasma se puso tan celoso que fingió que era el “Ángel de la Música” de Christine y le prometió que tocaría una melodía increíble en el violín de su padre. Ella pensó que tenía que hacer lo que su Ángel le dijera, así que fue a encontrarse con él esa noche en el cementerio.

Christine no comprendía cómo el fantasma la había engañado tan fácilmente, al fin, se


enteró de toda la verdad el día en que la lámpara de araña se desplomó en la ópera. Esa noche, Christine corrió hacia su vestidor buscando a Raoul y sucedió algo extraño, su vestidor se convirtió en un corredor oscuro, y la mano huesuda y fría como el mármol del fantasma la agarró por la muñeca; el espectro tenía puesto una capa y una máscara, y emanaba de él un hedor a muerte, la joven luchó por zafarse, pero se desmayó.

Cuando volvió en sí, Christine estaba en tinieblas, tendida cerca de un pozo burbujeante, de donde el fantasma tomaba el agua con que estaba enjugándole la cabeza, luego la alzó y la montó en un caballo blanco. La joven recordó que el nombre de aquel caballo era “César” y que se decía que el fantasma se lo había robado de las caballerizas de la ópera. En aquel momento, Christine se dio cuenta que el fantasma de la ópera y la persona cuya voz escuchaba en su vestidor eran el mismo hombre. El enmascarado se llevó a Christine cabalgando en el caballo blanco, descendiendo más y más, hasta lo más profundo de los cimientos del teatro, donde había un lago. La cargó de nuevo en sus brazos y la colocó en un bote que los condujo hasta una habitación profusamente decorada con flores. Christine trató de sacarle la máscara, pero él la detuvo y le advirtió que nunca más se atreviera a tocar su antifaz. Entonces le confesó que no era el fantasma de la Ópera ni el “Ángel de la Música”, sino que se llamaba “Erik”.

Christine continuaba con su relato. En aquella habitación llena de flores, el tal Erik sollozó, se lamentó, se revolcó en el suelo y le confesó todas sus mentiras. Después de aquello, ella creyó que si lo abandonaba él se moriría, asimismo estaba convencida que él sería capaz de matar por ella. También, persuadida de que el fantasma la amaba, le advirtió que si no la dejaba libre lo aborrecería. En su habitación, Erik tenía un ataúd abierto en medio de la cama y un órgano para componer su música, fue así como se enteró que cuando él terminara de componer, planeaba agarrar su música, meterse en el ataúd y no despertar jamás. Erik tocó para Christine, tan ensimismado, que se olvidó del mundo a su alrededor; fue en ese preciso momento que ella aprovechó para arrancarle la máscara y ver su horripilante cara. El rostro de Erik era un pálido cráneo humano que en el lugar de los ojos, la nariz y la boca tenía cuatro orificios negros; a la sazón su expresión tenía la furia de un demonio y silbaba como una serpiente, maldiciéndola. Erik agarró la mano de Christine y enterró los dedos de la muchacha en su rostro, luego la soltó y se fue a su cuarto arrastrándose y sollozando. Christine Daaè se horrorizó: el hombre que la amaba tan apasionadamente tenía el aspecto de un cadáver.

En el transcurso de un mes, Christine se enteró de que Erik había usado una máscara desde que era un bebé y sintió lástima de él. Sin embargo, le mintió acerca de sus planes de escaparse. Ella llegó a asegurarle que su rostro no la espantaba y que su música era bella. Por fin, Erik permitió que Christine se marchara y le regaló el anillo de oro. Cuando Raoul terminó de escuchar la historia, quería que se escaparan inmediatamente, pero Christine había prometido que regresaría y pensaba que estaba obligada a cantar una vez más para el fantasma de la ópera. Raoul estuvo de acuerdo con que cantara, pero, eso sí, después de la función se la llevaría aunque fuera a la fuerza y pasara lo que pasara. En ese instante Christine se dio cuenta que había perdido el anillo de oro. Capítulo 8: “La desaparición”

Raoul se molestó cuando Christine le contó sobre Erik, sabía que era su rival por el amor de la muchacha, así que rápidamente fue a ver a su hermano Philippe para decirle que se marchaba de París con ella. Al encontrarse con su hermano, este le enseñó la columna de chismes del diario donde había leído que el Vizconde Raoul de Chagny y la Señorita Christine Daaè estaban enamorados, pero que el hermano mayor de este, Philippe, intentaba impedir el matrimonio. Ambos tenían opiniones diferentes: Philippe creía que su hermano hacía el ridículo al prestar atención a una joven que contaba historias de aparecidos; por su parte,


Raoul ya había decidido que se llevaría a Christine bien lejos aquella misma noche. Philippe quería evitar aquella huída que consideraba una necedad.

Raoul se encargó de todos los detalles de la fuga: comida, equipaje, dinero, carruaje, caballos y cochero. Lo publicado en el diario había afectado a los asiduos a la ópera, pues asumían que tenía razón, observaban que Philippe estaba solo en el palco y murmuraban acerca de la ausencia de Raoul. La mayoría de las personas eran hostiles a Christine porque la consideraban culpable de la situación. Raoul era un opulento aristócrata y un buen partido para una muchacha que provenía de una familia pobre; además dudaban que ella fuera lo suficientemente buena para un gentilhombre. A pesar de todo, Christine seguía cantándo con todo el corazón y toda el alma, y al público le encantaba.

Cuando Christine comenzó a cantar en el último acto, apareció Raoul, parado en medio del teatro, la joven extendió sus brazos hacia él, cantándole directamente. De repente, todas las luces se apagaron, pero la oscuridad se disipó rápidamente y se restableció la iluminación. Raoul pegó un grito causando que su hermano Philippe se parara de un salto. Justo en medio de la función Christine había desaparecido enfrente de todos, nadie supo cómo ni dónde. Raoul corrió por el teatro llamándola, intuía que Erik se había enterado del secreto de ellos y quería vengarse. El comisario fue con Raoul a buscar a los gerentes del teatro. Un hombre de piel morena y ojos verdes, conocido como el “Persa”, vestido con un abrigo largo y una gorra de lana, detuvo a Raoul y le advirtió sosegadamente que no mencionara a Erik; acto seguido, desapareció. El joven refirió al Comisario Milfroid que el “Ángel de la Música” y el “Fantasma de la Ópera” eran la misma persona. Cuando terminó de contarle todo al policía, escuchó decir que el carruaje de su hermano Philippe había sido visto abandonando la ciudad; Raoul salió corriendo de la oficina y el “Persa” volvió a atajarlo en el pasillo.


Haitian Creole Summary

Lesson 4: Fantòm Opera A dapre Gaston Leroux Chapter 7: “Anlè Trap yo”; Chapter 8: “Disparisyon an”

Chapter 7: “Anlè Pòtpèlen yo”

Raoul dekouvri nan yon mwa li te gen pou ale nan yon ekspedisyon polè nan Pol Nò. Christine te konnen nan fen mwa sa a li patap jam wè Raoul ankò. Christine ak Raoul patap jam kapab marye, konsa sekrètman yo te pretann yo te fiyanse. Christine ak Raoul te pwofite amizman an pou anviwon yon semèn, men kè Raoul te vin twò tris pou l wè l ap kite Christine. Christine te kwè yo t ap jwe yon move jwèt , konsa li te deside pou l te rete lwen Raoul. Lè Christine te chante nan opera a, se te bèl bagay. A la fen de jou yo te pase separe yonn ak lòt la, Raoul ak Christine te reyalize yo pa kab kite fòk yo rete ansanm. Yo te eksplore mezondopera a, mache nan jaden yo, epi Raoul te koute vwa Christine k ap pratike. Christine te mennen Raoul anlè platfòm nan direksyon amwa ak cham sipò yo. Yo te dekouvri mezondopera a te gen disèt etaj dewotè.

Nan mezondopera a, bagay etranj ki te rive te mete Christine sou tansyon. Yon fwa menm, Christine te panse li te wè lonbraj imajinè. Yon lòt fwa, toupre pèlen ki mennen nan seksyon ki pi ba nan kay mezondopera a, soudènman pèlen an fèmen ak vyolans. Raoul te espere Christine t ap antre nan pèlen an avèk li. Christine te refize paske tout bagay ki nan sousòl la ak pa anba platfòm nan se pou yon zonbi yo ye. Christine te konnen zonbi a te fèmen tèt li anba platform lan pou l travay. Pandan plizyè jou, Raoul ak Christine te evite pèlen yo. Raoul te pwomèt li ta sove Christine anba pouvwa zonbi a. Sepandan, chak jou ki te pase, Christine te vin pi eksite. Yon lòt jou, te gen yon lonbraj ki te swiv Raoul ak Christine jouk anlè nan dènye etaj mezondopera a. Yo pat konnen si yo te gen yon lonbraj silansye ki tap swiv yo, men li te kanpe lè yo te kanpe, epi li te mache lè yo te mache. Lè Raoul ak Christine te rive sou tèt fetay mezondopera a, yo te kab wè vil Paris anba yo. Christine te fè Raoul pwomèt pou l ta pran l avèk li menm ak fòs si li ta nesesè.

Nan dènye jou l avèk Raoul, Christine te pè kèk bagay tèrib ta rive l si l pat retounen ale jwen fantòm lan. Premyèman, fantòm lan kab byen ale avèk li nan kay li sou lak la. Answuit fantòm lan k ab di l li renmen l, epi siye dlo tèrib ki nan je l yo. Christine pa t gen kouraj pou wè dlo ap koule nan je fantòm lan ankò. Raoul te vle kite Christine imedyatman. Finalman, Christine te deside li dwe kite fantòm lan tande l k ap chante yon dènye swa nan opera a anvan li pati.

Finalman Christine te di Raoul kouman li te rankontre ak fantòm lan nan opera. Christine te tande fantòm lan chante pandan twa mwa avan li te resi rankontre l. Avan tou, Christine te tande vwa l k ap chante, men apre vwa a te koumanse pale avèk li epi poze l kesyon. Christine te panse se te kab vwa yon Anj Mizik papa l te pwomèt pou voye pou li. Lè Christine te mande vwa a si se li ki te vwa Anj Mizik la, li te di wi. Christine te vin bon zanmi ak vwa a epi li te koumanse leson mizik. Lè vwa a te vin aprann osijè Raoul, li te vin tris. Vwa a te di l ap tounen nan syèl si Christine te bay yon moun kè l sou latè.

Raoul te okipe yon pozisyon ki wo nan sosyete epi Christine te gen yon anfans ki pòv. Konsa, sosyete a pat pèmèt yo marye ansanm. Sepandan, fantòm lan pat kwè sosyete te kapab separe Raoul ak Christine, epi osito li te vin jalou kont Raoul. Lè Christine te envite Raoul pou ale nan Perros, fantòm lan te tèlman vin jalou li te pretann li se Anj Mizik Christine. Anj Mizik la te pwomèt li ta jwe yon mòso enkwayab sou vyolon papa Christine lan. Christine te panse li te dwe fè sa Anj li te di, konsa li te rankontre avèk li nan simityè a jou swa sa a.

Christine pat konprann kouman li te twonpe anba kontwòl fantòm lan. Finalman, Christine te aprann la verite nan nwit kote chandelye a te tonbe nan mezondopera a. Nan nwit sa a, Christine te kouri nan chanb kote yo abiye a pou chèche Raoul, pandan yon bagay etranj


te rive. Chanb Christine abiye a te tounen yon koulwa tou nwa, epi zo men frèt fantòm lan te kenbe ren l. Fantòm lan te gen sou li manto ak yon mas, epi li te gen sant lanmò. Christine te lite epi li te endispoze.

Lè Christine reveye, li te nan fè nwa toupre yon pi k ap kimen. Fantòm lan t ap lave tèt li ak dlo. Apre sa li leve Christine anlè epi li mete l sou yon chwal blan. Christine te sonje non chwal la se te César. Fantòm lan te vòlè César pami chwal opera yo. Koulye a Christine te reyalize zonbi opera ak vwa ki te nan sal abiman an te menm. Gason maske a ak chwal blan an mennen Christine anba, epi byen fon nan souteren ki pi fon nan opera a kote te gen yon etan. Fantòm lan leve Christine mete nan yon bato epi li mennen l nan yon jaden ki te dekore ak anpil flè. Christine te eseye dechire mas fantòm lan, men fantòm lan te anpeche l, epi li te avèti l pou l pa janm touche mas la. Epi li te konfese li pa t ni yon zonbi ni Anj Mizik la, men non li se Erik.

Christine te kontinye rakonte Raoul istwa l la. Nan sal fantòm lan ki te ranpli ak flè a, li te kriye, ranni, ralesouvant, epi konfese mansonj li devan Christine. Apre sa, Christine te kwè Erik ta mouri si l te kite l. Christine te kwè Erik ta touye moun akòz li. Li te konnen zonbi a te renmen l, konsa li te di l li ta va rayi l si li pa t kite l ale. Nan sal li a, Erik te gen yon sèkèy ouvè nan mitan kaban lan, epi li te genyen yon òg pou l konpoze mizik li. Christine te aprann lè Erik te fini konpozisyon mizik li, li te planifye pou l te antre avèk li nan sèkèy la, epi pou l pa janm reveye ankò. Apre sa Erik te jwe mizik pou Christine, epi li te sitèlman distrè li te bliye tout bagay ki te antoure l. Se te lè sa a Christine te rale mas la epi li te wè freyè ki te nan vizaj fantòm lan. Vizaj Erik te yon eskelèt moun ki fletri ak kat twou nwa pou zye yo, nen, ak bouch. Vizaj Erik te gen raj yon demon, epi li te sifle li bay Christine madichon. Li te pran men Christine epi li foure zong li yo nan vizaj li, ralesouvant nan sal la pandan l ap kriye. Gason ki te renmen Christine lan te sanble ak yon kadav.

Yon mwa te pase. Erik te pote yon mas depi lè li te yon bebe, Christine te pran lapenn pou li. Sepandan, li te bay Erik manti pou l te kab sove. Christine te reasire Erik vizaj li pa t fè l pè, li di l mizik li a bèl. Finalman lè Erik te kite Christine ale, li te bali yon bag annò. Apre Raoul te fin tande istwa Christine, li te vle pati imedyatman. Sepandan, Christine te pwomèt lap retoumen, li kwè li dwe chante yon lòt fwa pou fantòm opera a. Raoul dakò li ta dwe chante, men li t ap pran l pou ale avèk li apre opera a, kèlkilanswa sa k te rive. Nan ka sa a, osito, Christine te reyalize li te dwe pèdi bag annò a. Chapter 8: “ Disparisyon an”

Raoul fache lè Christine rakonte l istwa Erik la. Raoul konnen Erik se yon rival amoure pou li poutèt Christine. Raoul al wè frè l Philippe pou l di l li t ap pati ak Christine. Philippe frè Raoul la montre l kolòn tripotaj ki nan jounal la. Philippe li Viskont Raoul de Chagny ak Miss Christine Daaè te tonbe damou, epi frè Philippe te gen entansyon pou anpeche maryaj la. Frè yo gen opinyon ki diferan. Philippe santi Raoul ridikil pou l koute yon fi ki gen istwa zonbi. Sepandan, Raoul te deja deside l ap pati avèk Christine menm jou swa sa a. Philippe te vle stope aksyon foli sa a.

Raoul range tout bagay pou vwayaj la, ki enkli manje, valiz, lajan, transpò, cheval, ak chofè. Jounal la fè efè sou moun nan opera a. Moun yo panse jounal anfòm. Moun yo obsève Philippe ki izole poukont li, epi yo tap fè jouda osijè absans Raoul. Moun yo te koumanse vin tyèd ak Christine. Raoul te yon mesye nòb ki te rich epi li yon chaj ki lou pou yon fi ki sòti nan yon fanmi ki pòv. Yo te doute Christine te prezantab pou yon gason nòb. Sepandan, Christine te chante avèk tout kè li ak tout nanm li epi odyans la te renmen sa. Lè Christine koumanse chante nan dènye pèfòmans la, Raoul parèt nan mitan sal teyat la. Raoul kanpe la pandan Christine chante dirèkteman pou li ak bra l ouvè. Soudèman, tout limyè te etenn,men fè nwa a te pase vit epi limyè yo te retounen limen. Raoul te pouse yon kri epi Philippe kouri kanpe sou pye l. Christine te disparèt la devan je tout moun nan mitan pèfòmans la, epi pa gen moun ki te konnen kouman sa te fèt epi ki kote l te ye. Raoul kouri nan sal teyat la


ap rele non Christine. Raoul kwè Erik dwe te tande sekrè yo epi li te vle revanj. Komisyonè polis te ale ak Raoul pou jwenn administratè yo. Gen yon gason yo konnen kòm Pèsyen ki te kanpe Raoul tou dousman epi li avèti l pou l pa pale osijè Erik. Pèsyen an te genkoulè nwa ak zye vèt, epi li te genyen sou li yon manto long ak yon chapo lèn nan tèt li. Pèsyen an te disparèt nan yon bat je apre Raoul te wè l. Raoul te di komisyonè polis la ki se Milfroid osijè Anj Mizik la ki te egalman yon fantòm nan opera a. Apre Raoul te di lapolis tout bagay, li te tande transpò ki pou frè l la Philippe t ap kite Paris. Kòm Raoul te kouri sòti nan biwo a Pèsyen an te rete l nan koulwa la.


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.) The Phantom of the Opera: Lesson 4: Minimal Pairs Activity:

bathe/bayed lied/ride bang/bag bony/pony roof/Ruth polar/bowler hiss/his dug/thug faint/paint wealth/welt jealous/zealous shut/jut prize/price wither/whither wrist/list believed/bereaved coach/coat force/fours dig/jig stage/stays

Bingo Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words or phrases from the lesson summary list or from students' classroom 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 their Bingo spaces when they hear the word or phrase.

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. The Phantom of the Opera: Lesson 4: Team Spelling Activity: Use the following words for the test. The teacher gives the present form, and students respond with the simple past form. Examples: refuse (refused) dig (dug) assume, bathe, compose, doubt, find, grab, hiss, murder, permit, shut, steal, warn, weep


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.

The Phantom of the Opera: Lesson 4: Follow Directions Activity: Provide teams with colored pencils and paper. Teams will follow directions to create a “Compound Words Wheel” (Here are 8 compound words for the 8 pins on the wheel: trapdoor, keyboard, coachman, footstep, underground, newspaper, backstage, outstretched) Directions to make the pinwheel: (Or use the reproducible pinwheel diagram provided below)

1. Draw a circle in the middle of the paper. Write the title, “Compound Words Wheel” in the circle. Color the circle yellow.

2. Draw eight diamond-shaped pins coming out from the circle (to make the shape of a pinwheel).

3. Divide each diamond into two triangles. Color each triangle in the diamond a different color. (Each diamond will have two different colors.)

Directions for compound words: 1. In the 1st diamond pin, in the first triangle, write the word “trap”. In the other triangle,

write the word “door”. Now read the two words together as one word (“trapdoor”). 2. In the 2nd diamond pin, in the first triangle, write the word “key”. In the other triangle,

write the word “board”. Now read the two words together as one word (“keyboard”). 3. In the 3rd diamond pin, in the first triangle, write the word “coach”. In the other

triangle, write the word “man”. Now read the two words together as one word (“coachman”).

4. In the 4th diamond pin, in the first triangle, write the word “foot”. In the other triangle, write the word “step”. Now read the two words together as one word (“footstep”).

5. In the 5th diamond pin, in the first triangle, write the word “under”. In the other triangle, write the word “ground”. Now read the two words together as one word (“underground”).

6. In the 6th diamond pin, in the first triangle, write the word “news”. In the other triangle, write the word “paper”. Now read the two words together as one word (“newspaper”).

7. In the 7th diamond pin, in the first triangle, write the word “back”. In the other triangle, write the word “stage”. Now read the two words together as one word (“backstage”).

8. In the 8th diamond pin, in the first triangle, write the word “out”. In the other triangle, write the word “stretched”. Now read the two words together as one word (“outstretched”)

The Phantom of the Opera: Lesson 4: Follow Directions Activity: Continued on next page


The Phantom of the Opera: Lesson 4: Follow Directions Activity: (continued)

Compound

Words Wheel


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?) The Phantom of the Opera: Lesson 4: Dictation Activity:

a) One time, Christine thought that she saw imaginary shadows. b) Raoul hoped that Christine would take him through the trapdoor. c) Raoul promised that he would save Christine from the ghost’s power. d) When Christine began to sing in the last act, Raoul appeared in the center of the theater. e) Raoul stood there as Christine sang directly to him with her arms outstretched.


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. The Phantom of the Opera: Lesson 4: Interview Activities: You play the role of Christine Daaè. Choose several students to play the role of Raoul. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of Christine’s answers. Students should save notes for Writing Activity #1, Language Experience Story.

a) When did you learn the truth about the phantom? b) Where did you go the night the chandelier fell in the theater? c) Why did you faint? d) Where were you when you woke up? e) How did the phantom get you to his room? f) Did the phantom confess who he really is? g) Why were you afraid of the phantom? h) Do you think the phantom loves you? i) What did you think would happen if you left? j) Did you try to take off the phantom’s mask? k) How did the phantom spend his time? l) What did the phantom look like without his mask? m) What did he do when you saw his face? n) How long had he worn a mask to cover his face? o) Why did you feel sorry for the phantom? p) What did you say to him when you saw his face? q) What did the phantom’s room look like? What was in the phantom’s room? r) What did Erik plan to do with the coffin? s) Why did Erik give you the gold ring? t) What did you promise Erik?


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!”) The Phantom of the Opera: Lesson 4: Intentional Intonation Activities:

People doubted that Christine was good enough for a nobleman. (not Raoul) People doubted that Christine was good enough for a nobleman. (not believed) People doubted that Christine was good enough for a nobleman. (not Carlotta) People doubted that Christine was good enough for a nobleman. (not would be) People doubted that Christine was good enough for a nobleman. (not bad enough) People doubted that Christine was good enough for a nobleman. (not poor man)

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. The Phantom of the Opera: Lesson 4: Backward Build-up Activity:

a) They explored the opera house, walked in the gardens, and Raoul listened to Christine practice.

b) Another time, near the trapdoor leading to the lower part of the opera house, the trapdoor suddenly banged shut.

c) When Raoul and Christine got to the roof of the opera house, they could see the city of Paris below them.

d) Christine’s dressing room changed into a dark hallway and the stone-cold bony hand of the phantom grabbed her wrist.

e) Christine had disappeared right in front of everyone in the middle of the performance, and no one knew how or where she was.


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. The Phantom of the Opera: Lesson 4: Charades Activity: Suggestions:

bathe, beneath, bony, bubbling (adj), compose, crawl, dig (dug), explore, faint, force (v), fury, grab, lift (v), low (lowest), nervous, occurrence, organ, permit (v), polar (North Pole), power, prop, refuse, shadow, silent, skull, struggle, triumphant, underground, wardrobe, warn, weep(wept), withered (adj)

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.

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? The Phantom of the Opera: Lesson 4: Twenty Questions Activity: Photo or picture suggestions:

bony, bubbling (adj), cellar, cloak, coffin, compose, corpse, crawl, curse, dangerous, demon, mask, nervous, organ, North Pole, prop, roof, shadow, skull, society, stage, trapdoor, underground, wardrobe, withered (adj), wrist, audience, coachman, column (news), luggage, nobleman, outstretched, performance, prize, wool


FCAT FOCUS READING SKILL: Information Gathering

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

INFORMATION GATHERING What to do and what to watch for. An important FCAT skill is gathering information from a variety of sources. Learn the parts of a book, how to use a dictionary, almanac, atlas, telephone directory, newspaper, and the abundant resources and references in your library.

Index

The index is the reference list at the back of a book. The index shows what is in the book. a) The index is always in alphabetical order by topic. After the topic, you will find the

page numbers in the book where that topic is located. If you are using a set of books, sometimes the index for all of the books is in the last volume, called the index volume.

b) To find the information you are looking for, think of a key word or topic word that covers what you want.

For example, if you are looking for the Abraham Lincoln, you will look in the index under Lincoln, Abraham and you should look under topics such as Presidents, Civil War, Abolition of Slavery, Gettysburg Address, etc. Be sure to check each page listed under every topic until you find the specific information you are looking for. Examples:

1. To find information to assist in writing a paper on the how descriptive language can improve your writing, where would you look?

2. On what pages could you find information to help you improve your reading? 3. Where could you find poems to give to someone you love?

Rising action 1198 Romance 673, 683, 684, 1200 Romantic hero 149 Romanticism 143, 144, 212, 212,247, 578, 1302

Romantic novel 417 Satire 50, 55, 160, 346, 978, 1103 Scanning 1200 Sensory language 557, 1189

Almanac

An almanac is like a yearbook. Every year a new almanac shows updated facts and interesting information about people, places, countries, sports, and even entertainment.

Atlas

An atlas is a book of detailed maps. Atlases are used to find information on: a) Continents, countries, states, regions and provinces, counties, major cities and rural

areas b) Planets and constellations c) Borders, boundaries d) Geographical information such as oceans, mountain ranges elevations, and even

rainfall or population. e) Road Atlases are for planning a trip. They show streets, roads, interstate highways,

and even distances. Refer to the next pages for more on Information Gathering


FCAT FOCUS READING SKILL: Information Gathering (continued)

Table of Contents a) The Table of Contents is located in the front of a book. The Table of Contents is a

list that shows what is contained in the book, or the contents. b) The table of contents shows a general summary of the book from its beginning to

its end. c) It will list the units, chapters, titles, and headings. It shows topics and subtopics

(little topics that are part of the big topic), sections and subsections. Page numbers show where each section begins.

d) To find information, study the chapter titles and headings to find the one related to your topic.

Example: You are looking for information on the life cycle of the butterfly. In a book about animals, you will see chapters on mammals, reptiles, amphibians, fish, and insects. The chapter on insects is the most closely related to the topic, butterflies. The page given is where the chapter starts, and this is where you will also start to look for your information.

Directions: Read the following Table of contents and answer the questions. 1) Where could you find information to write a paper on war? 2) In what chapter might you find information about the elderly? 3) Under which heading are you most likely to find information about Martin Luther

King’s famous speech? Table of Contents

Chapter 7: Changes Generations of Change 340 Growing Up 375 Planning For Change 398

Chapter 8: Perspectives Personal Expression 432 Public Speaking 450 Theater and the Arts 487 A Child’s Eye View 541

Chapter 9: Revolution A Personal Awakening 593 Times of Danger 631 The Need to Know 662 An Ideal World 703

Encyclopedia

An encyclopedia is a set or group of books (volumes), arranged alphabetically. The books have general information on people, places, and events in history. The information goes up to the publishing year of the books. Encyclopedias are used to find information on:

a) Countries, governments or different cultures b) Science topics c) People, places, events in history d) Other research topics , especially for writing a research paper

Refer to the next pages for more on Information Gathering



Dictionary Entry Use dictionaries to find information about the language and words in the language. (Dictionary entries are in the back of some books and called a glossary. The glossary will only have words used in that particular book.) Some dictionaries have more information than others do, but here are some of the things you can find in a dictionary. Dictionaries and glossaries list words in alphabetical order. Look for the guidewords on each page to see the range of words on each page.

a) Meaning of a word b) Spelling and pronunciation of a word c) Part of speech (how to use the word) d) Related words (word families) e) Derivation (etymology or origin of a word) f) Synonyms (words that mean the same thing) g) Antonyms (words that mean the opposite) h) Homonyms, homographs, homophones (words that sound the same or are

spelled the same, but have different meanings) i) Idioms (groups of words that are used for a special meaning) j) Abbreviations (In the front of the book, there is a key to the abbreviations in the

book) Example: Read the following dictionary entry and answer the questions.

1) According to this dictionary entry, what is the difference in meaning between “democratic” and “Democratic”?

2) Which part of speech is democracy? 3) What is the plural and how is it spelled? 4) How many different derivations does the word have?

De-moc-ra-cy \di-mak-re-se\ n. Pl. –cies [MF democratie, fr. LL democratia, fr. Gk demokratia, fr. Demos + -kratia –cracy] (1576) 1 a: government by the people; esp : rule of the majority b: a government in which the supreme power is vested in the people and exercised by them directly or indirectly through a system or representation usu. Involving periodically held free elections 2 : a political unit that has a democratic government 3 cap : the principles and policies of the Democratic party in the U.S. 4: the common people esp. when constituting the source of political authority. 5: the absence of hereditary or arbitrary class distinctions or privileges

Telephone Directory A directory is a book that lists names, addresses, and telephone numbers of people or business in a specific location or area. Telephone directories are used to find information on:

a) Phone numbers and addresses of people and businesses b) Local information such as zip codes, telephone area codes, and even street maps c) Emergency phone numbers, like hospitals, police, child abuse, suicide or poison

control d) Government offices and services e) Advertisements in the yellow pages

Refer to the next pages for more on Information Gathering



Newspaper Newspapers are published daily or weekly to report the news and current events (things that are happening now). Newspapers are used to find information on:

a) What is happening now in your town, city, country and the world b) What is happening in special interest areas like sports, fashion, weather, and the

financial news from the stock market c) Advertisements for sales at local stores and markets d) Classified Ads for finding a job or people selling merchandise

Library/Media Center The library (or media center) has the information you are looking for. It is important to know how to find information in the library.

a) Computer Catalog. (Electronic). Everything in the library is in the electronic catalog. You can do a keyword search. It is easy, fast, and fun. You can type in a specific word or phrase that you need. There are three ways to look for information, author (if you know the author), title (if you know the author), or subject (books with different authors and titles, but on the same subject). Specific information you find includes:

Call number (upper left corner) tells where to find the book. Subject. Tells the topic or subject of the book (what it is about). Author. Tells the writer, co-writers and illustrator of the book Title. Tells the title and any subtitles for the book. Imprint. Tells publishing date and place, and the publisher’s name

b) Reference Book. There are several major reference books that help you find specific information.

Current Biography. Information published monthly about living people in the news. Webster’s Biographical Dictionary: Gives short biographies about famous people, living and historical. Who’s Who & Who’s Who in America: Lists facts about living people only. Education Index: Contains articles about school/education issues. Guide to Reference Books: This reference book lists other reference books. Book Review Digest: Contains book reviews from periodicals (like newspapers or magazines).

c) Periodical. Newspapers and magazines are periodicals, and any other publications that appear daily, weekly, or monthly. Here are some useful sources.

Newspaper Indexes: Tell which newspapers have recent information on your subject. Periodical Index: Gives current information and summaries. Reader’s Guide to Periodical Literature: Lists recent information from magazines by subject or author. There is a list of magazines at the front of the book.


Beginning Reading Activities Pre Reading

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 differentt 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. The Phantom of the Opera: Lesson 4: Pre Reading Activity: Chapter 7: “Above the Trapdoors”

Christine and Raoul explored the opera house, the gardens, and the prop rooms together. There were strange occurrences in the opera house. Christine saw shadows and a trapdoor to the lower part of the opera suddenly banged shut. Everything beneath the stage belonged to the ghost. Raoul promised that he would save Christine from the ghost. A shadow followed Raoul and Christine to the top of opera house. Raoul promised that he would take Christine away. Christine felt sorry for the phantom and wanted to sing one more opera before they left. Christine told Raoul how she met the phantom. The phantom had sung to her for three months before she met him. Christine thought that the voice was the Angel of Music her father had promised to send. Christine became friends with the voice and started music lessons. The phantom said that he would go away if Christine gave her heart to Raoul. When Christine met Raoul at Perros, the phantom was jealous and promised to play her father’s violin. Christine learned the truth the night the chandelier fell. Christine’s dressing room changed into a dark hallway. The phantom grabbed Christine, and she fainted. The phantom took Christine on a white horse down to the lowest cellar of the opera. There was a lake and a boat. The phantom took Christine by boat to his room where he confessed that his name was Erik and he loved her. Erik wept, moaned, crawled on the floor, and told Christine about his lies. Christine believed that Erik would die if she left him. Erik had an open coffin and an organ to compose his music. When Erik finished his music composition, he planned to take it with him into his coffin to die. Christine pulled off Erik’s mask and saw a horrible withered skull with four black holes. Erik hissed and cursed at Christine, and crawled to his room weeping. Christine lied to Erik to get away, and Erik gave her a gold ring. Chapter 8: “The Disappearance”

Raoul went to see his brother Philippe to tell him that he was leaving with Christine. Philippe intended to prevent a marriage. Philippe felt that Raoul was ridiculous to listen to a girl with ghost stories. The gossip about Raoul and Christine in the newspaper caused people at the opera to whisper. Raoul was a wealthy nobleman and a high prize for a girl who came from a poor family. Christine sang with all her heart and the audience loved it. In the last act, Raoul appeared in the center of the theater and Christine sang to him. Suddenly, all of the lights went out and came back on. Christine had disappeared right in the middle of the performance. Raoul told the police commissioner and the managers that the phantom had taken Christine. A man saw Philippe’s carriage leaving Paris, so Raoul ran from the theater. A man in a long coat and a wool hat stopped Raoul in the hallway. The man was the Persian.


Intermediate-Proficient Reading Activities

Total Recall 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.

Story Grammars Objective: Identify a common organizational pattern or “grammar” of a reading text. Procedure: Introduce story grammars by using the Language Experience Approach. 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, and they help students to write reports, evaluate the quality of stories, and write their own stories.

Judgment 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.


True or False

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.

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.


Beginning- Writing Activities 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. Procedure: 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.

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. The Phantom of the Opera: Lesson 4: Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”. Examples:

Manager to Police: Has Christine Daaè she disappeared? The manager asked the police if Christine Daaè had disappeared.

Raoul to Manager: The Angel of Music and the Opera Ghost are the same person. Raoul told the manager that the Angel of Music and the Opera Ghost were the same person

Intermediate-Proficient Writing Activities Language Experience Story

Objective: Create a collaborative writing text to use as a model for re-reading, individual student writing or other written activities (including Story Grammars, RAFT, and Spool Writing) Procedure: Language Experience Story instruction involves asking students to talk about some item of relevance to the class. (You may use information from Listening Activity 6, the Interview, or information learned in other unit activities.) Teams take turns, through individual members, offering sentences to be added to the text. You write their contributions on the board, including non-standard forms and word order. Ask groups to change the text to standard English grammatical and lexical forms and to decide on an acceptable organizational format. Help the groups when they cannot make all of the necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it.


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....

The Phantom of the Opera: Lesson 4: Framed Paragraphs Activities: Sample #1: (Elements of Suspense) Use the following as starters for suspense: Mystery: (The reader wants to know the explanation for something unusual)

a) Who is the opera ghost? Is he a man or a ghost? b) Why does the ghost live under the theater? c) Why is Christine so afraid of the opera ghost?

Surprise: (Sudden new twist or turn in the story) a) The chandelier falls in the theater and Christine disappears in the middle of the opera. b) We find out that the phantom is a man named Erik. c) We find out that Erik is horribly disfigured and has worn a mask since he was a baby. d) We find out that Erik is a composer and singer and he is writing his own opera in his room. e) We find out that Erik plans to kill himself when he finishes composing his opera. He has a

coffin in the middle of his bed. Dilemma: (Hero or heroine chooses between two unpleasant choices) Christine must choose between:

a) Staying with the pitiful Erik (whom she feels sorry for and who might be a murderer) so she can protect the man she loves from Erik’s anger, OR

b) Leaving Erik to be with Raoul (whom she loves) and take the chance that Erik will take out his revenge on Raoul, her, and maybe hurt others (like the woman who died when the chandelier fell on her).

In The Phantom of the Opera, by Gaston Leroux, there are three important elements of suspense, mystery, surprise, and dilemma. First, there are some excellent examples of mystery. For example _____ and _____ (Detail #1) In addition, there are surprises in the story. For example _____ and _____ (Detail #2) The third element of suspense is dilemma _____. (Detail #3) The character _____ has to make a choice between _____ and _____. The story is a clearly suspense story because, much to the reader’s delight, it contains all three elements of suspense: mystery, surprise, and dilemma. (Conclusion)

The Phantom of the Opera: Lesson 4: Framed Paragraphs Activities: (Continued on next page)


The Phantom of the Opera: Lesson 4: Framed Paragraphs Activities (Continued from

previous page): Sample #2: (Connotative Meanings of Words) Words that have the same meanings can have different connotations. Use a thesaurus and the following words from the story to illustrate connotative meaning: Teams (students) find one synonym that has positive or negative connotations or associations.

withered, bony, ridiculous, crawl, soul, jealous, angelic, triumphant

In _____, the author _____ uses connotative meanings of words to associate feelings. (Topic Sentence) One example is _____. The word means_____, but suggests_____ (Detail #1) Another example is _____, which means_____, but has _____feelings associated with it. (Detail #2) A third example is _____, which means _____by dictionary definition. However, the word suggests much more, including_____. (Detail #3) Dickinson uses connotation or the suggestive power of words to evoke feelings and create a mood of _____in the poem. (Conclusion) Sample #3: (Reading Critically-Visualization) Use the examples below from the story to illustrate visualization when reading actively. (Refer to lesson vocabulary list to help identify details in the story to visualize.)

a) It is easy to visualize the phantom of the opera, especially his face, hands, clothing, the sounds he makes (hissing, moaning, etc)

b) It is easy to visualize the phantom’s room, with the flowers everywhere, the coffin in the middle of the bed, and the organ for composing music.

c) The phantom’s love for Christine (when he bathes her face with bubbling water, he lifts her on the white horse, he carries her to his room, he sings to her and forgets about everything else, etc).

d) It is easy to visualize the opera house with 17 stories, the underground lake, the old building with trapdoors, the curtains, the darkness of the theater, the shadows,sounds, etc.

e) It is easy to visualize the Persian with his green eyes, brown skin, cloak, and wool hat standing in the darkness, etc.

f) It is easy to visualize the opera the night the chandelier fell (Raoul appears in the center of the theater, his brother in his box, people whispering gossip, Christine singing triumphantly like an angel with her hands outstretched toward Raoul, the chandelier falling, people running, the chaos, etc).

In the novel _____ by _____, it is easy to visualize _____. The first thing that you can see in your mind is ______. Some details are clear, like _____ and _____. Another thing the reader can visualize is _____. Details like _____ and _____ become vivid in your mind when Dickens says, “_____” and “_____”. A third thing that brings a picture to your mind is _____. The picture of _____ and _____ is actually quite _____ (interesting, shocking, revealing, unusual, etc). In conclusion, the author’s description of _____, _____ and _____ (restate 3 details here) provides us with opportunities to visualize and imagine the events and characters, making them unforgettable (conclusion).


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). The Phantom of the Opera: Lesson 4: Opinion/Proof Activity: 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 The Phantom of the Opera, Erik, is a murderer and a dangerous man. Proof The chandelier fell and killed a woman. The ghost probably made it fall to kidnap Christine. He kidnapped Christine once, and it looks like he kidnapped her again. He had the stolen white horse Cesar. He probably stole it. He had a coffin in his room in the middle of his bed. He is insane. He wrote letters to the managers demanding his opera box and money from them. He followed Christine and Raoul secretly in the shadows. Christine thought he would commit murder for her. Christine was afraid of him. Christine thought he would kill Raoul if she did not stay.


Spool Writing 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.

SAMPLE FORMAT FOR INFORMATION GATHERING (Students gather information related to the reading from books, dictionaries, encyclopedias, almanacs, atlases, directories, newspapers, periodicals, computer directories and other library resources)

The topic of my information gathering is _____ (Topic sentence). I found information on my topic in three sources, _____, _____ and _____ (Name your 3 sources here). The information I gathered and my method for gathering it are explained below.

First, I found information on _____ (topic) in the _____ (Source #1). I found this information by looking in the _____ (Explain your method here) (index, alphabetical volume, by key word, by chapter title or heading, glossary listing, using guide words, almanac, yearbook, atlas, telephone directory, newspaper, card catalog, computer catalog, website under keyword, reference book entitled __, biography, Reader’s Guide, etc. The most important details of this information include _____, _____ and _____ (Summarize 3 key details here)

In addition, I found information on _____ (topic) in the _____ (Source #2). I found this information by looking in the _____ (Explain your method here) (index, alphabetical volume, by key word, by chapter title or heading, glossary listing, using guide words, almanac, yearbook, atlas, telephone directory, newspaper, card catalog, computer catalog, website under keyword, reference book entitled __, biography, Reader’s Guide, etc. The most important details of this information include _____, _____ and _____ (Summarize 3 key details here)

Finally, I found information on _____ (topic) in the _____ (Source #3). I found this information by looking in the _____ (Explain your method here) (index, alphabetical volume, by key word, by chapter title or heading, glossary listing, using guide words, almanac, yearbook, atlas, telephone directory, newspaper, card catalog, computer catalog, website under keyword, reference book entitled __, biography, Reader’s Guide, etc. The most important details of this information include _____, _____ and _____ (Summarize 3 key details here)

There is plenty of information on my topic _____. I found information on my topic in three sources, _____, _____ and _____ (restate your 3 sources here.). The most information I gathered is _____, _____ and _____ (restate 3 important pieces of information). My methods for gathering it include _____, _____ and _____ (briefly restate your methods here). The information I gathered really helped me to understand _____ and _____.

The Phantom of the Opera: Lesson 4: Spool Writing Activities Continued on next page:


Spool Writing Activities (Continued from previous page) The Phantom of the Opera: Lesson 4: Spool Writing Activities: (Use the sample format provided above) Suggested Topic(s): Use these ideas as starters for information gathering: Although The Phantom of the Opera was written in 1911, its events take place in a time known as the Victorian Period, because it was during the reign of Queen Victoria in England (1819-1901). Research on the Victorian period shows it was a time of “unmasking” traditional ideas, perspectives, and attitudes in a changing society. Teams (students) research any topic on the Victorian era and write a 5-paragraph spool composition on the topic.

(Note: The literature of the Victorian period reveals interesting topics for information gathering. Students may be familiar with some of these titles and authors shown below, so they have been included with the topics.) a) Government in the Victorian Period

Major Barbara and Saint Joan by George Bernard Shaw A Tale of Two Cities by Charles Dickens

b) Society in the Victorian Period (social breakthroughs) The Picture of Dorian Grey by Oscar Wilde Oliver Twist and Bleak House by Charles Dickens

c) Marriage in the Victorian Period (social breakthroughs) A Doll's House by Henrik Ibsen Candida by George Bernard Shaw Pride and Prejudice by Jane Austen

d) Science in the Victorian Period (scientific breakthroughs) The Island of Doctor Moreau by H.G. Wells 20,000 Leagues Under the Sea by Jules Verne

e) Personal identity in the Victorian Period (social breakthroughs) Dr. Jekyll And Mister Hyde by Robert Louis Stevenson The Importance of Being Earnest by Oscar Wilde

f) Art and/or architecture in the Victorian Period g) Literature in the Victorian Period h) Music in the Victorian Period

RELATED DISCUSSION TOPICS:

a) Gaston Leroux wrote in the original novel of The Phantom of the Opera, "None will ever be a true Parisian who has not learnt to wear a mask of gaiety over his sorrow and one of sadness, boredom, or indifference over his inward joy... In Paris, our lives are one masked ball..." What social ills was Leroux trying to "unmask" in The Phantom of the Opera?

b) The Phantom of the Opera belongs to a popular genre called "Gothic" fiction, which combines equal parts of horror and romance. Compare the story of The Phantom of the Opera with the works of these other Victorian novelists, all of which use elements of the "Gothic" formula:

Bram Stoker - Dracula, "Lair of the White Worm" Robert Louis Stevenson - Dr. Jekyll and Mr. Hyde, "The Bottle Imp" Mary Shelley – Frankenstein

Using class research into the Victorian period, why is the "Gothic" novel (and its fascination with horror and the dual nature of man) so popular today?


RAFT 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. The Phantom of the Opera: Lesson 4: RAFT Activity: Students write according to role, audience, format, & topic.

R: Your role as writer is Christine. A: Your audience is the Police Commissioner. F: The format of your writing is an official statement for the police investigation. T: Your topic is to write what you know about the theater accident and the opera ghost, Erik.

FCAT Writing Grades 9-12 SSS Language Arts Benchmarks: LA.B.1.4.1, LA.B.1.4.2, LA.B.1.4.3 LA.B.2.4.1 LA.B.2.4.2, LA.B.2.4.3 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. The Phantom of the Opera: Lesson 4: FCAT Writing Activity (Persuasive Prompt):

Writing Situation: Your friends have just found out that you are the child of one of the wealthiest and most famous families in the world. You are concerned that this may influence your relationships with them. You do not want your friendships or friends to change. Directions for Writing Think about how this information about your identity might affect you and your friends. How might your friends see you differently? How will you convince your friends that you are still the same person? How will you convince them that nothing in your relationships is different?

Now write to persuade your friends that nothing has changed, that you are the same person you have always been and that you do not want your friendships to change.


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. The Phantom of the Opera: Lesson 4: Dialog Activity:

Raoul: Christine! Christine! Answer me! Are you alive? Police: Ah, Raoul de Chagny! Delighted to meet you! Let’s go to the managers’ office and tell them what has happened here. ….Is Christine Daaè here? Manager: Christine Daae here? No. Has she disappeared? Police: During the performance. Manager: During the performance? Unbelievable! Police: Yes. As she was singing to the angels, she was carried off. I doubt, however that it was an angel that took her away! Raoul: Oh yes, Christine Daaè was carried off by an angel. The angel is called Erik. He lives in the opera house, and he is the Angel of Music. Police: (to the manager) Do you have an Angel of Music here? Manager: There is no Angel of Music here Raoul: Surely, you have heard of the Opera Ghost. The Angel of Music and the Opera Ghost are the same person. His name is Erik. Manager: No, commissioner. We don’t know any Erik, but we would like to meet him. He has caused us a great deal of difficulty! Police: A ghost who carries off a singer…Mr. de Chagny, Have you seen this person? Raoul: Sir, to convince you, I must tell the strangest story you will have ever heard.


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.

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: Columbus gets the jewels from the Queen of Spain, the long voyage, Hispaniola landing The Phantom of the Opera: Lesson 4: Making the News Activities:

Opera Singer Mysteriously Disappears Death at the Opera Rumors of Opera Ghost and Accident

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, such as Total Recall, True or False, and Judgment to use when viewing a video or speech. The effectiveness of a challenge is not as high as with a written text.


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.

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. The Phantom of the Opera: Lesson 4: Concentration Activity:

Matching: Round #1: bony skinny, thin, skeletal moan groan, whine, complain cellar basement, underground room corpse dead body, cadaver murder kill, assassinate refuse say no, decline, reject incredible unbelievable, astonishing mask cover, disguise, facade jealous envious, invidious struggle fight, resist

Matching: Round #2: wardrobe clothes, clothing imaginary unreal, make-believe, invented withered wasted, shrunken, emaciated intended planned, proposed revenge pay-back, vengeance outstretched spread-out, open, extended gossip rumors, hearsay, scandal, rival enemy, opponent, competitor demon fiend, devil, evil spirit deceived misled, tricked, lied to


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 of 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. The Phantom of the Opera: Lesson 4: Jeopardy Activity:

Question Answer a) Who the police commissioner was Mr. Mifroid a) Where Raoul had to go in one month polar expedition (North Pole) a) Where Erik composed his music organ b) Why Erik threatened Raoul jealous b) What Erik had in the middle of his bedroom coffin on the bed b) How the ghost took Christine to the cellar white horse named César c) Where Erik kidnapped Christine dressing room c) Who had dark skin and green eyes the Persian c) What is another word for to prevent to stop (or avoid)

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. The Phantom of the Opera: Lesson 4: Wrong Word Activity:

a) A deathly pail spread over Christine’s face when she realized the ring was gone. (pale) b) Raoul arranged for food, luggage, horses, and the coat man for the trip. (coachman) c) In one month, Raoul and Christine would have to say goodbye for never. (forever) d) The opera ghost had a wintered face with holes for eyes. (withered) e) Raoul said he would take Christine away by fours if necessary. (force) f) Mr. Mifroid had a peasant face, curly hair, and blue eyes (pleasant) g) Raoul began to tell his story of Perros, the deaf head, and the violin (death’s)


Classification Objective: Classify vocabulary into two or three 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.


Beginning Grammar Activities

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. NOUN CLAUSES BEGINNING WITH “that”

A clause is a group of words that contains a subject and a verb, and is used as part of a sentence. A noun clause is used just like a noun. Remember that nouns can be subjects or objects. Many noun clauses begin with “that”. Study the examples. Example #1: I think that people are interesting. I (subject) think (verb) that people are interesting (object).I think …WHAT? …that people are interesting. The entire noun clause “that people are interesting” is used as an object. Example #2: That the world is round is a fact. WHAT is a fact? That the world is round “That the world is round” is the subject in this sentence. Note: “That” is used to mark the beginning of the clause, and adds no meaning to the sentence. It is often left out in object clauses, especially in speaking. I hope that he will be there. I hope he will be there.

Examples with “that” The police suspect that they robbed the bank. We heard that you were in town. She noticed that I cut my hair.

Omit “that” The police suspect they robbed the bank. We heard you were in town. She noticed I cut my hair.

Some Common verbs followed by “That” clauses: agree that realize that fear that remember that imagine that

conclude that suppose that find out that think that learn that dream that assume that hope that believe that predict that

figure out that decide that know that doubt that read that hear that notice that observe that feel that show that

indicate that pretend that prove that guess that understand that

Word Order Cards

Grades 9-12 SSS Language Arts Benchmarks: LA.A.1.4.2, LA.B.1.4.1, LA.B.1.4.2 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 reform the sentence. The team gets a point if the cards are rearranged correctly.


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. The Phantom of the Opera: Lesson 4: Modified Single Slot Substitution: (a) In the novel, (b) the phantom of the opera (c) wore a cloak Possibilities:

a) In Leroux’s Paris, in the first part of the story, in the narrative, in the tale, in the work of fiction, in the opera house, in chapters 7 and 8

b) the opera ghost, Erik, the phantom, the specter, the ghoul, the voice in box 5, the voice in Christine’s dressing room, the ghost in the graveyard, the death’s head, the Red death

c) wore a mask, smelled of death, loved the singer Christine, stole a white horse, had a boat on the lake, lived underground, frightened the people, kidnapped the girl, composed music, stayed in the shadows,


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.

The Phantom of the Opera: Lesson 4: Sentence Builders: a) Erik had a coffin. (open)

Erik had an open coffin. (in his room) Erik had an open coffin in his room. (in the bed) Erik had an open coffin in his room in the bed (the middle of) Erik had an open coffin in his room in the middle of the bed. (and he had an organ) Erik had an open coffin in his room in the middle of the bed and he had an organ. (to compose his music) Erik had an open coffin in his room in the middle of the bed and he had an organ to compose his music.

Continue with the following: b) Christine had promised. (that she would return) (however) (and believed that she

must sing) (one more time) (for the phantom) (of the opera) c) Erik played music. (then) (for Christine) (and he was so distracted) (he forgot) (about

everything) (around him) d) Raoul arranged for everything. (for the trip) (including the food) (and luggage)

(money) (carriage) (horses) (coachman) e) The lights went out. (suddenly) (all of) (but the darkness vanished) (quickly) (and the

lights came back) (on)


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. The Phantom of the Opera: Lesson 4: Multiple Slot Substitution Activities:

(a) Erik’s face (b) showed the fury of a demon (c) when he hissed at Christine Possibilities:

a) Erik looked like, the ghost’s face, the man who loved Christine, the withered skull, the death’s head, the phantom’s head, the mask with black holes, the hideous head, the phantom’s eyes

b) looked like a demon, was furious, stared through two black holes, groaned in pitiful pain, cried out in anger, looked like a living corpse

c) when he crawled on the floor, when he wept, when he cursed at her, when he moaned in agony, when he confessed his lied, when he told of his love, when he grabbed her wrist with his stone-cold bony hand, when he bather her face in bubbling water

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? The Phantom of the Opera: Lesson 4: Flesh it Out Activities:

a) voice/say/would/go/back/heaven/if/Christine/give/heart/away/on/this/earth (past tenses) b) Christine/not/understand/how/be/deceived/so/under/phantom/control (past tenses) c) when/Christine/wake/up/she/be/ /near/bubbling/well/phantom/bathe/head/water (past ) d) they/explore/opera/house/walk/gardens/Raoul/listen/Christine/practice (past) e) Christine/finally/learn/truth/night/chandelier/fall/opera/house (past)


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. The Phantom of the Opera: Lesson 4: Transformation Exercises: Students respond by combining the two sentences into one sentence, using a noun clause beginning with “That”.

Example: Christine believed Erik would murder for her. Christine believed that Erik would murder for her.

a) They did not know the silent shadow was following them. b) The voice said it would go back to heaven if Christine gave her heart away on this earth. c) The jealous phantom did not believe society could keep Raoul and Christine apart. d) The people assumed the newspaper was correct. e) They doubted Christine was good enough for a nobleman. f) Raoul believed Erik must have heard their secret and wanted revenge. g) After Raoul told the police everything, he heard Philippe’s carriage had left Paris. h) Philippe felt Raoul was ridiculous to listen to a girl with ghost stories. i) After that, Christine believed Erik would die if she left him.

Rewrite the sentences, adding “That” to show the beginning of the noun clause.

Example: Raoul found out. He had to go on a polar expedition to the North Pole. Raoul found out that he had to go on a polar expedition to the North Pole.

a) Christine remembered. The horse’s name was César. b) Now Christine realized. The opera ghost and the voice were the same man. c) Then he confessed. He was not a ghost or Angel of Music, but his name was Erik. d) Christine learned. Erik would finish his music, take it to his coffin, and not wake up. e) However, Christine had promised Erik. She would return. f) Christine believed. She must sing one more time in the opera for the phantom. g) Raoul agreed. Christine would sing, but he would take her away no matter what

happened. h) Then, suddenly, Christine realized. She had lost the gold ring. i) Raoul was upset about Erik because he knew. Erik was his rival for Christine’s love. j) However, Raoul had already decided. He was taking Christine away with him that night. k) The people whispered about Raoul’s absence and observed. Philippe was in his box

alone. l) Philippe read in the news. Viscount Raoul de Chagny and Miss Christine Daaè were in

love.


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. The Phantom of the Opera: Lesson 4: Who, What, When, Where, How, Why Activities:

a) For about a week, Christine and Raoul enjoyed the game, but Raoul’s heart was too sad to think about leaving Christine. (Who, What, When, How, Why)

b) That night, Christine ran to her dressing room looking for Raoul, when a strange thing happened. (Who, What, Where, When, Why)

c) When Raoul and Christine got to the roof of the opera house, they could see the city of Paris below them. (Who, What, Where, When)

d) On her last day with Raoul, Christine feared that something terrible if she did not return to the phantom. (Who, What, When, How, Why)

e) Finally, Christine decided that she must let the phantom hear her sing one more night in the opera before she went away. (Who, What, Where, When)

f) The people observed that Philippe was in his box alone, and they whispered quietly about Raoul’s absence. (Who, What, Where, When, How, Why)


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. The Phantom of the Opera: Lesson 4: Sentence Stretcher: Begin with the sentence: The horse took Christine.

The horse took Christine. The white horse took Christine. The man and the white horse took Christine. The masked man and the white horse took Christine. The masked man and the white horse took Christine down. The masked man and the white horse took Christine down to the cellar. The masked man and the white horse took Christine down to the lowest cellar. The masked man and the white horse took Christine down and down to the lowest cellar. The masked man and the white horse took Christine down and down to the lowest cellar of the opera. The masked man and the white horse took Christine down and down to the lowest cellar of the opera house. The masked man and the white horse took Christine down and down to the lowest cellar of the opera where there was a lake.

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. The Phantom of the Opera: Lesson 4: Look it Up: Teams locate examples of Noun clauses beginning with “that” in the text and in the summary.


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.) The Phantom of the Opera: Lesson 4: Rewrite the Paragraph Activity: Teams will rewrite the paragraphs in the present time Chapter 7: “Above the Trapdoors”

Christine and Raoul explored the opera house, the gardens, and the prop rooms together. There were strange occurrences in the opera house. Christine saw shadows and a trapdoor to the lower part of the opera suddenly banged shut. Everything beneath the stage belonged to the ghost. Raoul promised that he would save Christine from the ghost. A shadow followed Raoul and Christine to the top of opera house. Raoul promised that he would take Christine away. Christine felt sorry for the phantom and wanted to sing one more opera before they left. Christine told Raoul how she met the phantom. The phantom had sung to her for three months before she met him. Christine thought that the voice was the Angel of Music her father had promised to send. Christine became friends with the voice and started music lessons. The phantom said that he would go away if Christine gave her heart to Raoul. When Christine met Raoul at Perros, the phantom was jealous and promised to play her father’s violin. Christine learned the truth the night the chandelier fell. Christine’s dressing room changed into a dark hallway. The phantom grabbed Christine, and she fainted. The phantom took Christine on a white horse down to the lowest cellar of the opera. There was a lake and a boat. The phantom took Christine by boat to his room where he confessed that his name was Erik and he loved her. Erik wept, moaned, crawled on the floor, and told Christine about his lies. Christine believed that Erik would die if she left him. Erik had an open coffin and an organ to compose his music. When Erik finished his music composition, he planned to take it with him into his coffin to die. Christine pulled off Erik’s mask and saw a horrible withered skull with four black holes. Erik hissed and cursed at Christine, and crawled to his room weeping. Christine lied to Erik to get away, and Erik gave her a gold ring. Chapter 8: “The Disappearance” Raoul went to see his brother Philippe to tell him that he was leaving with Christine. Philippe intended to prevent a marriage. Philippe felt that Raoul was ridiculous to listen to a girl with ghost stories. The gossip about Raoul and Christine in the newspaper caused people at the opera to whisper. Raoul was a wealthy nobleman and a high prize for a girl who came from a poor family. Christine sang with all her heart and the audience loved it. In the last act, Raoul appeared in the center of the theater and Christine sang to him. Suddenly, all of the lights went out and came back on. Christine had disappeared right in the middle of the performance. Raoul told the police commissioner and the managers that the phantom had taken Christine. A man saw Philippe’s carriage leaving Paris, so Raoul ran from the theater. A man in a long coat and a wool hat stopped Raoul in the hallway. The man was the Persian.


Name ____________________________ Date __________

The Phantom of the Opera: Lesson 4: Exercise 1

Fill in the blanks with the correct word.

From: The Phantom of the Opera (Leroux), Ch 7: “Above the Trapdoors” & Ch 8: “The Disappearance”

heart thought jealous carriage Persian

commissioner lied prop whisper beneath

disappeared ridiculous confessed hallway chandelier

wept organ withered promised trapdoor

intended sorry cellar occurrences composition

Christine and Raoul explored the opera house, the gardens, and the __________ rooms

together. There were strange __________ in the opera house. Christine saw shadows and a

__________ to the lower part of the opera suddenly banged shut. Everything __________ the

stage belonged to the ghost. Raoul promised that he would save Christine from the ghost. A

shadow followed Raoul and Christine to the top of opera house. Raoul promised that he would

take Christine away. Christine felt __________ for the phantom and wanted to sing one more

opera before they left. Christine told Raoul how she met the phantom. The phantom had sung to

her for three months before she met him. Christine __________ that the voice was the Angel of

Music her father had __________ to send. Christine became friends with the voice and started

music lessons. The phantom said that he would go away if Christine gave her __________ to

Raoul. When Christine met Raoul at Perros, the phantom was __________ and promised to

play her father’s violin. Christine learned the truth the night the __________ fell. Christine’s

dressing room changed into a dark __________. The phantom grabbed Christine, and she

fainted. The phantom took Christine on a white horse down to the lowest __________ of the

opera. There was a lake and a boat. The phantom took Christine by boat to his room where he

__________ that his name was Erik and he loved her. Erik __________, moaned, crawled on

the floor, and told Christine about his lies. Christine believed that Erik would die if she left him.

Erik had an open coffin and an __________ to compose his music. When Erik finished his

music __________, he planned to take it with him into his coffin to die. Christine pulled off Erik’s

mask and saw a horrible __________ skull with four black holes. Erik hissed and cursed at

Christine, and crawled to his room weeping. Christine __________ to Erik to get away, and Erik

gave her a gold ring.

Raoul went to see his brother Philippe to tell him that he was leaving with Christine.


Philippe __________ to prevent a marriage. Philippe felt that Raoul was __________ to listen to

a girl with ghost stories. The gossip about Raoul and Christine in the newspaper caused people

at the opera to __________. Raoul was a wealthy nobleman and a high prize for a girl who

came from a poor family. Christine sang with all her heart and the audience loved it. In the last

act, Raoul appeared in the center of the theater and Christine sang to him. Suddenly, all of the

lights went out and came back on. Christine had __________ right in the middle of the

performance. Raoul told the police __________ and the managers that the phantom had taken

Christine. A man saw Philippe’s __________ leaving Paris, so Raoul ran from the theater. A

man in a long coat and a wool hat stopped Raoul in the hallway. The man was the __________.


Name _____________________________________ Date _____________ The Phantom of the Opera: Lesson 4: 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. Raoul found out that he had to go on a polar expedition to the South Pole.

______________________________________________________________________ 2. Christine believed that Erik would die or kill someone if she left him.

______________________________________________________________________ 3. A silent shadow followed them, stopping when they stopped, walking when they walked.

______________________________________________________________________ 4. Raoul told Christine he loved her on the roof of the opera, looking down on the city of Paris.

______________________________________________________________________ 5. When the phantom finished his music, he planned to have Christine sing his opera.

______________________________________________________________________ 6. Raoul listened to Christine sing, and gave her music lessons.

______________________________________________________________________ 7. The stone-cold bony hand of the phantom grabbed Christine’s ankle in the darkness.

______________________________________________________________________ 8. Mr. Mifroid felt that Raoul was ridiculous to listen to a girl with ghost stories.

______________________________________________________________________ 9. Society did not permit a marriage between people of high society and poor people.

______________________________________________________________________ 10. The opera ghost had shut himself up beneath the stage to work on his composition.

______________________________________________________________________ 11. The phantom rode a white horse that smelled of death.

______________________________________________________________________ 12. Christine disappeared right in front of everyone in the middle of her last performance.

______________________________________________________________________


Name ____________________________ Date __________

The Phantom of the Opera: Lesson 4: Exercise 3 (FCAT Practice/Reading Comprehension)

For each research topic, identify the source from the list that you use to find the information. Then complete the chart.

Possible Sources: dictionary, encyclopedia, atlas, phone directory, newspaper, table of contents

Research Topic Source Correct spelling of the word ‘commissioner.’ 1 Find information about Paris, like size & population. 2 Find where Chapter 8 of your Pacemaker Classic begins. 3 Find a travel agency that can plan a trip to Paris. 4 Find a picture of the French flag. 5 Find more information on the Victorian period. 6 Check on the weather in France this time of the year. 7 Find out the origin of the word ‘nobleman.’ 8 Plan a trip to five countries in Europe. 9 Look up the meaning of “shudder”. 10 Look up the address of the famous Opera House. 11 Find the pronunciation of the word ‘avoid.’ 12 Find an ad for a job in a foreign country. 13 Find information in your textbook on what happened after the end of the story

14

Learn about the life and writings of Gaston Leroux. 15

Read the following excerpt from a book index. Complete the chart by writing the page numbers that contain the information needed.

Letters Addressing the envelope, 21-23 Business letters, 24-26 Friendly letters, 30-35 Letters asking for information, 42-51 Letter to the editor, 57-65

Writing a letter to the newspaper to disagree with an article Page(s) Writing a letter to someone who lives in another city or country Page(s) What information to put on the envelope Page(s) Facts about a college you would like to attend Page(s) Writing a letter to a company Page(s)

What do you think the next entry in this index might be? ____________________________________________________________________________

____________________________________________________________________________


Name ____________________________ Date __________

The Phantom of the Opera: Lesson 4: Exercise 4 (FCAT Practice/Reading Comprehension)

Using your text of The Phantom of the Opera, by Gaston Leroux, find the information needed to complete the chart below.

Information To Find Found on Page…

Quote (Exact Words In Book)

In My Own Words

What Erik looked like

The name and description of the police commissioner

Who the Angel of Music really was

The layout, history and location of the opera house

Location of Christine’s music lessons

How the managers reacted to Raoul’s story of the opera ghost.

How Raoul and Christine spent their time together.

Which characters had knowledge of the opera ghost

Complete the chart by writing the type of reference next to its description.

Type Of Reference Description …gives the definition of a word, part of speech, pronunciation,

spelling, and origin …is a dictionary at the end of a book that gives definitions of the

words used in that book …is a book of maps of towns, cities, states, countries, continents,

oceans, planets, or galaxies …is a reference book printed each year with facts about countries,

sports, entertainment and many other topics …is a set of books with general information on people, places,

things, events, and history up until its year of publication …is published daily and gives current information about local,

national, and world events as they are happening …is a book that lists names, addresses, and telephone numbers of


people or businesses in a particular area


Name ____________________________ Date __________ The Phantom of the Opera: Lesson 4: Exercise 5 Fill in the blanks. Chapter 7: “Above the Trapdoors”

Raoul found out that __________ one month he had __________ go on a polar

__________ to the North Pole. __________ knew that at the __________ of that month she

__________ never see Raoul again. __________ and Raoul could never __________ married,

so they secretly __________ that they were engaged. __________ about a week, Christine

__________ Raoul enjoyed the game, __________ Raoul’s heart was too __________ to think

about leaving __________. Christine believed that they __________ playing a dangerous

game, __________ she decided that she __________ stay away from Raoul. __________

Christine sang in the __________, she was triumphant. At __________ end of two days

__________, Raoul and Christine realized __________ they had to be __________. They

explored the opera __________, walked in the gardens, __________ Raoul listened to Christine

__________. Christine took Raoul above __________ stage to the wardrobe __________ prop

rooms. They figured __________ that the opera house __________ seventeen stories high.

In __________ opera house, strange occurrences __________ Christine nervous. One

time, __________ thought that she saw __________ shadows. Another time, near __________

trapdoor leading to the __________ part of the opera __________, the trapdoor suddenly

banged __________. Raoul hoped that Christine __________ take him through the

__________. Christine refused because everything __________ and beneath the stage

__________ to the ghost. Christine __________ that the ghost had __________ himself up

beneath the __________ to work. For several __________, Raoul and Christine avoided

__________ trapdoors. Raoul promised that __________ would save Christine from

__________ ghost’s power. However, Christine __________ more nervous every day.

__________ day, a shadow followed __________ and Christine to the __________ floor of the


opera __________. They did not know __________ the silent shadow was __________ them,

but it stopped __________ they stopped, and walked __________ they walked. When Raoul

__________ Christine got to the __________ of the opera house, __________ could see the

city __________ Paris below them. Christine __________ Raoul promise that he __________

take her away by __________ if necessary.

On her __________ day with Raoul, Christine __________ that something terrible if

__________ did not return to __________ phantom. First, the phantom __________ take her

away to __________ house on the lake. __________ the phantom might tell __________ he

loved her, and __________ those terrible tears. Christine __________ not bear to see

__________ phantom’s tears again. Raoul __________ Christine to leave immediately.

__________, Christine decided that she __________ let the phantom hear __________ sing

one more night __________ the opera before she __________ away.

Christine finally told __________ how she met the __________ of the opera. Christine

__________ heard the phantom singing __________ three months before she __________ met

him. At first, __________ heard his voice sing, __________ then the voice began __________

talk to her and __________ her questions. Christine thought __________ the voice might be

__________ Angel of Music her __________ had promised to send __________ her. When

Christine asked __________ voice if it was __________ Angel of Music, it __________ yes.

Christine became good __________ with the voice and __________ music lessons. When the

__________ learned about Raoul, it __________ sad. The voice said __________ it would go

back __________ heaven if Christine gave __________ heart away on this __________.

Raoul had a high __________ in society, and Christine __________ a poor childhood.

Therefore, __________ did not permit their __________. However, the phantom did

__________ believe that society could __________ Raoul and Christine apart, __________

soon, he became jealous __________ Raoul. When Christine invited __________ to go to


Perros, __________ phantom was so jealous __________ pretended that he was __________

Angel of Music. The __________ of Music promised that __________ would play something

incredible __________ her father’s violin. Christine __________ that she must do __________

her Angel said, so __________ met him in the __________ that night.

Christine did __________ understand how she had __________ so deceived under the

__________ control. Christine finally learned __________ truth the night the __________ fell in

the opera __________. That night, Christine ran __________ her dressing room looking

__________ Raoul, when a strange __________ happened. Christine’s dressing room

__________ into a dark hallway, __________ the stone-cold bony hand __________ the

phantom grabbed her __________. The phantom wore a __________ and a mask, and

__________ smelled of death. Christine __________ and fainted.

When Christine __________ up, she was in __________ darkness near a bubbling

__________. The phantom was bathing __________ head with water. Then __________ lifted

Christine up and __________ her on a white __________. Christine remembered that the

__________ name was César. The __________ had stolen César from __________ opera

horses. Now Christine __________ that the opera ghost __________ the voice in her

__________ room were the same __________. The masked man and __________ white horse

took Christine __________ and down to the __________ cellar of the opera __________ there

was a lake. __________ phantom lifted Christine into __________ boat and then took

__________ to a room that __________ decorated with many flowers. __________ tried to tear

off __________ phantom’s mask, but he __________ her, and warned never __________ touch

his mask. Then __________ confessed that he was __________ a ghost or the __________ of

Music, but his __________ was Erik.

Christine continued to __________ her story to Raoul. __________ the phantom’s room

filled __________ flowers, he wept, moaned, __________ on the floor, and __________ his lies


to Christine. __________ that, Christine believed that __________ would die if she __________

him. Christine believed that __________ would murder for her. __________ knew the ghost

loved __________, so she told him __________ that she would hate __________ if he did not

__________ her go. In his __________, Erik had an open __________ in the middle of

__________ bed, and he had __________ organ to compose his __________. Christine

learned that when __________ finished his music composition, __________ planned to take it

__________ him into his coffin, __________ never wake up again. __________ Erik played

music for __________, and he was so __________ he forgot about everything __________

him. That was when __________ pulled off the mask __________ saw the horror of

__________ phantom’s face. Erik’s face __________ a withered human skull __________ four

black holes for __________ eyes, nose, and mouth. __________ face had the fury __________

a demon, and he __________ and cursed at Christine. __________ took Christine’s hand and

__________ her fingernails into his __________, and then crawled to __________ room

weeping. The man __________ loved Christine looked like __________ corpse.

One month passed. __________ had worn a mask __________ he was a baby,

__________ Christine felt sorry for __________. However, she lied to __________ to get away.

Christine __________ Erik that his face __________ not frighten her, and __________ told him

his music __________ beautiful. When Erik finally __________ Christine go, he gave

__________ a gold ring. After __________ Christine’s story, Raoul wanted __________ leave

immediately. However, Christine __________ promised that she would __________, and

believed that she __________ sing one more time __________ the phantom of the

__________. Raoul agreed that she __________ sing, but he would __________ her away

after the __________, no matter what happened. __________, suddenly, Christine realized that

__________ had lost the gold __________.


Chapter 8: “The Disappearance”

Raoul was upset when __________ told him about Erik. __________ knew that Erik was

__________ rival for Christine’s love. __________ went to see his brother __________ to tell

him that __________ was leaving with Christine. __________ brother Philippe showed him

__________ gossip column in the __________. Philippe had read that __________ Raoul de

Chagny and Miss __________ Daaè were in love, __________ the brother Philippe intended

__________ prevent a marriage. The __________ had different opinions. Philippe __________

that Raoul was ridiculous __________ listen to a girl __________ ghost stories. However,

Raoul __________ already decided that he __________ taking Christine away with

__________ that same night. Philippe __________ to stop this foolish __________.

Raoul arranged for everything __________ the trip, including the __________, luggage,

money, carriage, horses, __________ coachman. The newspaper had __________ effect on

the people __________ the opera. The people __________ that the newspaper was

__________. The people observed that __________ was in his box __________, and they

whispered about __________ absence. The people were __________ to Christine. Raoul was

__________ wealthy nobleman and a __________ prize for a girl __________ came from a

poor __________. They doubted that Christine __________ good enough for a __________.

However, Christine sang with __________ her heart and soul __________ the audience loved

it.

__________ Christine began to sing __________ the last act, Raoul __________ in the

center of __________ theater. Raoul stood there __________ Christine sang directly to

__________ with her arms outstretched. __________, all of the lights __________ out, but the

darkness __________ vanished and the lights __________ back on. Raoul screamed

__________ Philippe jumped to his __________. Christine had disappeared right __________

front of everyone in __________ middle of the performance, __________ no one knew how


__________ where she was. Raoul __________ through the theater calling __________ name.

Raoul believed that __________ must have heard their __________ and wanted revenge. The

__________ commissioner went with Raoul __________ find the managers. A __________

known as the Persian __________ stopped Raoul and warned __________ not to speak about

__________. The Persian had dark __________ and green eyes, and __________ wore a long

coat __________ a wool hat. The __________ disappeared as quickly as __________ saw him.

Raoul told __________ Commissioner Milfroid about the __________ of Music who was

__________ the phantom of the __________. After Raoul told the __________ everything, he

heard that __________ carriage belonging to his __________ Philippe was seen leaving

__________. As Raoul ran from __________ office, the Persian stopped __________ in the

hallway.


Name ____________________________ Date __________

The Phantom of the Opera: Lesson 4: Exercise 6

Combine two sentences into one sentence using a noun clause beginning with “That”. Example: Raoul found out. He had to go on a polar expedition to the North Pole.

Raoul found out that he had to go on a polar expedition to the North Pole.

2. Christine knew. At the end of that month, she would never see Raoul again. ______________________________________________________________________

3. At the end of two days apart, Raoul and Christine realized. They had to be together. ______________________________________________________________________

4. Christine knew. The ghost had shut himself up beneath the stage to work. ______________________________________________________________________

5. Raoul promised Christine. He would save her from the ghost’s power. ______________________________________________________________________

6. Christine made Raoul promise. He would take her away by force if necessary. ______________________________________________________________________

7. Finally, Christine decided. She must sing one more night in the opera before she left. ______________________________________________________________________

8. Christine was afraid (feared). Something terrible might happen if she did not return to Erik. ______________________________________________________________________

9. Christine thought. The voice might be the Angel of Music her father had promised her. ______________________________________________________________________

10. The Angel of Music promised. He would play something incredible on her father’s violin. ______________________________________________________________________

11. Christine thought. She must do what her Angel said, so she met him in the graveyard. ______________________________________________________________________

Rewrite the sentences, adding “That” to show the beginning of the noun clause. Example: Christine believed Erik would murder for her.

Christine believed that Erik would murder for her. 1. Christine and Raoul could never marry, so they secretly pretended they were engaged. ______________________________________________________________________

2. Christine believed it was a dangerous game, so she decided to stay away from Raoul. ______________________________________________________________________

3. One time, Christine thought she saw imaginary shadows. ______________________________________________________________________

4. They figured out the opera house was seventeen stories high. ______________________________________________________________________

5. Raoul hoped Christine would take him through the trapdoor. ______________________________________________________________________


Name ________________________________

INFORMATION GATHERING – Parts of a Book – INDEX

Where do you find the index in a book? Where do you find the index in a set of books? What does the index show you? How is the index organized? How do you find the page where your information is located? What is the 1st thing you see in an index entry? What is the 2nd?

CREATE A BOOK INDEX Example:

1. To find information to assist in writing a paper on the how descriptive language is used to improve your writing, where would you look?

2. On what pages could you find information to help you improve your reading? 3. Where could you find poems to give to someone you love?

Title/Topic/Chapter ___________________________________________

FIVE OTHER TOPICS ON THE SAME INDEX PAGE PAGE # 1 2 3 4 5

Now use the information above to create an index.

Rising action 1198 Romance 673, 683, 684, 1200 Romantic hero 149 Romanticism 143, 144, 212, 212,247, 578, 770, 1302 Romantic novel 417 Satire 50, 55, 160, 346, 978, 1103 Scanning 1200 Sensory language 557, 1189


Name ___________________________ INFORMATION GATHERING Parts of a Book–TABLE OF CONTENTS

Where do you find the table of contents in a book?

What does the table of contents show you?

Identify 4 things listed in a table of contents.

How is the table of contents organized?

How do you find where your information is located?

CREATE A TABLE OF CONTENTS Example: You are looking for information on the elderly. In a book in the library, you see the chapters below. The chapter on “Changes” is the most closely related to the topic, the elderly. The page given is where the chapter starts, and this is where you will also start to look for your information.

Table of Contents

Chapter 7: Changes Generations of Change 340 Growing Up 375 Planning For Change 398 Chapter 8: Perspectives Personal Expression 432 Public Speaking 450

Theater and the Arts 487 A Child’s Eye View 541 Chapter 9: Revolution A Personal Awakening 593 Times of Danger 631 The Need to Know 662 An Ideal World 703

Book Title/Topic/Chapter _________________________________

5 UNITS IN YOUR BOOK

(SUMMARY TOPICS) Chapter Titles

(Headings) Chapter Subtopics Pages

1

________________________________________________

________________________________________________

2

________________________________________________

________________________________________________

3

________________________________________________

________________________________________________

4

________________________________________________

________________________________________________

5

________________________________________________

________________________________________________


Name ________________________________

Topic/Title/Chapter_______________________________________

INFORMATION GATHERING: USING A DICTIONARY What is a dictionary called in the back of a book? How are words listed in a dictionary? How do you find the range of words on each page?

Sample: What is the difference between “democratic” and “Democratic.” Which part of speech is democracy? What is the plural and how is it spelled? How many different derivations does the word have?

de-moc-ra-cy \di-mak-re-se\ n. pl. –cies [MF democratie, fr. LL democratia, fr. Gk demokratia, fr. Demos + -kratia –cracy] (1576) 1 a: government by the people; esp : rule of the majority b: a government in which the supreme power is vested in the people and exercised by them directly or indirectly through a system or representation usu. Involving periodically held free elections 2 : a political unit that has a democratic government 3 cap : the principles and policies of the Democratic party in the U.S. 4: the common people esp. when constituting the source of political authority. 5: the absence of hereditary or arbitrary class distinctions or privileges

CREATE A DICTIONARY ENTRY

Identify (2) words and create dictionary entries using the chart below.

WORD #1 WORD #2

Meaning (Significance – can be in 2 languages in a bilingual dictionary)

Spelling & pronunciation

Part of speech (how to use the word)

Related words (word families)

Derivation (etymology or origin of the word)

Synonyms (words with the same meaning)

Antonyms (words with the opposite meaning)

Homonyms & Homophones (words that sound same or spelled same, but different meaning)

Idioms (special use of the word in a phrase that has a special meaning)

Abbreviations (short form or contracted form)


Name ________________________________

INFORMATION GATHERING


IDENTIFY ENCYCLOPEDIA TOPICS

TOPICS EXAMPLES Countries, Governments, Cultures Science Topics People, Places, Events in history Other Research Topics

IDENTIFY ALMANAC (YEARBOOK) TOPICS

TOPICS EXAMPLES

Updated Facts Interesting information about people Interesting information about places Interesting information about countries Interesting information about sports Interesting information about entertainment

IDENTIFY ATLAS (MAP) TOPICS

TOPICS EXAMPLES

Continents, countries, states, provinces Regions, counties, cities, rural areas Planets and constellations Borders, boundaries Geography (oceans, mountains, rainfall, population) Road Atlases (plan a trip, streets, highways, distances

IDENTIFY TELEPHONE DIRECTORY TOPICS

TOPICS EXAMPLES

Phone numbers & addresses of people & businesses Local information (zip codes, area codes, maps) Emergencies (hospitals, police, abuse, poison) Government offices & services Advertisements in the yellow pages

IDENTIFY NEWSPAPER TOPICS

TOPICS EXAMPLES

Daily news & current events (city, country, world) Special interest news (sports, fashion, weather, stocks) Advertisements (sales at local stores and markets) Classified Ads (find a job, or people selling things)


Name ______________________________

INFORMATION GATHERING LIBRARY/MEDIA CENTER RESOURCES/REFERENCES


IDENTIFY CARD CATALOG OR COMPUTER CATALOG TOPICS

TOPICS EXAMPLES

Author card (writer, co-writers & illustrator of the book) Title card (title & subtitles for the book) Subject card (the topic or subject of the book) Computer - keyword Call number (top left of card - where to find the book) Imprint. (publishing date & place, publisher’s name)

IDENTIFY REFERENCE BOOKS & TOPICS

REFERENCE BOOK EXAMPLES OF TOPICS Current Biography (monthly- about living people in news)

Webster’s Biographical Dictionary (short biographies - Famous people, living & historical)

Who’s Who & Who’s Who in America (facts about living people only)

Education Index (articles about school/education issues)

Guide to Reference Books (reference book that lists other reference books)

Book Review Digest (book reviews from periodicals like newspapers & magazines)

IDENTIFY PERIODICAL TOPICS (NEWSPAPERS AND MAGAZINES: Daily, Weekly, Monthly)

TOPICS EXAMPLES

Newspaper Indexes: (which newspapers have recent information on your subject)

Periodical Index (Current information & summaries)

Reader’s Guide to Periodical Literature (Recent information from magazines by subject/author & list of magazines)

english iv through esol - sdpbc web cms iv through esolthe phantom of the opera lesson 4 page 4 ....

Documents