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English II Through ESOL

Drama: Lesson 3: Antigone, by Sophocles: Scenes 2 and 3 (Translated by Dudley Fitts, & Robert Fitzgerald)

Supplemental Readings: “Life and Works of Sophocles” & “The Chorus in Greek Plays”

FCAT Reading/Writing Focus: Methods of Persuasion

FCAT Support Skills: Historical Setting & Author’s Purpose; Setting; Author’s Purpose; Point of View

Language Focus: Adverbs (*Key language focus words in RED)

Text: Prentice Hall Literature: Platinum Level 10

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

Vocabulary English Spanish Haitian Creole

barefaced descarado san wont bitterly mordazmente ak raj boasting jactándose djòlè, vantadiz boyishly infantilmente tankou tigason brazen atrevido pa wont, pa jennen completely completamente konplètman contempt desprecio mepri damnation maldición danasyon dangerously peligrosamente danjerezman darkly sombríamente sinistreman deference deferencia, respeto deferens, respè distasteful desagradable degoutan, deplezan drowsy somnoliento soule dutiful obediente, sumiso obeyisan, konsyansye endure resistir andire equally equitativamente egalman finally finalmente finalman folly locura, insensatez foli headstrong terca, testaruda tètdi immortal inmortal, imòtèl insolence insolencia, atrevimiento ensolans ironically irónicamente iwonikman joyless sin alegría sanjwa malicious maliciosa malisye passionate apasionado pasyone piety santidad pitye proclamation proclamación, edicto pwoklamasyon


(Continued) Drama: Antigone Lesson 3: Antigone, by Sophocles: Scenes 2 and 3

English Spanish Haitian Creole quickly rápidamente rapidman quietly silenciosamente toudousman rage cólera raj raving maldiciendo firye rebel rebelde rebèl severely gravemente sevèman slowly lentamente dousman softly suavemente tandreman somberly lúgubremente sonbreman stealthily a hurtadillas anchatpent suddenly inesperadamente toudenkou unprofitable infructuoso pa pwofitab unreasonably irrazonablemente san rezon vanish desaparecer disparèt waver dudar, vacilar vasiye


LIST OF CHARACTERS Antigone, by Sophocles

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

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


Personajes

Antígona, de Sófocles

Personajes principales Antígona Hija de Edipo, el antiguo rey de Tebas y de Yocasta, hermana de Creontes. Antígona está decidida a arriesgar su vida por darle sepultura a su hermano muerto Polinices, desafiando así el edicto del rey Creontes. Es sentenciada a muerte, pero se suicida ahorcándose. Creontes Hermano de Yocasta, quien era la esposa y madre de Edipo; llegó a ser el rey de Tebas tras la muerte de los dos hijos de Edipo en la guerra civil. Ordenó que Eteocles fuera enterrado con honores de jefe de estado, pero negó los ritos funerarios a Polinices. Se vio obligado a sentenciar a muerte a Antígona cuando ésta desafió su autoridad. Al final, aceptó que había actuado equivocadamente y se arrepintió. El coro La voz de los ancianos de la ciudad de Tebas, quienes son las principales víctimas de la recién concluida guerra civil y por eso anhelan que haya paz y estabilidad. Hacen comentarios acerca de los acontecimientos más importantes de la trama y le presentan al público la reacción popular a las disputas internas de la familia reinante de Tebas. Personajes secundarios Hemón El único sobreviviente de los hijos de Creontes; enamorado de Antígona, con quien está comprometido. Suplica en vano a su padre por la vida de la joven. Cuando se entera que Antígona se ha quitado la vida, se suicida sobre la tumba de ella. Ismene Hermana mayor de Antígona, quien, al principio, tenía sus reservas en cuanto a ayudarla para que enterrara el cadáver de su hermano Polinices. Más tarde reclamó su parte de la culpa y del castigo de su hermana; Creontes rehusó castigarla ya que consideró que sufría de una locura pasajera. Tiresias El profeta ciego de Tebas, que aparece también en la obra Edipo Rey de Sófocles. Viene a advertirle a Creontes acerca de las espantosas consecuencias que tendrá si se mantiene aferrado a su decisión de dejar el cadáver de Polinices sin sepultar. Eurídice Esposa de Creontes. Aparece solo una vez en la obra. Al final, cuando oye la noticia de la muerte de su hijo Hemón, se suicida. El guardián Viene a decirle a Creontes que alguien ha intentado sepultar a Polinices durante la noche. Amenazado con un grave castigo, por lo que Creontes considera incumplimiento de su deber, el guardián regresa a su puesto, logra arrestar a Antígona y la entrega a Creontes para ser sentenciada. El primer mensajero Viene a comunicarle a Eurídice la muerte de Hemón; acompaña a Creontes a la tumba y más tarde le hace un relato de primera mano sobre la muerte de Antígona y Hemón. El segundo mensajero Viene a contarle a Creontes acerca de la muerte de Eurídice Corifeo, director del coro Declama ocasionalmente unas breves estrofas, dirigidas principalmente al público. Se le dan las últimas frases de la obra, de donde extrae una moraleja sobre la secuencia de trágicos acontecimientos de los cuales los espectadores acaban de ser testigos.


English Summary

Lesson 3: Antigone, by Sophocles: Scenes 2 and 3 (Translated by Dudley Fitts & Robert Fitzgerald)

Scene 2 The sentry quickly returns to the palace with Antigone. Choragus is shocked to hear that

the sentry caught Antigone burying her dead brother. The sentry informs Creon that he saw Antigone with his own eyes in the act of breaking the law.

Fearlessly, Antigone admits that she dared to defy Creon’s law, in spite of the proclamation. According to Antigone, the king’s proclamation was not God’s proclamation and that final justice comes from God. The immortal laws of God are more powerful and eternal than the law of a mortal king. Antigone knows she must die and somberly speaks of death as her friend.

Creon says Antigone is headstrong like her father Oedipus. He says Antigone is guilty of the double insolence of breaking the law and then boasting about it. For Creon, a woman is challenging his manhood and his authority. He accuses Ismene equally and sends for her to be arrested.

Creon unreasonably accuses both sisters of barefaced anarchy and Antigone of dishonoring Eteocles. Antigone says her two brothers are equal in blood, and honors are due in death to both. It is Antigone’s nature to join in love, not in hate. Creon declares bitterly that Antigone will find her love in hell with her brothers.

Ismene enters, and Creon accuses them both of trying to take his throne. Ismene suddenly confesses her guilt and sincerely wants to take her share of the punishment. Antigone rejects her sister angrily, and does not let Ismene lessen her own death. Ismene reminds Creon that Antigone is the bride of his own son Haimon. On Ode 2, the Chorus responds by pointing out the curse on the royal family. The cost of Antigone’s defiance is her own freedom. Scene 3

Haimon enters and dutifully defers to his father’s will and authority. Creon does not want to show himself weak before his people. Haimon believes his father has reasoned badly. Haimon tries to persuade father to get advice from others. Haimon knows that Creon’s bad temper terrifies everyone. He informs his father that the people support Antigone and they think she is generous and brave. He encourages Creon to overcome anger and be flexible. Choragus agrees. He advises Creon to listen to his son and Haimon to listen to his father.

Creon accuses Haimon of selling out to a woman. Haimon insists that Creon has no right to trample on God’s right. Haimon threatens Creon that someone else will die if Antigone dies. Haimon finally leaves saying his father will never see him again. Creon decides to spare Ismene and to lock up Antigone alive in a stone vault eventually to die. In Ode 3, the Chorus responds in a song about glorious but destructive love.


Spanish Summary

Lección 3: Antígona, de Sófocles: Escenas segunda y tercera (Basado en la traducción del griego al inglés de Dudley Fitts y Robert Fitzgerald)

Escena segunda El centinela regresa rápidamente al palacio con Antígona. El corifeo se sorprende al escuchar que el centinela la sorprendió enterrando a su hermano muerto, y que le había comunicado a Creontes que vio con sus propios ojos cómo Antígona transgredía la ley.

Sin ningún temor, Antígona reconoce que se ha atrevido a desafiar la ley de Creontes, a pesar de la proclamación. Según Antígona, el decreto del Rey no era un edicto divino y que la justicia final venía de Dios. Las leyes inmortales de Dios son más poderosas y eternas que la ley de un rey mortal. Antígona sabe que tiene que morir y habla de un modo lúgubre acerca de la muerte como si fuera su amiga.

Creontes dice que Antígona es terca igual que su padre Edipo, y que es doblemente culpable de la insolencia de quebrantar la ley y de luego jactarse de sus actos. Para Creontes, esta mujer está retando su hombría y su autoridad. Él acusa igualmente a Ismene y la manda a buscar para que sea arrestada.

Creontes acusa irrazonablemente a ambas hermanas de anarquía descarada y a Antígona de deshonrar a Eteocles. Antígona replica que sus dos hermanos tienen la misma sangre y a ambos se les debe honrar en su muerte. La naturaleza de Antígona está inclinada al amor, no al odio. Creontes declara con amargura que Antígona encontrará su amor en el infierno junto a sus hermanos.

Ismene entra en escena, y Creontes las acusa a ambas de querer arrebatarle su trono. Inesperadamente, Ismene confiesa su culpabilidad y manifiesta sinceramente que quiere recibir su parte del castigo. Antígona rechaza a Ismene airadamente, y no la deja que rebaje el valor de su propio sacrificio. Ismene le recuerda a Creontes que Antígona es la prometida de su propio hijo Hemón. En la segunda oda, el coro responde señalando la maldición sobre la familia real. El precio del desafío de Antígona es su propia libertad. Escena tercera

Hemón entra en escena y sumisamente discrepa de la voluntad y autoridad de su padre. Creontes no quiere mostrarse débil ante su pueblo. Hemón cree que su padre ha razonado de mala manera y trata de persuadirlo para que busque el consejo de otras personas. Hemón sabe que el mal carácter de Creontes espanta a todo el mundo. Le comunica a su padre que el pueblo apoya a Antígona y piensan que ella es generosa y valiente. Lo anima a que se sobreponga a la ira que siente y sea flexible. El corifeo está de acuerdo y le aconseja a Creontes que escuche a su hijo y a Hemón que le preste atención a su padre.

Creontes acusa a Hemón de venderse a una mujer, éste le insiste a su padre que no tiene derecho a pisotear los derechos divinos. Hemón lo amenaza con que alguien morirá si Antígona muere, por último sale diciéndole a su padre que jamás lo volverá a ver. Creontes decide dejar con vida a Ismene y encerrar viva a Antígona en una bóveda de piedra para que finalmente muera. En la tercera oda, el coro responde con una canción acerca del glorioso pero destructivo amor.


Haitian Creole Summary

Leson 3: Antigone, selon Sophocles: Sèn 2 e 3

(Translated by Dudley Fitts & Robert Fitzgerald) Sèn 2

Santinèl la retounen tousuit nan palè a ak Antigone. Choragus choke pou l tande santinèl la arete Antigone k ap antere frè l la ki mouri. Santinèl la enfòme Creon li te wè Antigone ak de je l k ap dezobeyi lalwa.

San pè san krent, Antigone admèt se limenm menm ki te defye lwa Creon an, malgre pwoklamasyon an. Dapre Antigone, pwoklamasyon wa a se pa pwoklamasyon papa Bondye epi jistis final la se nan Bondye l ap sòti. Lwa imòtèl Bondye yo pi puisan ak etènèl pase lwa yon wa mòtèl. Antigone konnen li dwe mouri epi, malgre tristès anvayi kè li, li pale sou lanmò tankou se zanmi l.

Creon di Antigone gen tèt di tankou papa l Oedipus. Li di Antigone koupab pou yon ensolans doub, li vyole lalwa epi l ap bat lestonmak li pou sa. Dapre Creon, yon fanm ap mande si l gen gason sou li, si l gen otorite. Li akize Ismene pou menm bagay la epi li voye arete l.

San rezon Creon akize toulede sè yo pou anachi san wont epi li akize Antigone poutèt li dezonore Eteocles. Antigone di de frè l yo benyen an san, epi se lanmò toude merite kòm onè. Se nòmal pou Antigone tonbe damou, men se pa pou l rayi. Creon deklare ak raj se nan lanfè Antigone ak frè l yo ap jwenn lanmou.

Ismene antre, epi Creon akize toude kòm moun k ap eseye vòlè twòn li. Soudènman Ismene konfese li koupab epi ak senserite li te vle resevwa pòsyon pinisyon pa l. Antigone rejte sè l la ak anpil kòlè, epi li pa pèmèt Ismene redui pwòp lanmò l. Ismene fè Creon sonje Antigone se fiti marye pwòp pitit li Haimon. Nan Od 2, koral la reponn ak yon madichon yo pwononse sou fanmi wayal la. Rekonpans rezistans Antigone se pwòp libète l. Sèn 3

Haimon antre epi konsyàmman li soumèt li anba volonte ak otorite papa l. Creon pa vle parèt pou yon nonm ki fèb devan pwòp pèp li. Haimon kwè papa l te rezone trè mal. Haimon eseye pèsyade papa l pou l aksepte konsèy lòt moun. Haimon konnen move tanperaman Creon tèrifye tout moun. Li enfòme papa l pèp la sipòte Antigone epi yo panse li se yon fi ki jenere epi brav. Li ankouraje Creon pou kalme kolè li epi vin fleksib. Choragus dakò. Li konseye Creon pou tande pitit li epi Haimon pou tande papa l.

Creon akize Haimon kòm moun ki vann tèt li bay yon fanm. Haimon ensiste Creon pa gen dwa pyetine jistis Bondye. Haimon menase Creon yon lòt moun ap mouri tou si Antigone mouri. Finalman Haimon ale, li di papa l pa gen dwa janm wè l ankò. Creon deside pou l epaye lavi Ismene epi li fèmen Antigone tou vivan nan yon kavo pou li mouri alafen. Nan Od 3, koral la reponn ak yon chan osijè lanmou glorye ki anmenm tan destriktif.


Supplemental Readings

The Life and Works of Sophocles (496-406 B.C.)

Sophocles was a great playwright, born a peasant in Athens, Greece in 496 B. C. He was ninety years old when he died 406 B. C. after writing his last play. Sophocles’ father was wealthy, making armor for a living. When Sophocles was a boy, he won prizes for music and wrestling. As a teenager, he was the lead singer for the celebration of the famous Greek victory over the Persians in 480 B. C. His teacher was Aeschylus, another famous writer of tragedies. In 468 B. C., Sophocles won first prize in a writing contest competing against his teacher Aeschylus with his first set of plays when he was twenty-eight years old. Sophocles was a handsome and talented man and even acted in some of his plays. Sophocles wrote Antigone in 441 B.C.

Sophocles wrote over 100 plays in his lifetime, but only seven of his tragedies survived until today. Sophocles won almost 20 drama festival competitions. These competitions were very popular and held in the famous Greek theater of Dionysus in Athens about 450 B.C. Sophocles never produced his own plays except in the competitions. Five years after the death of Sophocles, his grandson (also named Sophocles) was the first to produce the plays for the public. Sophocles is famous for increasing the size of the chorus from 12 to 15 members, the actors from two to three, and painting scenery in his plays. Sophocles married twice, and his two sons became writers of tragedies like their father. The people elected Sophocles to serve as a general in the war from 441-438 B.C., the government treasurer from 441-410 B.C., and in 413 B.C., a special commissioner because of his popularity. In 409 B.C., Sophocles wrote Philoctetes, another famous tragedy.

The Greek people thought that Sophocles was the favorite of the Greek gods. After Sophocles died, the people honored him with state sacrifices. People believe that Sophocles was handsome, wealthy, and charming. There are two stories about how Sophocles died. Some people say that he choked while eating grapes and others say that Sophocles died because he recited too many lines from his play Antigone. .The plays of Sophocles have a common theme, the struggles of determined characters to overcome fate. Sophocles wrote single plays about his characters instead of trilogies. A trilogy is a story told in a series of three separate parts or plays. However, Sophocles did write three different plays, including Antigone, about Oedipus, the famous legend from Greek mythology. Mythology is the study of myths. Myths are popular stories about past heroes that people in the culture believe and tell each other from one generation to the next generation. Myths have a hero or an ideal and tell about the history of a people. Sometimes myths are part truth and part fiction, and sometimes myths are untrue, fictitious, and imagined. Supplemental Readings Note: The supplemental readings provide background material to be used at the teacher’s discretion for listening/speaking activities, and are included as “following directions” activities. The supplemental readings may be reinforced later as a text for any of the reading activities provided in the lesson: (Pre Reading, Total Recall, True-False, Judgment, Scan, Story Grammars, Total Recall, True-False, Judgment, Scan) or writing activities (Language Experience, Indirect Speech, Framed Paragraphs, Opinion/Proof, Spool Writing, RAFT, Florida Writes)


Supplemental Readings (Continued from previous page)

The Chorus in Greek Plays

There were two different parts to the Greek play, the spoken dialogue between two or three actors and the choral song. The flute and the lyre made the music for the chorus. Later it was popular for the Chorus to do some dance steps when they chanted, sang, or recited their parts. Originally, the ancient Greek Chorus performed dances for public or religious events. Later, the Chorus also sang or chanted to the Greek god Dionysus during religious festivals.

In Greek plays, the chorus performed dances and “choral lyric poetry” in public plays. “Choral lyric poetry” means that the chorus sang about thoughts and feelings in a poem or song. The word “lyrical” comes from “lyre”, the musical instrument. “Lyrical” poetry means that the lyre accompanied the words of the poem. Sophocles used the choral lyric as part of his drama. The chorus and the music of the lyre and flute made the drama musical drama.

The Greek Chorus sang or chanted while performing a serious and dignified dance for the tragedy. The Chorus wore masks just as the main actors of the play wore masks. Masks were originally part of the religious habit of giving up individual identity to the god Dionysus during religious ceremonies. For this reason, masks also became part of the Greek drama and Greek tragedies. In a tragedy, the Chorus performed as a group representing a character in the play. The Chorus commented on the action and actors in the story. In the play Antigone, the Chorus represents the common people of Thebes. The Chorus showed the public reaction to the story events and actions of the main characters in the play. The Chorus reacted as the people of Thebes would have reacted, wanting peace and security in their city. The leader of the Chorus sometimes sang alone or talked with actors on the stage. Sometimes the leader made a speech to the Chorus or to the audience. Supplemental Readings Note: The supplemental readings provide background material and to be used at the teacher’s discretion for listening/speaking activities, and are included as “following directions” activities. The supplemental readings may be reinforced later as a text for any of the reading activities provided in the lesson: (Pre Reading, Total Recall, True-False, Judgment, Scan, Story Grammars, Total Recall, True-False, Judgment, Scan) or writing activities (Language Experience, Indirect Speech, Framed Paragraphs, Opinion/Proof, Spool Writing, RAFT, Florida Writes)


Summary of Listening Activities

Beginning: Minimal Pairs, Bingo

Intermediate: Follow Directions, Team Spelling, Dictation

Proficient: Interview

Beginning Listening Activities Minimal Pairs

Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) Antigone Lesson 3: Minimal Pairs Activity:

boasting/posting bitter/butter folly/volley raving/waving rage/wage quick/wick dutiful/beautiful vanish/banish shocked/chocked law/raw death/debt throne/drone father/fodder

Antigone Lesson 3: Minimal Pairs Activity: Continued on next page Reproducibles provided on following pages.


Antigone Lesson 3: Minimal Pairs Activity: Continued from previous page

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

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

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

1 2

1 boasting posting

2 bitter butter

3 folly volley

4 raving waving

5 rage wage

6 quick wick

7 dutiful beautiful

8 vanish banish

9 shocked chocked

10 law raw

11 death debt

12 throne drone

13 father fodder

Antigone Lesson 3: Minimal Pairs Activity: Continued on next page


Antigone Lesson 3: Minimal Pairs Activity: Continued from previous page Use the sentences below as a teacher script for listening practice to develop auditory discrimination of confusing sounds/words, and later as a follow-up activity for reading practice. Students will circle the word that they hear the teacher read, not necessarily the word the think fits the correct meaning of the sentence. The teacher will select one sentence in the pair to read aloud. The sentence should be read twice.

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

answer

1 boasting posting

Creon is posting his loyalty to the state over his family. Creon is boasting his loyalty to the state over his family.

boasting posting

2 bitter butter

Antigone is bitter that Creon dishonors Polyneices. Antigone is butter that Creon dishonors Polyneices.

bitter butter

3 folly volley

Ismene thinks Antigone’s plan is a dangerous volley. Ismene thinks Antigone’s plan is a dangerous folly.

folly volley

4 raving waving

Creon is raving mad when Polyneices’ body is missing. Creon is waving mad when Polyneices’ body is missing.

raving waving

5 rage wage

The King’s wage will cause the death of Antigone. The King’s rage will cause the death of Antigone.

rage wage

6 quick wick

The sentry is wick to take Antigone to be arrested. The sentry is quick to take Antigone to be arrested.

quick wick

7 dutiful beautiful

Antigone wants to be a beautiful sister and bury him with honor. Antigone wants to be a dutiful sister and bury him with honor.

dutiful beautiful

8 vanish banish

The body of Polyneices will vanish before Creon finds out. The body of Polyneices will banish before Creon finds out.

vanish banish

9 shocked chocked

Choragus is shocked that the sentry caught Antigone. Choragus is chocked that the sentry caught Antigone.

shocked chocked

10 law raw

Antigone is guilty of breaking the raw and boasting about it. Antigone is guilty of breaking the law and boasting about it.

law raw

11 death debt

Antigone does not let Ismene lessen her own death. Antigone does not let Ismene lessen her own debt.

death debt

12 throne drone

Creon accuses the sisters of trying to take his throne. Creon accuses the sisters of trying to take his drone.

throne drone

13 father fodder

Choragos advises Haimon to listen to his fodder. Choragos advises Haimon to listen to his father.

father fodder


Bingo

Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words/phrases from the lesson summary list or from students' texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark Bingo spaces when they hear the word or phrase. Antigone Lesson 3: Bingo Activity: Read sentences (from the lesson summary) that contain vocabulary from the lesson vocabulary list. Here is an alpha list of lesson vocabulary for your convenience.

Vocabulary List from Lesson Summary: barefaced, bitterly, boasting, boyishly, brazen, completely, contempt, damnation, dangerously, darkly, deference, distasteful, drowse, dutiful, endure, equally, finally, folly, headstrong, immortal, insolence, ironically, joyless, malicious, passionate, piety, proclamation, quickly, quietly, rage, raving, rebel, severely, slowly, softly, somberly, stealthily, suddenly, unprofitable, unreasonably, vanish, waver

Antigone Lesson 3: Bingo Activity: Reproducible Bingo Cards are provided on the following page


Antigone Lesson 3: Bingo Activity: (Continued from previous page): Bingo Cards


Intermediate Listening Activities

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

folly, proclamation, rage, rebel, joy, duty, insolence, malice, piety, profit, curse, freedom

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

accuse, say, boast, send, arrest, dishonor, declare, find, take, confess, lessen, punish, remind, rave, waver

Another variation is for the teacher to give the adjective form, and teams respond with the adverb form of the adjective: (Example: quick – quickly) Use the ½ sheet reproducible below.

bitter, boyish, complete, dangerous, dark, equal, final, ironic, quiey, severe, slow, soft, somber, stealthy, sudden, unreasonable (Answers: Please note irregularities and spelling changes: bitterly, boyishly, completely, dangerously, darkly, equally, finally, ironically, quickly, quietly, severely, slowly, softly, somberly, stealthily, suddenly, unreasonably)

Antigone Lesson 3: Team Spelling Activity: Reproducible ½ sheet answer sheet is provided on the following page


Antigone Lesson 3: Team Spelling Activity: (Continued from previous page)

TEAM SPELLING TEST TEAM NAME ______________________________ Score ____________

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TEAM SPELLING TEST TEAM NAME ______________________________ Score ____________

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

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

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

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

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

Unit 2 Lesson 3: Follow Directions Activity #1: Provide students with pencil and paper.

Give the following sentences: a) The sentry quickly returns to the palace with Antigone. b) Antigone speaks softly about her dead brother. c) Fearlessly, Antigone admits that she dared to defy Creon’s law, d) Creon declares bitterly that Antigone will find her love in hell with her brothers. e) Haimon finally leaves saying his father will never see him again. f) Antigone is locked up alive in a stone vault to eventually die.

Give the following directions: a) Underline the subject in each sentence. (Who does the action?) b) Draw a circle around the verb in each sentence. (What does he/she do?) c) Draw a box around the adverb. (How does _____(subject)_____(verb)?) d) Now draw an arrow from the adverb to the word verb it describes.

Antigone Lesson 3: Follow Directions Activities: (Continued on following pages)


Antigone Lesson 3: Follow Directions Activities: (Continued from previous page) Unit 2 Lesson 3: Follow Directions Activity #2: “Adverbs Pinwheel” Provide teams with colored pencils and paper. Teams will follow directions to create an “Adverbs Pinwheel”. Use these adverbs From lesson vocabulary list:

bitterly, boyishly, completely, dangerously, darkly, equally, finally, ironically, quickly, quietly, severely, slowly, softly, somberly, stealthily, suddenly, unreasonably

• Please note that the following adverbs only add “–ly” to the adjective form: bitterly, boyishly, completely, dangerously, darkly, equally, finally, quickly, quietly, severely, slowly, softly, somberly, suddenly

• Please note that the following have spelling changes from the adjective to adverb form: ironically (ironic), stealthily (stealthy), unreasonably (unreasonable)

Directions: (Note: Teacher may use the Pinwheel Template on the next page instead of having students draw a circle with 8 diamonds around it):

a) Draw a circle in the middle of the paper. Write the title, “Adverbs Pinwheel” in the circle. Color the circle yellow. OR…If using the template: In the circle in the middle of the pinwheel, write the title, “Adverbs Pinwheel” in the circle. Color the circle yellow.

b) Draw eight diamond-shaped pins coming out from the circle (to make the shape of a pinwheel). OR … If using the template: Identify the eight diamond shaped pins coming out from the circle.

c) Divide each diamond into two triangles. Color each triangle in the diamond a different color. (Each diamond will have two different colors.) OR … If using the template: Each of the eight diamond pins is divided into two smaller triangles. Color each triangle in the diamond a different color. (Each diamond will have two different colors.)

d) In the 1st diamond pin, in the first triangle, write the word “bitter”. In the other triangle, write the adverb ending “—ly”. Now read the two parts together as one word (“bitterly”).

e) In the 2nd diamond pin, in the first triangle, write the word “boyish”. In the other triangle, write the adverb ending “—ly”. Now read the two parts together as one word (“boyishly”).

f) In the 3rd diamond pin, in the first triangle, write the word “complete”. In the other triangle, write the adverb ending “—ly”. Now read the two parts together as one word (“completely”).

g) In the 4th diamond pin, in the first triangle, write the word “dangerous”. In the other triangle, write the adverb ending “—ly”. Now read the two parts together as one word (“dangerously”).

h) In the 5th diamond pin, in the first triangle, write the word “dark”. In the other triangle, write the adverb ending “—ly”. Now read the two parts together as one word (“darkly”).

i) In the 6th diamond pin, in the first triangle, write the word “somber”. In the other triangle, write the adverb ending “—ly”. Now read the two parts together as one word (“somberly”).

j) In the 7th diamond pin, in the first triangle, write the word “sudden”. In the other triangle, write the adverb ending “—ly”. Now read the two parts together as one word (“suddenly”).

k) In the 8th diamond pin, in the first triangle, write the word “severe-”. (hyphen) In the other triangle, write the adverb ending “—ly”. Now read the two parts together as one word (“severely”)

Antigone Lesson 3: Follow Directions Activity (Continued on next page) (A template for a pinwheel and for drawing triangles and diamonds is provided on next pages)


Examples of Pinwheels: Adverbs ending in “-ly":

Alternate Activity: Cut out triangles, scramble, match

Compound Words:


Antigone Lesson 3: Follow Directions Activity (Continued) Template for Pinwheel

(Note – Adverbs, suffixes, prefixes and compound words can be used to create pinwheels or a Word “Quilt” to build upon as wall size for a word bank activity or construction paper size as a team activity using the reproducibles on the following pages for pinwheel, small pinwheel, diamonds & triangles, or quilt.)

Pinwheel


Antigone Lesson 3: Follow Directions Activity (Continued) Template for drawing triangles and diamonds:

(Note – Adverbs, suffixes, prefixes and compound words can be used to create pinwheels or a Word “Quilt” to build upon as wall size for a word bank activity or construction paper size as a team activity.)


Antigone Lesson 3: Follow Directions Activity (Continued) Template for Small Pinwheel

(Note – Adverbs, suffixes, prefixes and compound words can be used to create pinwheels or a Word “Quilt” to build upon as wall size for a word bank activity or construction paper size as a team activity.)

Small Pinwheel


Antigone Lesson 3: Follow Directions Activity (Continued) Template for “Word Quilt” (Note – Adverbs, suffixes, prefixes and compound words can be used to create pinwheels or a Word

“Quilt” to build upon as wall size for a word bank activity or construction paper size as a team activity.) Examples for a Word Quilt (blank reproducible on next page)

Compound Words: Adverbs: Adverbs Prefixes: Prefixes Suffixes: Suffixes


Word Quilt


Antigone Lesson 3: Follow Directions Activity: (Continued from previous page) Unit 2 Lesson 3: Follow Directions Activity #3: This supplemental reading for the lesson is broken into sections below for oral reading to the teams in this activity. Teams listen and follow directions to match a sentence strip (notes strip) below to what they hear in each section of the oral reading. Teams place the strip in the blank template below. Directions: (Teacher reads orally the following supplemental information to the class) Directions to the Students: Listen carefully while I read information about the chorus in Greek plays. When I finish reading, I will ask you to practice finding notes about what you hear.


There were two different parts to the Greek play, the spoken dialogue between two or three actors and the choral song. The flute and the lyre made the music for the chorus. Later it was popular for the Chorus to do some dance steps when they chanted, sang, or recited their parts. Originally, the ancient Greek Chorus performed dances for public or religious events. Later, the Chorus also sang or chanted to the Greek god Dionysus during religious festivals.

In Greek plays, the chorus performed dances and “choral lyric poetry” in public plays. “Choral lyric poetry” means that the chorus sang about thoughts and feelings in a poem or song. The word “lyrical” comes from “lyre”, the musical instrument. “Lyrical” poetry means that the lyre accompanied the words of the poem. Sophocles used the choral lyric as part of his drama. The chorus and the music of the lyre and flute made the drama musical drama.

The Greek Chorus sang or chanted while performing a serious and dignified dance for the tragedy. The Chorus wore masks just as the main actors of the play wore masks. Masks were originally part of the religious habit of giving up individual identity to the god Dionysus during religious ceremonies. For this reason, masks also became part of the Greek drama and Greek tragedies. In a tragedy, the Chorus performed as a group representing a character in the play. The Chorus commented on the action and actors in the story. In the play Antigone, the Chorus represents the common people of Thebes. The Chorus showed the public reaction to the story events and actions of the main characters in the play. The Chorus reacted as the people of Thebes would have reacted, wanting peace and security in their city. The leader of the Chorus sometimes sang alone or talked with actors on the stage. Sometimes the leader made a speech to the Chorus or to the audience.

Antigone Lesson 3: Follow Directions Activity: (Continued on the following pages) A teacher script, a template for cutting sentence strips (notes strips) and a blank placeholder for the strips is provided on the following pages.


Antigone Lesson 3: Follow Directions Activity: (Continued from previous page) Unit 2 Lesson 3: Follow Directions Activity #3: Follow directions for Note-taking practice from the Supplemental Reading, “The Chorus in Greek Plays” Teams listen carefully to identify key words they hear and identify “notes” about it. Teams will match a “notes” strip with what they hear and place it in the blank placeholder for the 12 strips below.

a) Preparation: Teams cut the 13 sentence strips and mix them up. (OR …Teacher can prepare (copy and cut) in advance a set of 12 strips for each team, mix them up, and place them in a separate envelope for each team). Each team also gets a blank placeholder.

b) Second Oral Reading: The teacher slowly reads each section of the supplemental reading (as separated by number below), pausing at the end of each section to allow teams to find the sentence strip (notes strip) with notes about what the teacher just read.

c) Directions to students: Listen carefully while I read one more time about “The Chorus in Greek Plays”. This time when I read, I will pause several times so that your team can find the strip of notes about what you heard me read. When you find the strip with the notes about what you heard, place it in the blank placeholder. Keep your notes in the order that you hear so you can check your team

1. There were two different parts to the Greek play: the spoken dialogue between two or

three actors and the choral song. The flute and the lyre made the music for the chorus. 2. Later, it was popular for the Chorus to do some dance steps when they chanted, sang,

or recited their parts. 3. Originally, the ancient Greek Chorus performed dances for public or religious events.

Later, the Chorus also sang or chanted to the Greek god Dionysus during religious festivals.

4. In Greek plays, the chorus performed dances and “choral lyric poetry” in public plays. “Choral lyric poetry” means that the chorus sang about thoughts and feelings in a poem or song. The word “lyrical” comes from “lyre”, the musical instrument. “Lyrical” poetry means that the lyre accompanied the words of the poem. Sophocles used the choral lyric as part of his drama.

5. The chorus and the music of the lyre and flute made the drama musical drama. 6. The Greek Chorus sang or chanted while performing a serious and dignified dance for

the tragedy. 7. The Chorus wore masks just as the main actors of the play wore masks. Masks were

originally part of the religious habit of giving up individual identity to the god Dionysus during religious ceremonies. For this reason, masks also became part of the Greek drama and Greek tragedies.

8. In a tragedy, the Chorus performed as a group representing a character in the play. 9. The Chorus commented on the action and actors in the story. 10. In the play Antigone, the Chorus represents the common people of Thebes. The Chorus

showed the public reaction to the story events and actions of the main characters in the play. The Chorus reacted as the people of Thebes would have reacted, wanting peace and security in their city.

11. The leader of the Chorus sometimes sang alone or talked with actors on the stage. 12. Sometimes, the leader made a speech to the Chorus or to the audience.

TEACHER Answer KEY: 1. Flute and lyre music; 2. Dance steps; 3. Religious events for god Dionysus; 4. Choral lyric poetry; 5. Musical drama; 6. Singing and chanting; 7. Wearing of masks; 8. Group performances; 9. Comments about actors & events; 10. Representing the common people; 11 Leader sings alone or talks to actors; 12. Leader makes speech to audience Antigone Lesson 3: Follow Directions Activity #3: A template for cutting sentence strips (notes strips) and a blank holder for the sentences is provided on the following pages.


Antigone Lesson 3: Follow Directions Activity #3 (Continued from previous page)


Flute and lyre music

Dance steps

Religious events for god Dionysus

Choral lyric poetry

Musical drama

Singing and chanting

Wearing of masks

Group performances

Comments about actors & events

Representing the common people

Leader sings alone or talks to actors

Leader makes speech to audience


Antigone Lesson 3: Follow Directions Activity #3: (Continued from previous page- Do not cut)

“The Chorus in Greek Plays”: Placeholder for Notes

Team Name________________________________ Date _____________________

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Antigone Lesson 3: Follow Directions Activity (continued)

Antigone Lesson 3: Follow Directions Activity #4: Timeline for the Life of Sophocles Provide each team with the timeline below and colored pencils or crayons in the following colors: yellow, black, pink, red, green, blue, purple, and brown. Students will listen to the teacher orally read the supplemental on the Life of Sophocles, and then and follow directions (below) to shade the timeline of the life of Sophocles, author of the drama Antigone. Directions to the Students: Listen carefully while I read information about the chorus in Greek plays. When I finish reading, I will ask you to find important events and dates on a timeline. Listen carefully. (For Oral Reading)

The Life and Works of Sophocles (496-406 B.C.)

Sophocles was a great playwright, born a peasant in Athens, Greece in 496 B. C. He was ninety years old when he died 406 B. C. after writing his last play. Sophocles’ father was wealthy, making armor for a living. When Sophocles was a boy, he won prizes for music and wrestling. As a teenager, he was the lead singer for the celebration of the famous Greek victory over the Persians in 480 B. C. His teacher was Aeschylus, another famous writer of tragedies. In 468 B. C., Sophocles won first prize in a writing contest competing against his teacher Aeschylus with his first set of plays when he was twenty-eight years old. Sophocles was a handsome and talented man and even acted in some of his plays. Sophocles wrote Antigone in 441 B.C.

Sophocles wrote over 100 plays in his lifetime, but only seven of his tragedies survived until today. Sophocles won almost 20 drama festival competitions. These competitions were very popular and held in the famous Greek theater of Dionysus in Athens about 450 B.C. Sophocles never produced his own plays except in the competitions. Five years after the death of Sophocles, his grandson (also named Sophocles) was the first to produce the plays for the public. Sophocles is famous for increasing the size of the chorus from 12 to 15 members, the actors from two to three, and painting scenery in his plays. Sophocles married twice, and his two sons became writers of tragedies like their father. The people elected Sophocles to serve as a general in the war from 441-438 B.C., the government treasurer from 441-410 B.C., and in 413 B.C., a special commissioner because of his popularity. In 409 B.C., Sophocles wrote Philoctetes, another famous tragedy.

The Greek people thought that Sophocles was the favorite of the Greek gods. After Sophocles died, the people honored him with state sacrifices. People believe that Sophocles was handsome, wealthy, and charming. There are two stories about how Sophocles died. Some people say that he choked while eating grapes and others say that Sophocles died because he recited too many lines from his play Antigone.

.The plays of Sophocles have a common theme, the struggles of determined characters to overcome fate. Sophocles wrote single plays about his characters instead of trilogies. A trilogy is a story told in a series of three separate parts or plays. However, Sophocles did write three different plays, including Antigone, about Oedipus, the famous legend from Greek mythology. Mythology is the study of myths. Myths are popular stories about past heroes that people in the culture believe and tell each other from one generation to the next generation. Myths have a hero or an ideal and tell about the history of a people. Sometimes myths are part truth and part fiction, and sometimes myths are untrue, fictitious, and imagined.


Antigone Lesson 3: Follow Directions Activity (continued on next page)


Antigone Lesson 3: Follow Directions Activity (continued) Antigone Lesson 3: Follow Directions Activity #4: Timeline for the Life of Sophocles Provide teams with the timeline below and colored pencils or crayons in the following colors: yellow, black, gray, pink, red, green, blue, purple, and brown. Students will listen and follow directions (below) to shade the timeline of the life of Sophocles, author of the drama Antigone.

Directions: a) Use the color yellow. Find the column in the chart that tells the birth of Sophocles

near Athens, 496 B.C. On row A, shade the box for this column. b) Use the color yellow. Find the column in the chart that tells the death of Sophocles

near Athens, 406 B. C. On row A, shade the box for this column. c) Use the color yellow. On row A, shade the boxes that show the years Sophocles

lived, from 496 B.C. to 406 B. C. d) Use the color black. Find the column in the chart that tells the year the teenage

Sophocles led the singing celebration of Greek victory over Persians, 480 B.C. On row B, shade the box for this column.

e) Use the color gray. Find the column in the chart that tells the year Sophocles won first prize in a writing contest against his teacher. On row C, shade the box gray.

f) Use the color pink. Find the column in the chart that tells the year Sophocles staged plays for annual wine festival at Dionysus Theater in Athens, 450 B.C. On row D, shade the box for this column.

g) Use the color red. Find the column in the chart that tells the year Sophocles wrote play Antigone, 441 B.C. On row E, shade the box for this column.

h) Use the color green. Find the column in the chart that tells the year Sophocles BEGINS serving as one of ten generals to lead a war, 441 B.C. On row F, shade the box for this column.

i) Use the color green. Find the column in the chart that tells the year Sophocles ENDS serving as one of ten generals to lead a war, 438 B.C.. On row F, shade the box for this column.

j) Use the color green. On row F, shade the other boxes between the year Sophocles BEGINS serving as one of ten generals to lead a war, 441 B.C.. and the year Sophocles ENDS serving as one of ten generals to lead a war, 438 B.C.

k) Use the color blue. Find the column in the chart that tells the year Sophocles BEGINS as chairman of Athenian treasury, 441 B.C. On row G, shade the box for this column.

l) Use the color blue. Find the column in the chart that tells the year Sophocles ENDS as chairman of Athenian treasury, 410 B.C. On row G, shade the box for this column.

m) Use the color blue. On row G, shade the boxes between the year Sophocles BEGINS as chairman of Athenian treasury, 441 B.C. and the year Sophocles ENDS as chairman of Athenian treasury, 410 B.C.

n) Use the color purple. Find the column in the chart that tells the year Sophocles was special commissioner in Athens because of his fame, 413 B.C. On row H, shade the box for this column.

o) Use the color brown. Find the column in the chart that tells the year Sophocles wrote Philoctetes, another famous tragedy, 409 B.C.. On row I, shade the box for this column.

Antigone Lesson 3: Follow Directions Activity #4: Timeline graphic for coloring provided on


the following page.


Life of Sophocles Timeline

496

B.C. 480 B.C.

468 B.C.

450 B.C.

441 B.C.

438 B.C.

413 B.C.

410 B.C.

409 B.C.

406 B. C.

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Antigone Lesson 3: Follow Directions Activity #4: Timeline answer key on the following page.


Antigone Lesson 3: Follow Directions Activity #4: Continued from previous page.

TEACHER Answer KEY: Timeline: Life of Sophocles

496 B.C.

480 B.C.

468 B.C.

450 B.C.

441 B.C.

438 B.C.

413 B.C.

410 B.C.

409 B.C.

406 B. C.

Color Key

A _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ yellow B _____ black C _____ gray D _____ pink E _____ red F _____ _____ green G _____ _____ _____ _____ blue H _____ purple I _____ brown

Answer KEY to Word SEARCH

Antigone by Sophocles, Scenes 2 & 3—WORD SEARCH (On following page) Unused Letters Omitted (+) (Over, Down, Direction)

Y I Y + + + L Y + Y + P + D E L R + L + H L U L + R + + A C S O + + B K E R F O L L Y M N U N + E R A E A C I + + L N E O I I A C T N L D Y T U + A L R C D M T N A O L S F U Y T O E A + I M M E I S E T L D I S G L B R A O H R T A K R + O N N L + T E T R S E C E + O N I A Y I E L B A T I F O R P N U D O + A R T E U A + E + N + G N + E A S + Q L + L + D + U R + T Z I C O M P L E T E L Y A S E D E T A N O I S S A P + G N + + + B A R E F A C E D + E

BAREFACED(5,15,E) BITTERLY(3,8,NE) BRAZEN(6,10,SW) COMPLETELY(5,13,E) DAMNATION(14,1,S) DANGEROUSLY(1,11,N) DARKLY(3,6,NE) DEFERENCE(12,12,NW) DISTASTEFUL(3,14,NE) DUTIFUL(13,7,NW) FOLLY(9,3,E) HEADSTRONG(6,2,SE) IMMORTAL(3,5,SE) INSOLENCE(15,9,N) IRONICALLY(2,1,S) PASSIONATE(13,14,W) PROCLAMATION(12,1,SW) QUICKLY(7,12,NE) RAGE(15,12,S) REBEL(4,8,SE) STEALTHILY(1,14,NE) UNPROFITABLE(15,10,W) UNREASONABLY(14,12,NW)


Answer KEYS to Puzzles

Answer Key to Crossword Puzzle (on the previous page) (shows use of synonyms)

barefaced— bold, brazen, outright bitterly — angrily, resentfully boasting — (n) boldness, bluster boyishly — like a young man, like a child (male) brazen — bold, barefaced, unashamed completely — totally, entirely, fully contempt — disdain, dislike, scorn, hatred damnation — doom, everlasting punishment dangerously — unsafely, hazardously, riskily darkly — mysteriously, gloomily deference— respect, regard, admiration distasteful — unpleasant, disgusting, offensive drowse — (v) snooze, be sleepy, nap, nod off dutiful — obedient, well-behaved, well-behaved endure — tolerate, suffer equally — evenly, uniformly, in the same way finally — lastly, in conclusion, to end with folly — foolishness, silliness, craziness headstrong — willful, impulsive, stubborn immortal — eternal, everlasting, never-ending insolence — rudeness, disrespect ironically — paradoxically, satirically joyless — dismal, cheerless, without joy, miserable malicious — hateful, mean, cruel passionate — fiery, fervent, zealous piety — goodness, faithfulness, godliness proclamation — decree, public statement, declaration quickly — rapidly, fast, immediately, speedily quietly — silently, softly, calmly rage — anger, fury, wrath raving — wild, raging, crazed, out of control rebel — (n) insurgent, radical, revolutionary severely — harshly, cruelly, strictly slowly — gradually, little by little softly — gently, quietly, kindly somberly — seriously, sadly, gravely stealthily — sneakily, secretly, covertly suddenly — rapidly, all of a sudden, swiftly unprofitable— not making money, losing, loss-making unreasonably — unfairly, unjustly vanish — disappear, evaporate, fade away waver — (v) hesitate, hem and haw, falter, tremble

Puzzle Solutions: (For puzzles on the following pages) Puzzle Answer(s)

Fallen Phrase #1 The cost of Antigone’s defiance is her own freedom Fallen Phrase #2 The immortal laws of God are more powerful and eternal than the law of a

mortal king. Fallen Phrase #3 Creon declares bitterly that Antigone will find her love in hell with her brothers. Fallen Phrase #4 Haimon threatens Creon that someone else will die if Antigone dies.

Letter Tiles #1 Antigone knows she must die and somberly speaks of death as her friend. Letter Tiles #2 Choragos advises Creon to listen to his son and Haimon to listen to his father. Cryptogram #1 The king’s proclamation was not God’s proclamation and final justice comes

from God. Cryptogram #2 Antigone’s nature is to join in love, not in hate. Cryptogram #3 Antigone is guilty of double insolence, breaking the law and boasting about it.

CLUE LETTERS – A, G, S Cryptogram #4 Creon unreasonably accuses Antigone of barefaced anarchy and dishonoring

Eteocles. CLUE LETTERS – F, C, L Double

Puzzle #1 Creon declares bitterly that Antigone will find her love in hell with her brothers. Creon spares Ismene and locks up Antigone alive in a stone vault eventually to die.

Double Puzzle #2 (with

adverbs)

Adverbs: bitterly, boyishly, completely, dangerously, darkly, equally, finally, ironically, quickly, quietly, severely, slowly, softly, somberly, stealthily, suddenly, unreasonably Sentence: Ismene suddenly confesses her guilt and sincerely wants her share of the punishment.


Name ____________________

Antigone, by Sophocles: Scenes 2 & 3—WORD SEARCH

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

Y I Y P H B L Y H Y D P L D E L R P L R H L U L C R O T A C S O J B B K E R F O L L Y M N U N P E R A E A C I X H L N E O I I A C T N L D Y T U M A L R C D M T N A O L S F U Y T O E A E I M M E I S E T L D I S G L B R A O H R T A K R I O N N L Q T E T R S E C E F O N I A Y I E L B A T I F O R P N U D O N A R T E U A I E A N Z G N Q E A S F Q L A L H D D U R J T Z I C O M P L E T E L Y A S E D E T A N O I S S A P N G N E T G B A R E F A C E D E E

barefaced bitterly brazen completely damnation dangerously darkly deference distasteful dutiful folly headstrong immortal insolence ironically passionate proclamation quickly rage rebel stealthily unprofitable unreasonably


Antigone, by Sophocles: Prologue, Scenes 2 & 3 – Crossword Puzzle #1

Directions: Use a thesaurus and the lesson vocabulary to solve the puzzle.

Across Down Down (continued)

1. respect, regard, admiration 4. (v) hesitate, hem and haw, falter 8. bold, barefaced, unashamed 11. evenly, uniformly, in same way 15. fiery, fervent, zealous 18. goodness, faithfulness, godliness 20. lastly, in conclusion, to end with 21. not making money, losing 24. unsafely, hazardously, riskily 26. rapidly, all of a sudden, swiftly 29. paradoxically, satirically 30. eternal, everlasting, unending 32. bold, brazen, outright 34. totally, entirely, fully 35. angrily, resentfully 36. disdain, dislike, scorn, hatred 37. seriously, sadly, gravely 38. dismal, cheerless, miserable

2. wild, raging, crazed, out of control 3. foolishness, silliness, craziness 5. anger, fury, wrath 6. disappear, evaporate, fade away 7. unfairly, unjustly 9. doom, everlasting punishment 10. silently, softly, calmly 12. unpleasant, disgusting 13. mysteriously, gloomily 14. gently, quietly, kindly 16. tolerate, suffer 17. sneakily, secretly, covertly 19. (n) boldness, bluster 22. gradually, little by little 23. rudeness, disrespect 24. (v) snooze, be sleepy, nap, nod off 25. rapidly, fast, immediately, speedily

26. harshly, cruelly, strictly 27. obedient, well-behaved, well-behaved 28. decree, declaration 31. hateful, mean, cruel 32. like a young man, like a boy 33. (n) insurgent, radical, revolutionary


Name ____________________

Antigone, by Sophocles: Scene 2 & 3—LETTER TILES #1 Unscramble the tiles to reveal a message from the play.

Antigone, by Sophocles: Scene 2 & 3—LETTER TILES #2 Unscramble the tiles to reveal a message from the play.


Name ____________________

Antigone, by Sophocles: Scene 2 & 3—FALLEN PHRASE #1 Each letter in the grid appears in the same column, but below where it should be. Put the letters back in the grid and rebuild the “fallen” phrase.



Name ____________________




Name ____________________

Antigone, by Sophocles: Scene 2 & 3—Cryptogram #1 Each letter has a number in a cryptogram. Solve the puzzle by matching letters and numbers to complete the sentence about the play.

Parthenon



Name ____________________




Name ____________________

Antigone, by Sophocles: Scene 2 & 3—Double Puzzle #1 Unscramble each of the clue words. The clue words make a sentence about the play. Then copy the letters in the numbered cells to other cells with the same number below. The second part of the puzzle makes a second sentence about the play.


Name ____________________

Antigone, by Sophocles: Scene 2 & 3—Double Puzzle #2 (with adverbs)

Unscramble each of the clue words. The clue words are adverbs from the lesson vocabulary. Then copy the letters in the numbered cells to other cells with the same number below. The second part of the puzzle makes a second sentence about the play.


Dictation Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) Antigone Lesson 3: Dictation Activity: Use these sentences for dictation or any sentences from the lesson summary:

a) Antigone knows she must die, and somberly speaks of death as her friend. b) He accuses Ismene equally and sends for her to be arrested. c) The cost of Antigone’s defiance is her own freedom. d) Haimon finally leaves saying his father will never see him again. e) Haimon threatens Creon that someone else will die if Antigone dies

Antigone Lesson 3: TEAM DICTATION TEAM NAME ______________________________ Score ____________

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


Proficient Listening Activities

Interview Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. Antigone Lesson 3: Interview Activities: You play the role of King Creon. Choose several students to play the role of Haimon. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of King Creon’s answers. Students should save notes for Writing Activity #1, Language Experience Story.

a) Father, why are you so angry? b) Who is it that’s talking like a boy now? c) Aren’t you afraid of the wrath of God by breaking God’s laws for the dead? d) Do you believe your law is the highest law of the people? e) Are you afraid to show yourself weak to me, to the women, or to the people? f) What will you gain by killing Antigone? g) One man cannot know everything. Why don’t you get the advice of others? h) Do you know that the people think Antigone is right and you are wrong?

Antigone Lesson 3: Interview Activities: Sentence Strips for individual team members and space for additional questions and note taking provided on the following page.


Antigone Lesson 3: Interview Activities: (Continued from previous page) Interview Activity

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

Father, why are you so angry? Notes:

Who is talking like a boy now? Notes:

Are you not afraid of the wrath of God by breaking God’s laws for the dead? Notes:

Do you believe your law is the highest law of the people? Notes:

Are you afraid to show yourself weak to me, to the women, or to the people? Notes:

What will you gain by killing Antigone? Notes:

One man cannot know everything. Why do you not get the advice of others? Notes:

Do you know that the people think Antigone is right and you are wrong? Notes:

_________________________________________________________________? Notes:

_________________________________________________________________? Notes:

_________________________________________________________________? Notes:

_________________________________________________________________? Notes:

_________________________________________________________________? Notes:


Summary of Speaking Activities

Beginning: Intentional Intonation Backward Build-Up

Intermediate: Charades

Mixed-Up Sentence

Proficient: Twenty Questions

Beginning Speaking Activities

Intentional Intonation

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

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

Antigone Lesson 3: Intentional Intonation Activity:

Haimon knows Creon’s bad temper terrifies everyone. (Not Eurydice) Haimon knows Creon’s bad temper terrifies everyone. (Not denies) Haimon knows Creon’s bad temper terrifies everyone. (Not face) Haimon knows Creon’s bad temper terrifies everyone. (Not pleases) Haimon knows Creon’s bad temper terrifies everyone. (Not Choragos)


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

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

Antigone Lesson 3: Backward Build-up Activity: (Follow the example above)

a) Choragos is shocked to hear that the sentry caught Antigone burying her dead brother. b) According to Antigone, the king’s proclamation was not God’s proclamation, and that

final justice comes from God. c) Creon declares Antigone headstrong like her father Oedipus and guilty of double

insolence of breaking the law and boasting about it. d) Ismene suddenly confesses her guilt, and sincerely wants to take her share of the

punishment. e) Antigone rejects her sister angrily, and does not let Ismene lessen her own death.

Intermediate Speaking Activities

Charades

Objective: Oral production to determine word meaning and context of new lesson vocabulary Procedure: Team members guess who/what the teacher (or student) is silently role-playing. (Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point. Antigone Lesson 3: Charades Activity: Suggestions:

drowse, headstrong, boasting, piety, dutiful, joyless, rebel, stealthily, folly, quickly, quietly, slowly, softly, suddenly, somberly


Mixed-up Sentence

Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence. Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the class the way the sentence should read. Example sentence: A dicot seed has two parts. You might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must verbally give directions to make a correction after consulting with the team. The teacher follows the exact directions given and, if correct, gives the team a point. Then s/he calls on next team. Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in front of the classroom. In both cases, you were not given the detailed instructions necessary to complete the task, and you would move on to the next group without awarding a point. You are looking for a response something like, “Remove the first capital A and replace it with a lower case A.” Directions like these get teams points. Continue until the sentence is reorganized, with a capital at the beginning and a period at the end. Notes: This activity is very difficult and takes several weeks to master. Students will prefer to show you what to do, but do not let them. The idea is to tell you, not show you. The first time you use the activity do not spend more than five minutes. Stop and discuss the kinds of directions they need to give in the future. Do not give up on this activity, no matter how immature the students. Antigone Lesson 3: Mixed-up Sentence Activity: Sentences to use from summary:

a) Oedipus Creon father Antigone is like her says headstrong b) Antigone brothers are says are equal due in, and two blood honors in both death to her c) enters authority Haimon and father’s defers to his will and Dutifully d) Antigone’s cost of defiance freedom is her The own. e) For authority challenging woman Creon a his manhood and is his.

Proficient Speaking Activities Twenty Questions

Objective: Ask questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Ex: Is it from the fifteenth Century? Is it a boat? Antigone Lesson 3: Twenty Questions Activity: Photo or picture suggestions:

bride, ghost, decree, wine, dust, wind, clouds, sand, rain, Mount Olympus, Aphrodite, desert


Summary of Reading Activities Beginning: Pre Reading

Intermediate: Total Recall, True-False, Judgment,

Scan, Story Grammars

Proficient: Total Recall, True-False,

Judgment, Scan, Story Grammars

FCAT FOCUS READING SKILL: Using Methods of Persuasion

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. What to do and what to watch for- Authors write to influence or persuade the reader to agree with a certain opinion or take a certain action. Examples of persuasive writing include:

Newspapers Advertisements Magazines Speeches Articles+ Books

Think carefully and evaluate persuasive writing: There are ways to determine if a writer has presented enough evidence to agree or disagree with the opinion presented. You must think critically and skillfully before being influenced by what you read. There are two ways writers persuade their readers, reasoning, and emotion. As a critical reader, pay attention to how effective the writer is in making the argument. Writers often use faulty reasoning and faulty emotional appeals to persuade you.

FAULTY REASONING Writers appeal to your ability to reason. Be careful to study the evidence. Sometimes you are persuaded at first. After looking again, you may discover faulty or incorrect reasoning. Here are several kinds of faulty reasoning to look out for.

Selected Evidence: Another way to persuade is to choose only the information that makes your opinion look good. By presenting only one part of the evidence, you can persuade. However, the whole truth is not necessarily being presented. Example:

There are three thousand students studying seven subjects a day with homework every night. There simply is not enough time for them to participate in extracurricular activities. Those activities use several thousand dollars a year that should be used to improve academics at the school.

Either/or Thinking: A suggestion that there are only two ways of looking at a problem may be faulty or incorrect. There may really be more ways of seeing the issue. Example:

Either your assignments are turned in on time, or you fail the course. My neighbor’s trash is making a terrible mess since he got his dog.

Circular Reasoning: Sometimes a writer tries to prove his point by stating the same point over and over in different ways. Example:

You should be responsible because there are things you should do. You must complete the things you are responsible for. You know this to be the truth.

Over-generalizations: A generalization is a statement that applies to many people in many different situations. An overgeneralization is something that covers so many situations that is impossible to prove or disprove. Example:

Every man woman and child in this country wants to have more money to enjoy.

Faulty Cause and Effect: Sometimes a writer put two events together, one following the other. The suggestion is that the first event caused the second event. The two events may not be in a cause and effect relationship. The writer must go on to prove this. Ex:

Two men were seen leaving the store at the time of the robbery.


FCAT FOCUS READING SKILL: Using Methods of Persuasion (Continued)

FAULTY EMOTIONAL APPEALS Writers use emotion very effectively to persuade their readers. Be sure that there is solid evidence to prove the author’s point. Don’t just be convinced by an appeal to your emotions. There are several faulty emotional appeals to watch for below. Loaded Language: Words are chosen based on their positive or negative connotation. Connotation is the positive or negative feeling associated with a word. Examples:

My enemy is ignorant, immoral, and pathological. My friend is righteous, trustworthy, and faithful.

Transfer: Transferring positive or negative feelings about someone or something that is familiar to someone or something else that is not familiar is called transfer. Examples:

A convicted criminal goes to court dressed like a school principal with a fresh haircut to persuade the judge not to send him to jail. A politician attends a community center spaghetti dinner dressed in jeans and kisses all of the babies and grandmothers to persuade common people to vote for him. A television commercial shows pictures of war refugees in the middle of a formal dinner for wealthy businesspersons to persuade you that they don’t care.

Exaggeration: Making something bigger than the truth is to exaggerating. Exaggeration is sometimes called overstatement. Writers can describe something much bigger than it really is. Exaggeration is common in advertisements. Examples:

She has a heart as big as the world. This cream makes you look twenty years younger. Businesses cannot be successful without the latest XYZ computer.

Bandwagon: Sometimes writers argue that you should believe something because there are many people who agree. Bandwagon is asking you to get on the “bandwagon” like everyone else. Examples: Over 20 million Americans watch this game show. It must be good.

The candidate has 70% of the vote in the latest poll. You should vote for her too. Name-calling: A way to keep from discussing the important issues is simply to call someone or something a name. Examples:

Don’t vote for a big-spending, “more taxes” candidate. She is a taker, not a giver, and a fair-weather friend.


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 different types of questions (i.e. yes/no, either/or, and “wh-“) at a quick pace. If the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail? Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. Antigone Lesson 3: Pre Reading Activity:

The sentry catches Antigone burying her dead brother. Fearlessly, Antigone admits she defied Creon’s law. Creon declares Antigone guilty. Creon accuses Ismene equally. Ismene suddenly confesses her guilt. Ismene sincerely wants her share of the punishment. Antigone is the bride of Creon’s son Haimon. Haimon believes his father reasoned badly. Creon spares Ismene. Creon locks Antigone alive in a stone vault. Antigone will eventually die.


Beginning-Intermediate-Proficient Reading Activities

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

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

Note: Story grammars help students understand that most stories have a common organization. Story grammars help students to write reports, evaluate the quality of stories, find answers to their questions about stories, and write their own stories. Antigone Lesson 3: Story Map/Story Grammar Activity:

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

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

Key Story Elements – Objectives Key Questions

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

What…? Why…? How…? Why…? What…? How…?

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

Antigone Lesson 3: Story Map/Story Grammar Activity: (Continued on next pages ) (Use graphic organizers on following pages)


Antigone Lesson 3: Story Map/Story Grammar Activity: (Continued from previous page) Name ______________________________________

STORY GRAMMAR STORY MAP PLOT MAP

TITLE/TOPIC/TEXT ______________________________________________

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

STORY PLOT Exposition/Beginning: ____________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Conflict: External /Internal: ________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Rising Action: __________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Climax: _______________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Resolution/End: ________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


Antigone Lesson 3: Story Map/Story Grammar Activity: (Continued from previous page) Name ______________________________________


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


Antigone Lesson 3: Story Map/Story Grammar Activity (Continued from previous page) Name ________________________

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

TITLE/TOPIC/TEXT __________________________________ Author _____________

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

4. Climax (Turning Point) ____________________________________________ ________________________________________________________________________________________ ____________________________________________ ____________________________________________

1. Exposition/Beginning ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

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

5. Conflict External /Internal

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

3. Conflict External /Internal

__________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________

6. Resolution/End ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________


Antigone Lesson 3: Map/Story Grammar Activity: (Continued from previous page) Name ________________________


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

TITLE/TOPIC/TEXT ______________________________________________________

AUTHOR _____________________________________________________________ CHARACTERS

_____________________________ ________________________________

_____________________________ ________________________________

_____________________________ ________________________________ SETTING: TIME _____________________________________________________

_____________________________________________________ PLACE ____________________________________________________

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


Antigone Lesson 3: Map/Story Grammar Activity: (Continued from previous page)

Name ________________________

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


Antigone Lesson 3: Story Map/Story Grammar Activity: (Continued from previous page) Name ________________________

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

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

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

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

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

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

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


CHARACTERS ________________________________________________________________________________________________________________________________________________________________________________

SETTING TIME ________________________________________________________________ PLACE ________________________________________________________________

CONFLICT ________________________________________________________________________________________________________________________________________________________________________________

THEME ________________________________________________________________________________________________________________________________________________________________________________

PLOT EVENTS ________________________________________________________________________________________________________________________________________________________________________________

RESOLUTION ________________________________________________________________________________________________________________________________________________________________________________

TITLE/TOPIC/TEXT ________________________________________

AUTHOR ____________________

Antigone Lesson 3: Map/Story Grammar Activity: (Continued from previous page)

Name ________________________ LITERARY ELEMENTS: STORY MAP

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

TITLE/TOPIC/TEXT___________________________ Author _____________


Intermediate-Proficient Reading Activities

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

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

Total Recall – NOTE-TAKING GUIDE

TEAM ____________________

Reading Questions Answers Notes Points 1

2

3

4

5


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

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

Notes on Distinguishing Facts and Opinions

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

Antigone Lesson 3: Judgment Activity: (Continued on following pages)


Antigone Lesson 3:: Judgment Activity: (Continued from previous page)

Antigone Lesson 3: Judgment Activity: Important Note: Statements about the future are always opinions, because you cannot prove the future. It did not happen yet! (See notes above-distinguishing between facts and opinions) Here are some starters for Opinions: Choragus is shocked to hear that the sentry caught Antigone burying her dead brother. Fearlessly, Antigone admits that she dared to defy Creon’s law, in spite of the proclamation. According to Antigone, the king’s proclamation was not God’s proclamation and that final justice comes from God. The immortal laws of God are more powerful and eternal than the law of a mortal king. Antigone knows she must die and somberly speaks of death as her friend. Creon says Antigone is headstrong like her father Oedipus. Creon says Antigone is guilty of the double insolence of breaking the law and then boasting about it. For Creon, a woman is challenging his manhood and his authority. Creon unreasonably accuses both sisters of barefaced anarchy and Antigone of dishonoring Eteocles. Antigone thinks her two brothers are equal in blood, and honors are due in death to both. Antigone will find her love in hell with her brothers. It is Antigone’s nature to join in love, not in hate. Creon thinks Ismene and Antigone are trying to take his throne. Ismene sincerely wants to take her share of the punishment. Antigone and does not let Ismene lessen her own death. The cost of Antigone’s defiance is her own freedom. People believe that there is a curse on the royal family. Creon will show himself weak before his people if he changes his mind. Haimon thinks his father should get advice from others. Haimon thinks that the people support Antigone. Haimon thinks that Creon should overcome anger and he should be flexible. Haimon believes that someone else will die if Antigone dies. Haimon believes his father has reasoned badly. Haimon thinks that Creon’s bad temper terrifies everyone. The people think that Antigone is generous and brave. Choragos thinks Creon should listen to his son and Haimon should listen to his father. Haimon is selling out to a woman. Haimon insists that Creon has no right to trample on God’s right. Someone else will die if Antigone dies. Creon will never see Haimon again.

(Please see following page for starters for FACTS)

Antigone Lesson 3: Judgment Activity: (Use sentence strips on following pages)


Antigone Lesson 3:: Judgment Activity: (Continued from previous page) Antigone Lesson 3: Judgment Activity: (Please see previous page for starters for Opinions) Here are some starters for Facts: The sentry quickly returns to the palace with Antigone. The sentry informs Creon that he saw Antigone with his own eyes breaking the law. Creon accuses Ismene equally and sends for her to be arrested. Antigone says her two brothers are equal in blood, and honors are due in death to both. Creon declares bitterly that Antigone will find her love in hell with her brothers. Ismene enters, and Creon accuses them both of trying to take his throne. Ismene suddenly confesses her guilt and offers to take her share of the punishment. Antigone rejects her sister angrily. Antigone is the bride of Creon’s own son Haimon. On Ode 2, the Chorus sings about the curse on the royal family. Haimon enters and dutifully defers to his father’s will and authority. Haimon tries to persuade father to get advice from others. Haimon tells his father that the people support Antigone. Haimon encourages Creon to overcome anger and be flexible. Choragus agrees with Haimon. Creon accuses Haimon of selling out to a woman. Haimon threatens Creon that someone else will die if Antigone dies. Haimon finally leaves saying his father will never see him again. Creon decides to spare Ismene. Creon decides to lock up Antigone alive in a stone vault eventually to die. In Ode 3, the Chorus sings about glorious but destructive love. Antigone Lesson 3: Judgment Activity: (Continued on following pages) Use the sentence strip starters on the following pages for beginning/intermediate students. Use the sentence strip blanks for proficient students to create their own fact opinion sentences. Cut opinion and fact sentence strips, and mix them up. Students draw a sentence and work with members of their team to identify each sentence as fact or opinion. Beginning students may need sentence strip starters. Proficient students should write their own opinion and fact sentence strips using the blanks provided below.


Antigone Lesson 3: Judgment Activity: (Continued from previous page) Here are Starters for Opinions: Cut into strips for beginning/intermediate students

Choragus is shocked to hear that the sentry caught Antigone burying her dead brother.

Fearlessly, Antigone admits that she dared to defy

Creon’s law, in spite of the proclamation.

According to Antigone, the king’s proclamation was not God’s proclamation and that final justice comes

from God. The immortal laws of God are more powerful and

eternal than the law of a mortal king.

Antigone knows she must die and somberly speaks of death as her friend.

Creon says Antigone is headstrong like her father

Oedipus.

Creon says Antigone is guilty of the double insolence of breaking the law and then boasting

about it. For Creon, a woman is challenging his manhood

and his authority.

Antigone Lesson 3: Judgment Activity: (Continued on following pages) Sentence strip starters on the following pages



Creon unreasonably accuses both sisters of barefaced anarchy and Antigone of dishonoring

Eteocles. Antigone thinks her two brothers are equal in blood,

and honors are due in death to both.

Antigone will find her love in hell with her brothers.

It is Antigone’s nature to join in love, not in hate.

Creon thinks Ismene and Antigone are trying to take his throne.

Ismene sincerely wants to take her share of the

punishment.

Antigone and does not let Ismene lessen her own death.

The cost of Antigone’s defiance is her own freedom.




People believe that there is a curse on the royal family.

Creon will show himself weak before his people if he

changes his mind.

Haimon thinks his father should get advice from others.

Haimon thinks that the people support Antigone.

Haimon thinks that Creon should overcome anger and he should be flexible.

Haimon believes that someone else will die if

Antigone dies.

Haimon believes his father has reasoned badly.

Haimon thinks that Creon’s bad temper terrifies everyone.




The people think that Antigone is generous and brave.

Choragos thinks Creon should listen to his son and

Haimon should listen to his father.

Haimon is selling out to a woman.

Haimon insists that Creon has no right to trample on God’s right.

Someone else will die if Antigone dies.

Creon will never see Haimon again.

Antigone Lesson 3: Judgment Activity: (Starters for Facts continued on next page)


Antigone Lesson 3: Judgment Activity: (Continued from previous page) Here are some starters for Facts:

The sentry quickly returns to the palace with Antigone.

The sentry informs Creon that he saw Antigone with

his own eyes breaking the law.

Creon accuses Ismene equally and sends for her to be arrested.

Antigone says her two brothers are equal in blood,

and honors are due in death to both.

Creon declares bitterly that Antigone will find her love in hell with her brothers.

Ismene enters, and Creon accuses them both of

trying to take his throne.

Ismene suddenly confesses her guilt and offers to take her share of the punishment.

Antigone rejects her sister angrily.

Antigone Lesson 3: Judgment Activity: (Continued on next page)



Antigone is the bride of Creon’s own son Haimon.

On Ode 2, the Chorus sings about the curse on the royal family.

Haimon enters and dutifully defers to his father’s will

and authority.

Haimon tries to persuade father to get advice from others.

Haimon tells his father that the people support

Antigone.

Haimon encourages Creon to overcome anger and be flexible.

Choragus agrees with Haimon.

Creon accuses Haimon of selling out to a woman.




Haimon threatens Creon that someone else will die if Antigone dies.

Haimon finally leaves saying his father will never see

him again.

Creon decides to spare Ismene.

Creon decides to lock up Antigone alive in a stone vault eventually to die.

In Ode 3, the Chorus sings about glorious but

destructive love.



Antigone Lesson 3: Judgment Activities: (Continued from previous page) Sentences Strips: Cut into strips. Proficient students write their own Fact or Opinion Sentences:

SENTENCE STRIPS

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


Antigone Lesson 3: Judgment Activities: (Continued from previous page) Sentences Strips: Cut into strips. Proficient students write their own Fact or Opinion Sentences:

SENTENCE STRIPS

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


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

Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall. Antigone Lesson 3: True or False Activity: Here are some true statements to use as starters: The guard swears to the king that he did not do it. Polyneices was King Creon’s nephew. King Creon promises the people that he will treat everyone the same. Creon thinks that he should not listen to an adolescent. Creon thinks Antigone is an anarchist. Haimon threatens his father that if Antigone is killed, someone else will die. Creon tells Haimon that they can’t let women make fools of them. Creon accuses Ismene equally and sends for her to be arrested. Antigone says her two brothers are equal in blood, and honors are due in death to both. Creon accuses both Ismene and Antigone of trying to take his throne. Ismene suddenly confesses her guilt and offers to take her share of the punishment. Antigone is the bride of Creon’s own son Haimon. Creon accuses Haimon of selling out to a woman. Haimon threatens Creon that someone else will die if Antigone dies. Creon decides to spare Ismene. Haimon finally leaves saying his father will never see him again. Antigone knows she must die and somberly speaks of death as her friend. The Chorus sings that It is Antigone’s nature to join in love, not in hate. The Chorus sings about a curse on the royal family. Creon says that the cost of Antigone’s defiance is her own freedom.

Antigone Lesson 3: True or False Activity: (Continued on next page) False statements provided on the next page.


Antigone Lesson 3: True or False Activity: (Continued from previous page)

Antigone Lesson 3: True or False Activity: (True statements provided on previous page) Here are some false statements to use as starters: Antigone obeys King Creon’s law. King Creon believes that Eteocles deserves no praise. The guards thought there was enough earth on the body to give the ghost some peace. Suddenly Ismene gives Antigone credit for burying her brother. King Creon quickly returns to the palace with Antigone. Creon saw Antigone with his own eyes breaking the law. Ismene declares bitterly that Antigone will find her love in hell with her brothers. Choragus sings about the curse on the royal family. Polyneices enters and dutifully defers to his father’s will and authority. Haimon persuades his father not to listen to advice from others. Antigone is fearful when she admits that she defied Creon’s law. The laws of a mortal king are more powerful and eternal than the immortal laws of God. The people think that Ismene is generous and brave. Creon thinks Haimon is trying to take his throne. For Haimon, a woman is challenging his manhood and his authority. Creon will show himself weak before his people if he does not change his mind. Haimon believes his father has reasoned well. Choragus tells his Creon that the people support Antigone. Creon reasonably accuses both sisters of barefaced anarchy Antigone is dishonoring Eteocles and Polyneices. Ismene sincerely does not want to take her share of the punishment. Creon encourages Haimon to overcome anger and be flexible. Creon decides to lock up Ismene alive in a stone vault eventually to die.

Antigone Lesson 3: True or False Activity: (Continued on next page) A Team question record and a “T-Chart” for this activity are provided on the next page.


Antigone Lesson 3: True or False Activity: (See previous page for procedure)

My Team’s Sentences True False 1

2

3

T-CHART TEAM ______________

True Statements about the Reading

False Statements about the Reading

Points

1

2

3

4

5

6

7


Scan

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

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

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

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

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

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

Scan Question Page Paragraph

Number Answer

1

2

3


Summary of Writing Activities

Beginning: Language Experience

Indirect Speech

Intermediate: Language Experience, Framed

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

Proficient : Language Experience, Framed

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

Beginning- Writing Activities Indirect Speech

Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: “I need money to buy ships to sail west.” Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. Antigone Lesson 3: Indirect Speech Activity: Use the dialog in this lesson written for the Presenting Activity “Dialog”.

Example: Antigone to Creon: It is my nature to join in love, not in hate. Antigone tells Creon that it is her nature to join in love not in hate.

Beginning-Intermediate-Proficient Writing Activities

Language Experience Approach Language Experience Story

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


LANGUAGE EXPERIENCE APPROACH for ESOL* Background

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

LANGUAGE EXPERIENCE APPROACH Background (Continued on next page)


LANGUAGE EXPERIENCE APPROACH (LEA) (Continued) BASIC ASSUMPTIONS

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

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

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

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

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

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

LANGUAGE EXPERIENCE APPROACH Basic Assumptions (Continued on next page)


LANGUAGE EXPERIENCE APPROACH (LEA) BASIC ASSUMPTIONS (Continued)

BASIC ASSUMPTION #3

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

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

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

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

BASIC ASSUMPTION #4

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




BASIC ASSUMPTION #5

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




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

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

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

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


LANGUAGE EXPERIENCE APPROACH(Continued) PROCEDURES& PRACTICES

Getting Started

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

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

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

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

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

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

LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued next page)


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

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

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

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

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

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



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

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

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


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

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

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

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

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

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

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

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

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

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

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

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

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



LANGUAGE EXPERIENCE APPROACH PROCEDURES AND PRACTICES (Continued)

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

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

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

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

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

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

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

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

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

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

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

*References for Language Experience Approach:

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

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

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


Intermediate-Proficient Writing Activities

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

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

Framed Paragraph Sample #1: Historical Setting & Author’s Purpose Notes: Historical Setting—“Where” the events occur (the place), and “When” they occur (the time or era—year, month, day, historical timeframe, era, etc.); Author’s Purpose—The author’s purpose in a reading can be to entertain, inform, or persuade a reader, or any combination of these purposes. Why did the author write this? Antigone Lesson 3: Framed Paragraph Activities Sample #1: Historical Setting & Author’s Purpose (Suggested topics, paragraph organizers, and writing templates continued on the following pages)


Antigone Lesson 3: Framed Paragraph Activities Sample #1 (Continued from previous page) Framed Paragraph Sample #1: Historical Setting & Author’s Purpose

Sample #1: (Historical Setting & Author’s Purpose): Use the details below as starters for historical setting and author’s purpose in Scenes 2 and 3 of the play Antigone, by Sophocles. Historical setting and author’s purpose can be interrelated or used separately for paragraph frames.

Historical Setting (Where and When): City-state of Thebes in ancient Greece, during the Oedipus legend, many centuries before the time of the play. Setting: Background & Details:

Place (where): The play is set in Thebes, a powerful city-state north of Athens in ancient Greece. There has just been a war in Thebes between armies led by the two sons of Oedipus who killed each other over the King’s throne. All scenes in the play occur in front of the royal palace at Thebes. Time (when): The play takes place in the mythical past of ancient Greece, part of the Oedipus legend from early Greek culture, many centuries ago. The drama begins at dawn, the night after Antigone’s two brothers died in the war. The whole play takes place is a little more than 24 hours, beginning to end. (Note: Greek theater was in the open air, and the first performances of the day would begin at daybreak. Thus, time of day of the setting is identical to the performance time). Author’s purpose(s)(inform, entertain, or persuade):

Inform— Sophocles does the following to inform his audience: • re-tells cultural heritage of the Theban people and their connection to the legend of Oedipus • shows historical cultural tension of the time and place (setting), namely the historical struggle

for power and territory over the Theban city of and its people, the audience of the play. • shows the cultural conflict in human relationships between men and women, between royalty

and the ordinary people (social classes), and between family members • shows the similarities in human emotions of all people of every time and place, and to create a

personal connection between the reader and the characters Entertain— Sophocles does the following to entertain his audience: • Sophocles gives the public a voice for their point of view, through the character(s) of the

chorus, and Antigone’s whose position exposes the hypocrisy of the king’s law • Sophocles provides choral lyric poetry appealing to the audience’s cultural heritage and

religious beliefs (god Dionysus and legend of Oedipus) • Sophocles provides live drama for sheer entertainment and pleasure with masks, songs,

chants, suspense, dilemma, and tragedy Persuade— Sophocles does the following to persuade his audience: • Sophocles exposes social injustice and advocates for freedom of ordinary people who suffer at

the hands of an autocratic king. In an historic period of emerging democracy in ancient Greece, this is both a personal and a political message.

• Sophocles represents the voice of the ordinary people through the voice of the Chorus. He shows public reaction to the crises of unfolding events, especially how actions of leaders affect people’s lives. The Chorus is concerned with public welfare, peace, and security in Thebes, to ensure the survival of the people.

• Sophocles is a politician himself, and portrays leadership sympathetically. Creon needs political expediency to restore peace and stability to Thebes after war. He cannot allow a young girl to defy him, making him appear weak as a leader. Creon justifies his actions to Haimon by believing that he must protect the interests of Thebes.

• Sophocles shows public concern that the state must take second place to the family, persuading the audience by showing difficulties in family relationships between father and son, and between the fiancés, Haimon and Antigone. In the end, Sophocles convinces the audience that family love is greater than love for the state and the king.

• Sophocles hates dictatorship and portrays Haimon’s rebellion against the wrath of the state, even if the king is his own father.


Antigone Lesson 3: Framed Paragraph Activities

Sample #1: Historical Setting & Author’s Purpose (Continued from previous page) Paragraph Frame for Historical Setting and Author’s Purpose:

In the _____ (novel, story, play) _____ (title), _____ (author), uses the setting of the story to tell readers the truth about _____ (Topic Sentence). The time in history of the story/play is _____ (describe the 1st aspect of the setting-Detail #1). The location of the play is _____ (describe the 2nd aspect of the setting-Detail #2). The author uses the setting to show the reader _____ and _____ (Author’s purpose- Detail #3). The reader has a real sympathy for the characters that lived in this time and place in history because _____ and _____ (Author’s purpose –Detail #4). The setting of the story _____ (restate key points 1 & 2) is very important to the author, because she/he wants to inform the reader (or tell us) about _____ (restate key points 3 & 4).

Paragraph Frame for Setting: The details of the setting of _____, by _____, are important

for several reasons (Topic Sentence). The author has set the story in _____ (place) during ____ (time). The time of the story is important because_____, _____ and _____ (Detail #1). The location (place, setting) where the story occurs is also important to understanding the story. During this time period, life was _____ and people____ (Detail #2). Some other important details about the setting include _____ and _____ (Detail #3). In addition, _____ (Detail #4) In conclusion, the author, _____, uses the setting of the story to make his/her characters interesting and the plot of the story come to life (Conclusion). Antigone Lesson 3: Framed Paragraphs Activities and organizers (Continued on next page).


Sample #1: Historical Setting & Author’s Purpose (Continued from previous page) Paragraph Frames for Author’s Purpose

Author’s Purpose—Inform, Entertain, & Persuade-Paragraph Frame #1

In the essay/novel/poem/story/drama _____ (title), by _____, (author) the writer has three purposes, to inform the reader, entertain, and to persuade the reader to think _____ (Topic Sentence). The author informs the reader about _____ by using (describing, explaining, showing) _____ and _____ (Author’s purpose- Detail #1) In addition, the author _____ intends to entertain the reader. This is evident in _____, and _____ (Detail #2).

Another purpose of the author is to persuade the reader. The author tries to persuade the reader to believe _____ and _____ (Author’s purpose- Detail #3). In conclusion, it is evident in the selection that the author has at least three purposes, to inform the reader about _____, entertain the reader by _____, and persuade the reader to _____ (Conclusion).

Author’s Purpose to Inform- Paragraph Frame #2

In the essay/novel/poem/story/drama _____ (title), by _____, (author) the writer’s purpose is to inform the reader about _____, _____, and _____ (Topic Sentence). The author informs the reader about _____ by using (describing, explaining, showing) _____ and _____ (Author’s purpose- Detail #1). In addition, the reader makes a connection with the author and his/her purpose to inform when the reader learns about _____ because/and _____. (Detail #2) Third, the author informs the reader about _____ by providing details about _____ and _____, such as _____ and _____ (Author’s purpose- Detail #3) In conclusion, it is evident in the selection that one of _____’s (author) purposes is to inform the reader about _____, _____, and _____ (Conclusion). Antigone Lesson 3: Framed Paragraph Activities: (Continued next pages—Graphic organizers for historical setting and author’s purpose, setting, and author’s purpose on the following pages)


Sample #1: Historical Setting & Author’s Purpose (Continued from previous page)

Author’s Purpose to Entertain- Paragraph Frame #3

In the essay/novel/poem/story/drama _____ (title), by _____, (author) the writer’s purpose to entertain the reader is evident in three ways, _____, _____, and _____ (Topic Sentence). The author entertains the reader by _____ and _____ (Author’s purpose- Detail #1) In addition, the reader makes a connection with the author and his/her purpose to entertain because _____ and _____ (Detail #2). Third, the author entertains the reader by providing details about _____ and _____, such as _____ and _____ (Author’s purpose- Detail #3). In conclusion, it is evident in the selection that one of _____’s (author) purposes is to entertain the reader in three ways, _____, _____, and _____ (Conclusion).

Author’s Purpose to Persuade- Paragraph Frame #4

In the essay/novel/poem/story/drama _____ (title), by _____, (author) the writer’s purpose is to persuade the reader concerning _____, _____, and _____ (Topic Sentence). The author tries to convince the reader that _____ by using (describing, explaining, showing) _____ and _____ (Author’s purpose- Detail #1) In addition, the author’s purpose to persuade the reader is evident because/when_____ because/and _____ (Detail #2) Third, the author intends to persuade the reader that _____ by providing details about _____ and _____, such as _____ and _____ (Author’s purpose- Detail #3). In conclusion, it is evident in the selection that one of _____’s (author) purposes is to persuade or convince the reader in three ways, _____, _____, and _____ (Conclusion). Antigone Lesson 3: Framed Paragraph Activities: (Continued next pages—Graphic organizers for historical setting and author’s purpose, setting, and author’s purpose on the following pages)


Antigone Lesson 3: Framed Paragraph Sample #1: Historical Setting & Author’s Purpose Continued from previous page) Name _______________

LITERARY ELEMENT: SETTING

TITLE/TOPIC/TEXT: ____________________________ Author: _____________

The setting of a story tells the time (when) and the place (where) the story takes place. A story that takes place during a time of war, rebellion, prosperity, or social conflict will have the mood, events, and characters. A story that takes place over a short period of time and in a more limited location like a house will be intense and focus more on the characters and their feelings.

SETTING WHEN (TIME): The “time” of the story can be a time in history, a year, a time of the year, or a time of the day. The “time” of the story includes everything in the story, from beginning to end. WHERE (PLACE): The “place” of the story can be a country, region, city, town, or even a building (like a courthouse or a home). How does the setting provide the background for the characters, events, and plot? Explain the importance of the setting to understanding the reading. Is it specific and detailed? How important is the setting of the reading? Explain how the setting helps you understand a character, the theme, or plot. Be specific. Explain how the setting contributes to the tone or mood of the story


WHERE (PLACE) The place of the story can be a country, region, city, town, or even a building, like a courthouse or a home.

WHEN (TIME) The time of the story can be a time in history, a time of the year, or a time of day.

(Continued from previous page) Antigone Lesson 3: Framed Paragraph Sample #1: Historical Setting and Author’s Purpose Name ____________________________

LITERARY ELEMENTS: SETTING TITLE/TOPIC/TEXT: ____________________________ Author: _____________

How does the setting provide the background for the characters, events, and plot? Explain the importance of the setting to understanding the reading. Is it specific and detailed? How important is the setting of the reading? Explain how the setting helps you understand a character, the theme, or plot. Be specific. Explain how the setting contributes to the tone or mood of the story


Antigone Lesson 3: Framed Paragraph Sample #1: (Continued from previous page) Historical Setting Name _____________________________________ TITLE/TOPIC/TEXT: ____________________________ Author: _____________ Compare the setting of the drama, Antigone, by Sophocles, to the time and place you live.


Antigone Lesson 3: Framed Paragraph Activities (Continued from previous page) Name _________________________

AUTHOR’S PURPOSE

TITLE/TOPIC/TEXT: ____________________________ Author: _____________ The author’s purpose in a reading can be to entertain, inform, or persuade a reader, or any combination of these purposes. Use the chart to Identify evidence of the author’s purpose(s).


INFORM

ENTERTAIN PERSUADE

IN MY OWN WORDS… Why did the author write this? _____________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name _______________________________

AUTHOR’S PURPOSE

TITLE/TOPIC/TEXT: ____________________________ Author: _____________ The author’s purpose in a reading can be to entertain, inform, or persuade a reader, or any combination of these purposes. The author may inform you and entertain you at the same time. The author may try to persuade you and inform you or persuade you and entertain you. Use the chart to Identify evidence of the author’s purpose(s).


Name ____________________

AUTHOR’S PURPOSE: “WHY?” (“Y”) CHART

TITLE/TOPIC/TEXT: ____________________________ Author: _____________ The author’s purpose in a reading can be to entertain, inform, or persuade a reader, or any combination of these purposes. Use the “Y” chart (“Why Chart” – Why did the author write this?) to identify evidence in the reading of the author’s purposes.

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Antigone Lesson 3: Framed Paragraph Activities (Continued from previous page) Framed Paragraph—Sample #2: Point of View

Point of view includes beliefs, biases, and assumptions. This is the character’s own personal way of looking at the event or subject. A character may have an opinion about something or someone. From the character’s point of view, an event may help or hurt their opinion. The way a character speaks, thinks, or reacts to events or other characters comes from their point of view. A character’s beliefs, opinions, positions, or biases influence story events or other characters.

Antigone Lesson 3: Framed Paragraph Activities Sample #2: (Point of View): Use the starters below for writing about point of view in Scenes 2, 3 of Antigone, by Sophocles.

The sentry’s point of view: (the sentry’s description of the scene of Polyneices’ burial): a) The audience sees the scene through a common person’s eyes. The sentry looks at

everything the way a common person might. b) The sentry’s point of view places in doubt whether the people will support the king or

have sympathy for Antigone and support her. c) The audience can visualize and experience the problem with details the sentry provides. d) The sentry shows Antigone’s despair, guilt, and grief to the audience to experience.

Antigone’s point of view: a) The audience sees Antigone as a sympathetic character. She honestly admits that she

broke the law, and will stand up for what she believes is right. Justice is important. b) She thinks that Creon’s law is unjust and cruel, but she is not afraid of him. She believes

that God’s law is higher than Creon’s law. This point of view is admirable to the audience c) She is not afraid of death because final justice comes from God, not the king. d) She must do her duty as a sister and bury her brother with honor so he will rest in peace.

She is a dutiful and loving sister. e) Antigone thinks she must honor both brothers equally because they are from equal

blood. Justice is blind. f) Her nature is to join in love, not in hate. This mirrors the audience’s highest goal.

King Creon’s point of view: a) Creon thinks Antigone is headstrong and is trying to take his throne and his power. b) Creon unreasonably accuses both sisters Ismene and Antigone of barefaced anarchy. c) Creon thinks Antigone is dishonoring her brother Eteocles by honoring Polyneices. d) He compares Antigone to her father Oedipus. She is guilty of double insolence, breaking

the law and boasting about it. e) His nature is to love the state and his power as king more than he loves his family. f) Creon believes that a woman is challenging his manhood and his authority and the

people will no longer respect him if he allows this. Haimon’s point of view: (Haimon is conflicted between his father and his fiancé)

a) Haimon dutifully defers to his father’s will and authority. b) Haimon believes his father has reasoned badly. c) Haimon tries to persuade father to get advice from others d) Haimon knows that Creon’s bad temper terrifies everyone, so he tries to warn Creon to

do the right thing. e) Haimon believes that the people support Antigone and that she is generous and brave. f) Haimon encourages Creon to overcome anger and be flexible. g) Haimon insists that Creon has no right to trample on God’s right. h) Haimon threatens Creon that someone else will die if Antigone dies. i) Haimon finally leaves saying his father will never see him again.

Antigone Lesson 3: Framed Paragraph Activities (Continued on following pages with organizers)


Antigone Lesson 3: Framed Paragraph Activities Sample #2: Point of View (Continued from previous)

Paragraph Frame—Point of View #1

In the _____ (novel/poem/story/play) _____ (title), by _____ (author), it is interesting to experience the events from a different point of view. _____ (character) has an important point of view for the audience (reader) to hear (experience) for several reasons (Topic Sentence). First, this point of view is important because _____. For example _____, and _____ (Detail #1) Another important reason for _____ (author) to include this point of view is _____. Examples of this include _____ and _____ (Detail #2). Finally, this point of view provides an opportunity for the people (reader) to _____. Some vivid details include _____ and _____ (Detail #3). The audience feels (experiences, sees, hears, understands) what _____ (character’s name) feels (experiences, sees, hears, understands) when _____. It is clear that through _____ (character), _____ (the author) is able to show _____ to the audience (reader) to experience (Conclusion).


_____’s (character) point of view in the play (poem, piece, story or novel) _____ (title), by _____ (author), provides the reader (audience) with important (interesting) details (Topic Sentence). One example of _____’s (character) unique point of view is _____ (Detail #1). Another example is _____ (Detail #2). Finally, _____’s point of view is evident in (when) _____ (Detail #3). In conclusion, the perspective or point of view of the character _____ adds important and interesting details to the reading. Different points of view add the author’s message/story. (Conclusion)


_____, the author of _____, writes from _____’s (the character’s) point of view. The writer speaks through _____’s (a character’s) eyes. This point of view in the story is evident in _____. For example, _____ Another example is _____. Another example is _____. _____’s (a character’s his/her own) point of view is subjective because _____. In conclusion, the author uses _____’s (a character’s, his/her point of view to show _____.

Antigone Lesson 3: Framed Paragraph Activities (Continued on following pages with organizers)


Antigone Lesson 3: Framed Paragraph Activities Sample #2: Point of View (Continued) Name _______________________________ The author’s point of view is his/her particular opinion or position on the topic. Point of view includes beliefs, biases, and assumptions. This is the writer’s own personal way of looking at the subject. The writer’s personal judgments may be evident in the reading.

Author’s Point of View Topic/Title/Text _______________________________________

Author(s) ______________________________________

The writer has an opinion about… The writer takes the point of view that… From this point of view, the author assumes (thinks, believes) that… Writing from this point of view shows a bias against (in favor of)… The same writer has a strong opinion or bias against (in favor of)… This is how the author’s beliefs, opinions, positions and biases influence the writing: As I read, I have my own opinion. My reaction to the reading is… IN MY OWN WORDS, the author’s point of view is…


Antigone Lesson 3: Framed Paragraph Activities Sample #2: Point of View (Continued) Name _______________________

Topic/Title/Text _____________________________ Author _______________

AUTHOR’S POINT OF VIEW (or a Character’s Point of View) The author’s point of view is his/her particular way of looking at something, and his/her opinion or position on the topic. Point of view includes beliefs, biases, and assumptions. This is the writer’s own personal way of looking at the subject. The writer’s personal judgments may be evident in the reading. The point of view of each character or person in a reading is also important, and shows how that individual thinks, feels, or believes about something. Directions: State the author’s point of view or a character’s point of view on a topic, opinion, or position of your choice. You must provide evidence from the reading that supports what you believe the author’s point of view to be.

Name of Author or Character: ___________________________

Author’s or Character’s Point of View ________________________________

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EVIDENCE 1_____________________________________________________________________

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Antigone Lesson 3: Framed Paragraphs Activities and Organizers Continued on next page


OPINION FOUND

Antigone Lesson 3: Framed Paragraph Activities Sample #2: Point of View (Continued) Name __________________________

Methods of Persuasion: Identifying Point Of View (Opinion)

Text Topic/ Title ______________________________________________ Author ________________

Authors write to influence or persuade a reader to agree with an opinion or take a certain action. Examples of persuasive writing can be found in newspapers, advertisements, magazines, speeches, articles, and books. Use the organizer for your research to identify opinions in these resources.

OPINION FOUND SOURCE

ARGUMENT GIVEN


ARGUMENT GIVEN


ARGUMENT GIVEN


ARGUMENT GIVEN

SOURCE ARGUMENT GIVEN


Antigone Lesson 3: Framed Paragraph (Continued from previous page) Name __________________________

Paragraph Organizer


Antigone Lesson 3: Framed Paragraphs Activities and Organizers (Continued on next page)



Paragraph Organizer

Text Topic/ Title ______________________________________________ Author ________________ Antigone Lesson 3: Framed Paragraphs Activities and Organizers (Continued on next page)



Paragraph Organizer



(Topic Sentence/ Introduction):____________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Supporting Detail #1 _______________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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

TOPIC FOCUS (MY Title):___________________________________________________


Supporting Detail #3________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________




Paragraph Organizer

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

MAIN IDEA (Topic Sentence)

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Antigone Lesson 3: Framed Paragraph Samples #1-6: (Continued from previous page) Name __________________________

Paragraph Organizer

Text Topic/ Title ______________________________________________ Author ________________ DETAIL: ____________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________

DETAIL: ____________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________

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

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

Notes on Distinguishing Facts and Opinions

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

OPINION SIGNAL WORDS believe best/worst expect

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

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

should not think Put it to the test! Can you prove or disprove the statement? Can you verify the statement with a reliable source? Can you check it out in a reference book? Can you prove it? Is your source a reliable or scientific source? Does it express an individual’s feelings, thoughts, beliefs, judgments, argument, agreement, disagreement, or advice? Antigone Lesson 3: Fact and Opinion: (Continued on next page)


Antigone Lesson 3: Fact and Opinion: (Continued from previous page) Antigone Lesson 3: Opinion/Proof Activity #1: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. Students can also use it as a format for note taking from books, videos, and lectures. Allow teams to write their own opinion to support with proof if they are at a proficient level. This can be used as a think/pair/share activity. Use the following as a starter for less proficient students:

Opinion Antigone is wrong because she is disrespectful and insolent. Proof Antigone shows no respect for Creon’s position or authority. Antigone defies the king’s law openly and without discussing it with Creon first. Antigone disrespects the feelings of her sister by forcing her to agree. Antigone calls the king names like weak and a fool. Antigone dares Creon to do something about her breaking the law. Antigone does not try to see Creon’s point of view. Antigone does not try to resolve the problem with Creon.

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


Antigone Lesson 3: Opinion/Proof Activity #2: (Continued from previous page) Use the organizer on the following page for opinions and facts. Groups should brainstorm.

Examples of Negative Opinions: Examples of Positive Opinions: Antigone thinks the king’s proclamation was not God’s proclamation.

Antigone thinks that final justice comes from God.

Antigone thinks somberly of her own death. Antigone thinks that death is her friend. Antigone is headstrong like her father Oedipus.

It is Antigone’s nature to join in love, not in hate.

Creon will show himself weak before his people if he changes his mind.

Creon will show himself strong before his people if he changes his mind.

Creon thinks Antigone is guilty of barefaced anarchy and of trying to take his throne.

The people think that Antigone is generous and brave.

Creon unreasonably accuses Antigone of dishonoring Eteocles.

Antigone thinks her brothers are equal and honors are due to both in death.

Ismene goes against her sister and is untrue to Antigone and her dead brothers.

Ismene thinks Antigone should obey the king, and sincerely will take her own punishment.

Antigone rejects her sister Ismene’s confession angrily.

Antigone does not let her sister’s confession lessen the value of Antigone’s own death.

Choragus is shocked that the sentry caught Antigone burying her dead brother.

On Ode 2, the Chorus thinks there is a curse on the royal family.

Antigone fearlessly admits she defied Creon’s law and will take his punishment

The immortal laws of God are more powerful and eternal than the law of a mortal king.

Creon will never see his son again. Creon will show the people he is a fair king. Creon thinks that a woman is challenging his manhood and his authority.

Ismene thinks Creon should be merciful since Antigone is the bride of his own son Haimon.

Creon believes Antigone will find her love in hell with her brothers.

The cost of Antigone’s defiance is her own freedom.

Creon’s bad temper terrifies everyone. Haimon is selling out to a woman.

Creon should listen to his son and Haimon should listen to his father.

Haimon thinks he must die if Antigone dies. Creon should punish Antigone and Haimon should obey his father.

Creon should punish Antigone because she refused to obey her king’s law.

Creon should spare Ismene because she confesses her guilt.

Creon should leave Antigone alive in a stone vault eventually to die.

Creon should overcome his anger and be flexible.

Creon should punish Antigone for her insolence and disobedience.

Creon should listen to Haimon and Choragos when they think the people disagree with him.

Haimon thinks Creon’s bad temper terrifies everyone.

At first, Haimon dutifully defers to his father’s will and authority.

Haimon is selling out to a woman. Creon has reasoned badly. Creon has no right to trample on God’s right. Creon should get advice from others. Haimon is selling out to a woman. Haimon is trying to save his future wife’s life. The Chorus thinks that love is destructive. The Chorus thinks that love is glorious.

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


Antigone Lesson 3: Fact and Opinion: (Continued from previous page) Antigone Lesson 3: Opinion/Proof Activity #1: Use the opinion starters and fact starters with the organizers on the following pages to practice distinguishing between opinions and facts. (Note: Statements in the future tense are always opinions, because you cannot prove the future. It did not happen yet!)

Here are some facts to use as starters: The sentry quickly returns to the palace with Antigone. The sentry informs Creon that he saw Antigone with his own eyes breaking the law. Creon accuses Ismene equally and sends for her to be arrested. Antigone says her two brothers are equal in blood, and honors are due in death to both. Creon declares bitterly that Antigone will find her love in hell with her brothers. Ismene enters, and Creon accuses them both of trying to take his throne. Ismene suddenly confesses her guilt and offers to take her share of the punishment. Antigone rejects her sister angrily. Antigone is the bride of Creon’s own son Haimon. On Ode 2, the Chorus sings about the curse on the royal family. Haimon enters and dutifully defers to his father’s will and authority. Haimon tries to persuade father to get advice from others. Haimon tells his father that the people support Antigone. Haimon encourages Creon to overcome anger and be flexible. Choragus agrees with Haimon. Creon accuses Haimon of selling out to a woman. Haimon threatens Creon that someone else will die if Antigone dies. Haimon finally leaves saying his father will never see him again. Creon decides to spare Ismene. Creon decides to lock up Antigone alive in a stone vault eventually to die. In Ode 3, the Chorus sings about glorious but destructive love.

Here are some opinions to use as starters: Choragus is shocked to hear that the sentry caught Antigone burying her dead brother. Fearlessly, Antigone admits that she dared to defy Creon’s law, in spite of the proclamation. Antigone thinks the king’s proclamation was not God’s, and that final justice comes from God. The immortal laws of God are more powerful and eternal than the law of a mortal king. Antigone knows she must die and somberly speaks of death as her friend. Creon says Antigone is headstrong like her father Oedipus. Creon says Antigone is guilty of double insolence of breaking the law and boasting about it. For Creon, a woman is challenging his manhood and his authority. Creon unreasonably accuses them of barefaced anarchy and Antigone of dishonoring Eteocles. Antigone thinks her two brothers are equal in blood and honors are due in death to both. It is Antigone’s nature to join in love, not in hate. Creon thinks Ismene and Antigone are trying to take his throne. Ismene sincerely wants to take her share of the punishment. Antigone and does not let Ismene lessen her own death. The cost of Antigone’s defiance is her own freedom. People believe that there is a curse on the royal family. Creon will show himself weak before his people if he changes his mind. Haimon believes his father has reasoned badly. Haimon thinks that Creon’s bad temper terrifies everyone. The people think that Antigone is generous and brave. Choragos thinks Creon should listen to his son and Haimon should listen to his father. Haimon is selling out to a woman. Haimon insists that Creon has no right to trample on God’s right. Someone else will die if Antigone dies. Creon will never see Haimon again.

Unit 3: Lesson 3: Opinion/Proof Activity (Continued next page with organizers and examples)


Antigone Lesson 3: Opinion/Proof Activity (Continued from previous next page) EXPRESSING OPINIONS

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

OPINION SIGNAL WORDS:

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

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Unit 3: Lesson 3: Opinion/Proof Activity (Continued next page with organizers and examples)


Antigone Lesson 3: Fact and Opinion: (Continued from previous page) Name ____________________________

EXPRESSING OPINIONS Title/Topic/Text __________________________________ Author _______________

Use the signal words to identify or state opinions in the blanks. 1 _________ think ______________________________________________________________

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2 _________believe_____________________________________________________________ ____________________________________________________________________________

3 _________ feel _______________________________________________________________ ____________________________________________________________________________

4 _________ expect_____________________________________________________________ ____________________________________________________________________________

5 ___________________ may/may not______________________________________________ ____________________________________________________________________________

6 ___________________ might/might not____________________________________________ ____________________________________________________________________________

7 ___________________ should/should not__________________________________________ ____________________________________________________________________________

8 ___________________ probably_________________________________________________ ___________________________________________________________________________

9 ___________________ least/most________________________________________________ ____________________________________________________________________________

10 __________’s point of view is ___________________________________________________ ___________________________________________________________________________

11 ________________ best/worst___________________________________________________ ____________________________________________________________________________

12 ________________ possibly_____________________________________________________ ____________________________________________________________________________

13 __________’s perspective is ____________________________________________________ ____________________________________________________________________________

14 In __________’s opinion_______________________________________________________ ___________________________________________________________________________

15 __________’s impression is_____________________________________________________ ___________________________________________________________________________

16 __________’s sense is _________________________________________________________ ___________________________________________________________________________

Unit 3: Lesson 3: Opinion/Proof Activity (Continued next page)



IDENTIFYING FACTS & PROOF Title/Topic/Text ______________________________ Author __________________

(Identify facts & suggest how/where to find proof. Fact & proof always go together) 1 ____________________________________ 1 ___________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 2 ____________________________________ 2 ___________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3 ____________________________________ 3 ___________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 4 ____________________________________ 4 ___________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 5 ____________________________________ 5 ___________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 6 ____________________________________ 6 ___________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Unit 3: Lesson 3: Opinion/Proof Activity (Continued next page)



Fact or Opinion Title/Topic/Text _______________________________________

Write details about your topic in each row.

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


Spool Writing: Methods of Persuasion

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

Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion Resources: Use the Sample Formats on the following pages for Spool Writing

1. suggested topics provided below, 2. graphic thinking organizers provided below, for each skill (Practice and Pre-writing) 3. sample writing format(s) provided below for a spool (5-paragraph composition) 4. spool writing organizers for a 5-paragraph composition first draft idea organizer

Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion (Continued next page)


Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion (Continued from previous page) Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion

Suggested Topic(s): Use these starters for persuasive techniques used by Sophocles to appeal to the audience (reader) in Scenes 2 and 3 of his tragic drama, Antigone.

REASONING ( and Faulty Reasoning): a) Selected Evidence: Sophocles limits and selects very carefully the evidence (actions, events,

and positions) on the issues he presents in the play. Sophocles uses his characters to present “black and white” narrow views of each side of the issue. There is no room for compromise, no “gray” area, for ether character. This makes the conflict more persuasive because it is very clear, dramatic, and uncompromising, as are his characters. By using the persuasive technique of selected evidence, Sophocles defines his issues clearly and concisely. He convinces the audience that no "gray” area exists, no room for compromise, making outcomes more predictable, as if pre-ordained by fate. Selected evidence makes fate a more plausible explanation for the outcomes. In addition, he clearly portrays his issues and views, placing them in direct conflict so the reader can easily compare and contrast these black and white viewpoints. Perhaps his audience was not very intelligent, or perhaps they were gullible. Clearly, placing clear viewpoints in direct confrontation is very entertaining.

b) Either/or Thinking: A suggestion that there are only two ways of looking at a problem may be faulty or incorrect thinking. There may be more ways of seeing the issue. However, Sophocles uses this device to convince his audience that fate or the gods are really in control, not the characters. For example, Sophocles leads the reader to believe that Creon only has two choices, to put Antigone to death, or to spare her as he spared Ismene. Likewise, Antigone only has two choices, either obey Creon or dishonor her dead brother.

c) Circular Reasoning: Sophocles uses circular reasoning as a device to ensure sympathy from the audience for his characters and views on the issues. He tries to prove his point by stating the same point repeatedly in different ways. For example, Antigone repeats her beliefs to Ismene, Creon, sentry, Chorus, and Choragos, in different scenes, repeating the same point. Creon reiterates his views several times as well. They make the same points over again. For example, Antigone is always defiant in every scene. Second, Antigone’s two reasons for breaking the law appear more than once or twice in the play: (1) God’s law to bury her brother is higher than the law of King Creon and (2) she has a family duty to honor him in death. Third, Creon attributes her action to (1) trying to take his throne, (2) offending his male authority, and (3) her defiance and insolence. He calls her an anarchist, seeing her as his opponent. If there can be only one winner, he will win. She is a lowly woman, etc.

d) Over-generalizations: A generalization is a statement that applies to many people in many different situations. An overgeneralization is generalizes to so many people and situations that it is impossible to prove or disprove. An example is Sophocles’ (and the ancient Greek) habit of crediting fate for every good or bad event in the play (or in life). For example, the Choragos blames Antigone’s preordained future for her problem (being headstrong like her father), and the Chorus blames a family generational curse.

e) Cause and Effect: Cause and effect is a powerful persuasive technique Sophocles uses in these scenes. Events are the direct cause of other events, and once an event occurs, the next event is inevitable. The reason is that fate controls the actions of the characters, not the characters themselves. Faulty cause and effect relationships place one event before a second event, suggesting that the first caused the second. Sophocles places many events in cause effect relationships with the only evidence being that fate has controlled them. For example, the cause of Antigone’s sentence to death is her disobedience. The cause of her disobedience is death of her brothers. The cause of their deaths is the family curse. The fact that she is a strong-willed woman may be a cause, but this too is part of her family inheritance and her culture, both out of her own control.

Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion (Continued next page with starters for persuasive techniques using EMOTIONAL APPEALS)


Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion (Continued from previous page) (See the previous page for persuasive techniques using REASONING)

Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion Suggested Topic(s): Use these starters for persuasive techniques used by Sophocles to appeal to the audience (reader) in Scenes 2 and 3 of his tragic drama, Antigone.

EMOTIONAL APPEALS:

a) Loaded Language: Sophocles uses loaded language throughout the play, with strong and dramatic verbiage. Loaded language consists of words chosen based on their positive or negative connotation and strong feelings associated with the word.

b) Transfer: The transfer of positive or negative feelings about someone or something familiar to the unfamiliar characters in the play occurs and is a device Sophocles uses to persuade his audience. These words cause very powerful emotions, and create an images in the reader’s mind. Sophocles uses transfer very successfully to pull the audience into the characters’ emotions in these scenes. The audience (reader) identifies closely with the characters, their motivation, and their choices. Some of these expressions that are either loaded with connotative meanings or transfer strong emotions include: Examples of Loaded Language and Transfer:

soft stinking flesh, insolence, severely, expansively, immortal unrecorded laws of God, bitterly, coldly, dazzle, transcends, malicious, shameful, darkly, somberly, merciless, unconquerable, piety, rage, dangerous, completely out of control, wilderness, in vain, perverse, unchangeable, anarchist, desert, fool, swear, silence, stubborn, instinct, earnest, indecent, plead, deference, evil

c) Exaggeration: Sophocles uses exaggeration to persuade and convince the audience of

the seriousness and desperation of the events. Both the Choragos and the Chorus provide opportunities for the author to add background details that place real events into a supernatural realm of fate where the gods control the universe and every detail therein. The characters believe they have no choices when events occur and they have no control over their futures. For example, King Creon thinks he must kill Antigone, and she feels she must bury her brother and accept death. Making something bigger than the truth is exaggeration or overstatement. Sophocles describes his characters as much bigger than they really are. One example is putting Antigone alive and alone in a vault to die and even putting her to death at all. Sophocles leaves no room for anything but the most drastic extremes in his characters. Antigone is not only willing to die to keep her brother’s honor, but she invites death as a friend. Sophocles uses exaggeration effectively to maintain a dramatic effect and make his point clearly and undisputedly.

d) Name-calling: Sophocles uses this device to keep Antigone and Creon from discussing the important issues. Examples of name-calling between Antigone and Creon in Scenes 2 and 3 include: lawbreaker, fool, malicious, evil, hellcat, anarchist, the toughest iron, the wildest horses, the inflexible heart, traitor, wicked

Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion (Continued next page) Graphic organizers and spool templates for methods of persuasion on the following pages


Antigone Lesson 3: Spool Writing Activities (Continued from previous page)

Sample Spool Writing Format for Methods of Persuasion

In the chapter/passage/story/piece/poem _____, by _____, (the

author, name a character) _____ tries to persuade _____ (the reader or another character) to _____ (take a certain action, agree or disagree with an opinion, etc. - Topic sentence/introduction). He/she uses several methods to persuade, including _____, _____ and _____ (briefly state methods chosen – faulty reasoning or emotional appeal - selected evidence, either/or thinking, circular reasoning, over-generalizations, faulty cause and effect, loaded language, transfer, exaggeration, bandwagon, name-calling).

The first method of persuasion used is_____ (indicate type #1 chosen). An example is that (the author, character) _____ (does, says, etc). Using this kind of persuasion, he/she tries to convince _____ to _____. Another example is ______. (Explain it here.) _____. This reasoning (or emotion) is faulty because _____.

Another type of persuasion used is _____ (indicate type #2 chosen). For example, the character (or author) is (does) ______ (Explain here). The reader can figure out that _____. Another example is _____ (Explain). It is clear that this reasoning (emotion) is faulty because_____.

A third type of persuasion used by _____ to persuade _____ is _____ (type #3 chosen). (Explain it here.) _____. In addition, _____. This method of persuasion is effective because it appeals to _____.

The author uses _____ (type #1), _____ (type #2, and _____ (type #3) methods of persuasion in this reading. The reader (or character) is convinced (or not convinced) to _____. These methods of persuasion in the reading prove to be effective (or not effective) because _____. Antigone Lesson 3: Spool Writing Activities (Continued on next page)


5. 5.

Antigone Lesson 3: Spool Writing Activities: (Continued) Thinking Organizer Name ____________________________

METHODS OF PERSUASION: FAULTY REASONING SELECTED EVIDENCE

Writers appeal to the ability to reason using several kinds of faulty or incorrect reasoning. Selected Evidence chooses only the information that makes your opinion look good. Presenting only one part of the evidence is persuasive because the whole truth is not presented. Example: If 500 students failed the state test, the schools must be bad.

Directions: Identify a point of view or an opinion in the reading and the supporting evidence. Select only the “good” evidence in favor of the viewpoint. Separate all other evidence.

TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________

POINT OF VIEW OR OPINION: ________________________________________

Antigone Lesson 3: Spool Writing Activities (Continued on next page)

FAULTY REASONING SELECTED EVIDENCE—Makes the opinion “look good” (Used to Persuade)

ALL OTHER EVIDENCE (Not Used to Persuade)

1. 1.

2.

4.

2.

3.

4.

3.


POINT OF VIEW or OPINION:

EITHER OR

Antigone Lesson 3: Spool Writing Activities: (Continued) Thinking Organizer Name _______________________________

METHODS OF PERSUASION: FAULTY REASONING EITHER/OR THINKING


Writers appeal to your ability to reason using several kinds of faulty or incorrect reasoning. Either/or Thinking suggests that there are only two ways of looking at a problem. There may really be more ways of seeing the issue. Example: Either someone admits the truth, or you will all serve a detention!

Directions: Identify a point of view or an opinion in the reading and the supporting evidence. Write the 2 ways of looking at the issue (Either…Or) that are the most persuasive. Then indicate separately other possible information/viewpoints that may be relevant.

OTHER INFORMATION/VIEWPOINTS NOT PRESENTED __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Antigone Lesson 3: Spool Writing Activities (Continued on next page)


2________________________________________________________________________________________________________________________________________________________________________

1_______________________________________________________________________________________________________________________________________________________________

4________________________________________________________________________________________________________________________________________________________________________

3_______________________________________________________________________________________________________________________________________________________________

6________________________________________________________________________________________________________________________________________________________________________

5_______________________________________________________________________________________________________________________________________________________________

8________________________________________________________________________________________________________________________________________________________________________

7_______________________________________________________________________________________________________________________________________________________________

Antigone Lesson 3: Spool Writing Activities: (Continued) Thinking Organizer Name _______________________

METHODS OF PERSUASION: FAULTY REASONING CIRCULAR REASONING

TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________ Writers appeal to your ability to reason using several kinds of faulty or incorrect reasoning. Circular Reasoning tries to prove a point by stating the same point “over and over” in different ways. Example: Take your time and don’t rush. Go slowly and don’t hurry.

Directions: Identify a point of view or opinion in the reading and the supporting evidence. Write the same viewpoint over & over in 8 different ways. Be persuasive.

POINT OF VIEW OR OPINION __________________________________




METHODS OF PERSUASION: FAULTY REASONING OVERGENERALIZATIONS

TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________ Writers appeal to your ability to reason using several kinds of faulty or incorrect reasoning. Over-generalizations cover so many situations that they are impossible to prove or disprove. Example: People who pay taxes believe in the American dream.

Directions: Identify a point of view or opinion in the reading and the supporting evidence. Identify specific information used to persuade, and write it as broad overgeneralizations.

POINT OF VIEW OR OPINION ___________________________ Antigone Lesson 3: Spool Writing Activities (Continued on next page)

OVERGENERALIZATION

SPECIFIC INFORMATION

OVERGENERALIZATION


OVERGENERALIZATION


OVERGENERALIZATION




METHODS OF PERSUASION: FAULTY REASONING FAULTY CAUSE & EFFECT


Writers appeal to your ability to reason using several kinds of faulty or incorrect reasoning. Faulty Cause and Effect puts two events together, one following the other, suggesting that the first event caused the second event. The two events may not be in a cause and effect relationship. The writer must go on to prove this. Example: Student government voted unanimously. The rule was changed that day.

Directions: Identify a point of view or opinion in the reading and the supporting evidence. Identify one event that follows another event, but the two events DO NOT have a cause & effect relationship. Rewrite the two events persuasively to suggest a cause & effect relationship that is FAULTY REASONING. Remember, the relationship is incorrect (faulty), so your cause and effect statement is incorrect or faulty. Write three examples of faulty cause & effect reasoning.

POINT OF VIEW OR OPINION___________________________

EVENT # 1 (not a cause or effect of

#2)

EVENT #2 (not a cause or effect of

#1)

FAULTY (INCORRECT) CAUSE & EFFECT

Statement

Example 1

Example 2

Example 3



EVIDENCE FAULTY EMOTIONAL APPEAL LOADED LANGUAGE & TRANSFER


METHODS OF PERSUASION: FAULTY EMOTIONAL APPEALS: LOADED LANGUAGE & TRANSFER

TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________ Appealing to emotions and feelings is an effective form of persuasion, even when there is no evidence to prove the point. Without the evidence, it is a faulty emotional appeal. Loaded Language chooses words because of the positive or negative connotation (feeling) associated with a word. Example: My enemy is ignorant, immoral, and pathological. Transfer is giving positive or negative feelings about someone or something that is familiar to someone or something else that is not familiar. Example: A criminal gets a haircut and suit for court to persuade the judge he is not guilty.

Directions: Identify a point of view or opinion in the reading and the supporting evidence. Rewrite the evidence using a faulty emotional appeal with loaded language and transfer.

POINT OF VIEW OR OPINION___________________________ Antigone Lesson 3: Spool Writing Activities (Continued on next page)


EVIDENCE EXAGGERATION, BANDWAGON, & NAME- CALLING


METHODS OF PERSUASION: FAULTY EMOTIONAL APPEALS: EXAGGERATION, BANDWAGON, & NAME-CALLING

TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________ Appealing to the emotions is an effective form of persuasion, even when there is no evidence to prove the point. Exaggeration is overstatement that makes something bigger or better than the truth. Example: This cream makes you look younger. Bandwagon is agreeing because many other people already agree. Therefore, you get on the “bandwagon” with them. Example: I will vote for whoever is popular. Name-calling is a simple way to keep from discussing the important issues. Example: You are so mean! Directions: Identify a point of view or opinion in the reading and its supporting evidence. Rewrite the evidence using faulty emotional appeal with exaggeration, bandwagon, and name-calling.

POINT OF VIEW OR OPINION___________________________



OPINION ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

REASON #2 ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

REASON #3 ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

REASON #1 ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Antigone Lesson 3: Spool Writing Activities: (Continued) Thinking Organizer Name _____________________________

METHODS OF PERSUASION: EXPRESSING AN OPINION

TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________ Identify an opinion from the reading (or your own opinion) and provide 3 reasons for the opinion. Identify the method of persuasion each reason is uses.

METHODS OF PERSUASION Faulty Emotional Appeals Faulty Reasoning

Exaggeration Loaded Language Faulty Cause & Effect Selected Evidence Bandwagon Transfer Overgeneralization Circular Reasoning Name-Calling Either or Thinking Opinion or Point of View



REASON #1

REASON #4 REASON #3

REASON #2

MY OPINION

Antigone Lesson 3: Spool Writing Activities: (Continued) Thinking Organizer Name _____________________________

METHODS OF PERSUASION: EXPRESSING AN OPINION

TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________ Identify an opinion from the reading (or your own opinion) and provide 3 reasons for the opinion. Identify the method of persuasion each reason is uses.





PERSUASIVENESS OF ARGUMENT

Antigone Lesson 3: Spool Writing Activities: (Continued) Thinking Organizer Name ____________________

METHODS OF PERSUASION: DEBATE PLANNER


Identify a point of view from the reading (or your own opinion) and provide four arguments in favor of the point of view. List them in the order of most persuasive to least persuasive. Identify the method of persuasion each reason is uses.



Point of View or Opinion ______________________________________

LEAST PERSUASIVE ARGUMENT MOST PERSUASIVE ARGUMENT Antigone Lesson 3: Spool Writing Activities (Continued on next page)


REASON #1

Detail Detail

Detail Detail

Antigone Lesson 3: Spool Writing Activities: (Continued) Thinking Organizer Name ____________________

METHODS OF PERSUASION: POINT OF VIEW COLUMN TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________ Identify a point of view from the reading (or your own opinion) and provide three reasons for the point of view. Provide two details for each reason. Refer to the “methods of persuasion” list to help identify the reasons and details that are persuasive of the point of view.

Faulty Emotional Appeals Faulty Reasoning Exaggeration Loaded Language Faulty Cause & Effect Selected Evidence Bandwagon Transfer Overgeneralization Opinion or Point of View Name-Calling Either Or Thinking Circular Reasoning


POINT OF VIEW:

REASON #2

REASON #3

Detail Detail

CONCLUSION:


Antigone Lesson 3: Spool Writing First Draft: Spool Organizer (Continued) Name: _________________________________

THINKING & WRITING ORGANIZER: EXPOSITORY ESSAY Essay Title: _____________________________________________

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

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



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


Antigone Lesson 3: Spool Writing First Draft: Spool Organizer (Continued)

Name: ___________________

THINKING & WRITING ORGANIZER: EXPOSITORY ESSAY ESSAY TITLE: _________________________________________________________

TOPIC FOCUS # 1:

Support

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

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

Support

TOPIC FOCUS # 1:

Support

Support

Support

TOPIC FOCUS # 1:

Support

Support

Support


RAFT (Role, Audience, Format, Theme)

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

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

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

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

• (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, the format, and the topic These four components are critical in every written assignment. Assist teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences, formats, and strong verbs that are appropriate for each topic. Once the groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Antigone Lesson 3: RAFT Activities: For each RAFT Activity below use the writing templates and instructional materials on the following pages for students to practice writing personal and business letters, recipes, memos, journals, speeches, and newspaper columns and article. Practice with genres of writing expands knowledge of applicability of writing as an important form of communication. Antigone Lesson 3: RAFT Activities: (Continued on following pages) Writing Formats and suggested topics for a variety of genres on following pages


R.A.F.T. WRITING TOPICS Antigone Lesson 3: RAFT Activities: Students write according to role, audience, format, & topic. Review the RAFT topics and use the instructional pages with writing formats that follow: RAFT Activity #1:

R-Your role as a writer is Haimon. A-Your audience is King Creon. F-The format of your writing is a personal letter. T-Your topic is to implore Creon to see his error and change his decision to the right one

RAFT Activity #2: R: Your role as writer is Ismene A: Your audience is King of Creon F: The format of your writing is a business letter to the King of the city-state of Thebes. T: Your topic is to write to implore Creon to spare the life of your sister Antigone.

RAFT Activity #3: R: Your role as writer is Antigone A: Your audience is newspaper readers of Thebes F: The format of your writing is a classified advertisement in the Theban newspaper (scroll) T: Your topic is to write a classified ad to sell your wedding dress now that you will no longer need the dress. **(Note: obituary-published notice of a death; usually includes a brief biography)

RAFT Activity #4: R: Your role as writer is a Haimon A: Your audience is your father King Creon F: The format of your writing is a recipe for becoming a better king T: Your topic is to list what the king needs to do and the steps to follow to be a better king

RAFT Activity #5: R-Your role as a writer is King Creon. A-Your audience is your people and the Chorus. F-The format of your writing is a political speech. T-Your topic is to explain to your followers the crime and the punishment of your niece Antigone. You must explain the punishment and tell why you have decided on it.

RAFT Activity #6: R: Your role as writer is Antigone A: Your audience is the people of Thebes F: The format of your writing is a memo T: Your topic is to say goodbye to your family, friends, and the people of Thebes before you go to the vault to die.

RAFT Activity #7: R: Your role as writer is the sentry A: Your audience is yourself and close friends or family who might read it someday F: The format of your writing is a journal entry in your personal journal or diary. T: Your topic is to write about catching Antigone and taking her to King Creon for punishment. Tell what happened, why, who said what, and how it ended.

RAFT Activity #8: R: Your role as writer is a writer for the Theban newspaper. A: Your audience is the citizens of Thebes. F: The format of your writing is a newspaper article. T: Your topic is to write to explain Antigone’s crime and Creon’s decision. Tell what happened to whom, when, where, why, how it ended and why it ended that way.

Antigone Lesson 3: RAFT Activities: (Writing Formats on following pages)


Antigone Lesson 3: RAFT Activity: (Continued from previous page) Personal Letter RAFT Activity #1: Use the following information and writing template.

R-Your role as a writer is Haimon. A-Your audience is King Creon. F-The format of your writing is a personal letter. T-Your topic is to implore Creon to see his error and change his decision to the right one

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

Paradise, FL 33443 January 14, 2005

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

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

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

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

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

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

Antigone Lesson 3: RAFT Activity: Personal (or Friendly) Letters (Continued on next page)


Antigone Lesson 3: RAFT Activity: Personal (or Friendly) Letters (Continued)

PERSONAL (FRIENDLY) LETTERS – IMPORTANT NOTES

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

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

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

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

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

Examples: Sincerely, Truly yours, With best wishes,

Personal (or Friendly) Letters:

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

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

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

Antigone Lesson 3: RAFT Activity: Personal (or Friendly) Letters (Continued on next page)


Personal or Friendly Letter Format

_________________________

_________________________

_________________________

_________________________

________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

_________________________

_________________________


Antigone Lesson 3: RAFT Activities: (Continued) Business Letter RAFT Activity #2:

R: Your role as writer is Ismene A: Your audience is King of Creon F: The format of your writing is a business letter to the King of the city-state of Thebes. T: Your topic is to write to implore Creon to spare the life of your sister Antigone.

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

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


Antigone Lesson 3: RAFT Activity: Business Letters (Continued) 5. The Complimentary Closing The closing of a business letter is short, polite, and ends with a comma. Skip a line after the body of the letter before the closing. The closing and signature lines (two lines, skipping one line in between) are in a “block” shape, like the heading. The complimentary closing is always a few words on a single line, beginning with a capital letter and ending with a comma. Skip two spaces after the closing, and before the signature line. (Examples of Closings for a Business Letter: Sincerely, Truly, Regards, Respectfully, Thank you for your time, Thank you for your consideration, etc…) In the block style, the closing is at the left margin. In the modified block or semi-block styles, the left edge of the closing starts in the center. The left edge of the closing and signature lines begins in the center, lined up with the heading (indented the same amount as the heading). Always indent to the middle of the page. Note: In a business letter, the signature line appears two times, once for the typewritten signature of the writer, and handwritten just below the typed name. 6. The Signature Line Skip two spaces after the closing for the signature line. Type the writer’s name on the signature line, and hand sign the name in blue or black ink in the space between the closing and the typed signature. The left edge of the signature line begins directly under the closing, and should be lined up with the closing. The closing and signature lines, skipping one line in between, are in a “block” shape, like the heading. Example:

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

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

Notes Business Letter Punctuation:

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

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

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

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

Examples: Sincerely, Thank you,

Antigone Lesson 3: RAFT Activity: Business Letters (Continued on next page)


Antigone Lesson 3: RAFT Activity: Business Letters (Continued from previous page)

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

Examples: Attention: Sales Department Attention: Shawn Miller

_________________________ _________________________ _________________________

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Attention: _________________

Antigone Lesson 3: RAFT Activity: Business Letters (Additional Practice)

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


Antigone Lesson 3: RAFT Activity: (Continued) Use ONE of the following THREE business letter formats: (block, modified block, and semi-block styles.) All three formats are acceptable.

Business Letter Format: Block Style

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Business Letter Format: Modified Block Style

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Business Letter Format: Semi-Block Style

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Antigone Lesson 3: RAFT Activities (Continued): Examples of Recipes

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

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

Recipe for GRILLED HAM & CHEESE WITH PEARS

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

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


Antigone Lesson 3: RAFT Activities: (Continued from previous page) Writing a Recipe: Use the format for Recipes to complete the lesson RAFT activity: RAFT Activity #4:

R: Your role as writer is a Haimon A: Your audience is your father King Creon F: The format of your writing is a recipe for becoming a better king T: Your topic is to list what the king needs to do and the steps to follow to be a better king

Recipe for ________________________________________

Serving Information: Time: Ingredients: Directions: Nutritional Information: Antigone Lesson 3: RAFT Activities: (Continued on next page)


Antigone Lesson 3: RAFT Activities: (Continued) Memorandum A memorandum or memo is a communication (note, information, message, announcement, mandate, or notice) RAFT Activity #6:

R: Your role as writer is Antigone A: Your audience is the people of Thebes F: The format of your writing is a memo T: Your topic is to say goodbye to your family, friends, and the people of Thebes before you go to the vault to die.

MEMORANDUM TO: _____________________________________________________________________________

FROM: _____________________________________________________________________________

DATE: _____________________________________________________________________________

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


Antigone Lesson 3: RAFT Activities: (Continued) Journal Entry A journal is a record (or chronicle, a history, an account, a record, a narrative) of events. RAFT Activity #7:

R: Your role as writer is the sentry A: Your audience is yourself and close friends or family who might read it someday F: The format of your writing is a journal entry in your personal journal or diary. T: Your topic is to write about catching Antigone and taking her to King Creon for punishment. Tell what happened, why, who said what, and how it ended.

JOURNAL ENTRY DATE ____________

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


Antigone Lesson 3: RAFT Activities: (Continued) Newspaper Writing Newspaper Writings Newspapers contain many varieties of news, through articles (or columns), wedding, birth, graduation, or death announcements (obituary)

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

R: Your role as writer is Antigone A: Your audience is newspaper readers of Thebes F: The format of your writing is a classified advertisement in the Theban newspaper (scroll) T: Your topic is to write a classified ad to sell your wedding dress now that you will no longer need the dress.

RAFT Activity #8: R: Your role as writer is a writer for the Theban newspaper. A: Your audience is the citizens of Thebes. F: The format of your writing is a newspaper article. T: Your topic is to write to explain Antigone’s crime and Creon’s decision. Tell what happened to whom, when, where, why, how it ended and why it ended that way.

RAFT Activities: NEWSPAPER Announcement or Classified FORMAT

Antigone Lesson 3: RAFT Activities: Continued on next page

News Announcement or Classified Advertisement

Date ___________________

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RAFT Activities: NEWSPAPER COLUMN (ARTICLE) FORMAT

HEADLINE ____________________________________________________________

Writer’s Photo (Drawing) Here:

Writer’s BYLINE HERE: _______________________

STORY PHOTO (Drawing) HERE:

STORY HERE

MORE STORY HERE Advertisement Here:

Advertisement Here:

Advertisement Here:


Antigone Lesson 3: RAFT Activities: (Continued) Speech Writing RAFT Activity #5:

R-Your role as a writer is King Creon. A-Your audience is your people and the Chorus. F-The format of your writing is a political speech. T-Your topic is to explain to your followers the crime and the punishment of your niece Antigone. You must explain the punishment and tell why you have decided on it.

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

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

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

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

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

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

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

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

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

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

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

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

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

STEP – #5 Title The title may occur to you at anytime while writing the speech and it may change several times before you settle on one. Make the title short, creative and catchy, peaking audience curiosity. It should point to the thesis without giving it away. Try to mention the title in your speech (once in the introduction, once in the conclusion and once during each body section) Antigone Lesson 3: RAFT Activities: Speech Writing Continued on next page


Antigone Lesson 3: RAFT Activities: (Continued) Speech Writing Name_____________________

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

STEP #1 – Thesis (Main Idea) One sentence that presents thesis or main idea of your speech (What you want audience to remember?) STEP #2 – Headings Organize headings in a sequence. (problem-cause-solution, step-by-step, past-present-future, they-me-you, far-closer-near, etc.) STEP #3 – Details Fill in details under each heading. Draw on experience and research. Collect details such as examples, stories, statistics, definitions of headings, etc. Identify transitions from one point to the next point, to connect details to your thesis topic.

STEP #4 – Introduction and Conclusion Introduction: peak the interest of audience, clearly introduce thesis, and paint a road map to follow Conclusion: Wrap up, repaint road map, restate thesis it in different words, inspire audience. STEP – #5 Title Short, creative and catchy, peaking audience curiosity; Point to the thesis without giving it away. Antigone Lesson 3: RAFT Activities: Speech Writing Continued on next page


Antigone Lesson 3: RAFT Activities: (Continued) Speech Writing (Note: DELIVERING A SPEECH in not part of RAFT, but can be paired with presenting and viewing, and/or used as a culminating activity, or an informal practice)

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

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

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

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

Speech “Do’s and Don’ts” – Delivery Tips • Appearance is important. Present yourself well. • Speak clearly and be sure everyone hears you. Adjust your voice up or down accordingly. Do not

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

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

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

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

• Enjoy being yourself when speaking publicly. Allow your personality to come through. Tips for Nervousness:

1. Know the room. Be familiar with the place where you will speak. Arrive early, walk around the speaking area, sit in different locations in the room, and practice using the microphone or any visuals aids you will be using.

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

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

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

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

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

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

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

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


FCAT Writing FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders. Antigone Lesson 3: FCAT Writing Activity (Expository Prompt): (Use organizer below) Writing Situation: Have you ever had a time when doing the right thing meant you would have to make a serious sacrifice? Directions for Writing Before you write, think of a decision you made because it was the right thing to do, even if you knew you would suffer because of your decision. What were the circumstances? What were your choices? What was your decision? How did your decision come about? How did you suffer, or what did you have to sacrifice (give up) for doing the right thing? Why did you think it was the right thing to do? Are you glad you did the right thing? Was it worth the sacrifice you made? Why? Would you make the same decision again? Why? Now write to explain why you did the right thing even when it hurt you.

Antigone Lesson 3: FCAT Writing Activity (Persuasive Prompt): (Use organizer below) Writing Situation: A person that you respect and care about has treated you badly. You value the relationship, and do not want to lose that person’s affection, friendship, or respect. However, you want to persuade that person to respect your feelings, treat you better, and show that she/he cares about you too. Directions for Writing:

Think of a time when a friend or family member you respected and cared about treated you badly. Perhaps it was intentional or the person was upset with you. Maybe the person did not mean to treat you badly, but hurt your feelings anyway. Maybe the person said or did something that embarrassed or shamed you. What was the situation? What happened? Why did it make you feel badly? What would you change?

What do you say to this person to convince him/her to treat you better in the future? Why do you feel this way? Is there something you can change? How important is your personal relationship and why? What specific actions can this person take to treat you better? Now write to your friend or family member to persuade him/her to treat you better. Express details and use techniques of persuasion to convince him/her.

(Note: Examples of persuasive techniques include emotional appeals and reasoning, such as the language you use, showing cause & effect, evidence, transfer, generalization, circular reasoning, name-calling, , either or thinking, and your point of view)

Antigone Lesson 3: FCAT Writing Activities: Continued next pages with Writing Templates


Antigone Lesson 3: FCAT Writing Activity (Expository Prompt): (Continued) (Please see the organizers and writing templates located above in “spool writing”. Students practice organizing their thinking as well as the format of a five-paragraph composition)

Writing Situation: Have you ever had a time when doing the right thing meant you would have to make a serious sacrifice?

Directions for Writing Before you write, think of a decision you made because it was the right thing to do, even if you knew you would suffer because of your decision. What were the circumstances? What were your choices? What was your decision? How did your decision come about? How did you suffer or what did you have to sacrifice in order to do the right thing? Are you glad you did the right thing? Was it worth the sacrifice you made? Why? Would you make the same decision again? Why?

Now write to explain why you did the right thing even if it hurt you.

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Antigone Lesson 3: FCAT Writing Activity (Persuasive Prompt): (Continued) (Please see the organizers and writing templates located above in “spool writing”. Students practice organizing their thinking as well as the format of a five-paragraph composition) Writing Situation: A person that you respect and care about has treated you badly. You value the relationship, and do not want to lose that person’s affection, friendship, or respect. However, you want to persuade that person to respect your feelings, treat you better, and show that she/he cares about you too.

Directions for Writing: Think of a time when a friend or family member you respected and cared about treated

you badly. Perhaps it was intentional or the person was upset with you. Maybe the person did not mean to treat you badly, but hurt your feelings anyway. Maybe the person said or did something that embarrassed or shamed you. What was the situation? What happened? Why did it make you feel badly? What would you change?

What do you say to this person to convince him/her to treat you better in the future? Why do you feel this way? Is there something you can change? How important is your personal relationship and why? What specific actions can this person take to treat you better?

Now write to your friend or family member to persuade him/her to treat you better. Express details and use techniques of persuasion to convince him/her.

(Note: Examples of persuasive techniques include emotional appeals and reasoning, such as the language you use, showing cause & effect, evidence, transfer, generalization, circular reasoning, name-calling, , either or thinking, and your point of view)

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Summary of Presenting Activities

Beginning: Dialog

Intermediate: Show and Tell

Proficient: Making the News

Beginning Presenting Activities

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

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

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

Creon: You with your head hanging, do you confess this thing? Antigone: I do. I deny nothing. Creon: You dared defy the law. Antigone: There is no guilt in reverence for the dead. Creon: Go join them then. If you must have your love, join them in hell! Antigone: It is my nature to join in love, not in hate.


Antigone Lesson 3: Dialog Activity: Reproducible Script for Practice and Memorization Creon: You with your head hanging, do you confess this

thing?

Antigone: I do. I deny nothing.

Creon: You dared defy the law.

Antigone: There is no guilt in reverence for the dead.

Creon: Go join them then. If you must have your love, join

them in hell!

Antigone: It is my nature to join in love, not in hate.


Intermediate Presenting Activities

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

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

Presenting Team Name

Presenting Team

Member

Presenting Team Object for Show and

Tell

Correct Answers

PLUS Points

Incorrect Answers

MINUS Points


Proficient Presenting Activities Making the News

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

Princess Defies King King Creon Rules Royal Family Antigone’s Death Imminent

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

Reporting Team

News Topic

Reporting Team

Member Name

Notes for News Report Reporting

Team Points

Que

stio

ning

Te

am N

ame

Poin

ts


Summary of Viewing Activities

Beginning: Intermediate: Total Recall, True and False,

Judgment

Proficient: Total Recall, True and False,

Judgment

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

Objective: View a video or speech for the purpose of asking and answering simple questions, making true and false statements, and distinguish facts from opinions. Procedure: Modify reading activities, Total Recall, True or False, & Judgment to use when viewing a video/speech. The effectiveness of a challenge is not as high as with written text. Antigone Lesson 3: Total Recall, True or False, Judgment Activities: Refer to Reading Activities section of this lesson (above) for directions, activities, and templates/handouts to use with Total Recall, True or False, and Judgment activities. These materials are very effective for viewing activities after oral presentations, role-play, or mini-dramas.

Summary of Vocabulary Activities

Beginning: Line of Fortune, Concentration

Intermediate: Wrong Word, Jeopardy, Classification

Beginning Vocabulary Activities Line of Fortune

Objective: Identify and recreate words and word parts from spelling clues. Procedure: (This activity is very similar to Hangman, but involves more complex team decision-making.) Choose a word from the lesson’s vocabulary and write the appropriate number of dashes to represent the letters of the word. For example, for the word dicot you would draw five dashes. A team member guesses a letter. If the letter is not found in the word, write the letter under the dashes and move on to the next team. If their letter is found in the word, then write the letter on the appropriate dash. When a team guesses correctly, they have the option to guess the word. If they choose not to guess the word, call on the next team. If they choose to guess and successfully guess the word, then they receive ten points minus the number of letters written under the dashes from incorrect previous guesses, and the game is over. If they choose to guess and do not guess the word, then they lose points equal to the number of letters written under the dashes, and you call on the next team. If no team can guess the word before ten incorrect letters are written under the dashes then all teams lose points equal to the number of teams in the class. Antigone Lesson 3: Line of Fortune Activity: Lesson Vocabulary:

barefaced, bitterly, boasting, boyishly, brazen, completely, contempt, damnation, dangerously, darkly, deference, distasteful, drowse, dutiful, endure, equally, finally, folly, headstrong, immortal, insolence, ironically, joyless, malicious, passionate, piety, proclamation, quickly, quietly, rage, raving, rebel, severely, slowly, softly, somberly, stealthily, suddenly, unprofitable, unreasonably, vanish, waver


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

headstrong stubborn vanish disappear deference respect proclamation decree piety faithfulness stealthily quietly and deliberately rage extreme anger waver show doubt or uncertainty malicious mean

Antigone Lesson 3: Concentration Activity: Matching: (Continued on next page) (Reproducible provided on next pages for Small Group Team Concentration)


Antigone Lesson 3: Concentration Activity: Matching – Reproducible Format (Small Group/Team Concentration (matching) – Cut and lay out numbers in order on each team’s table. Vocabulary is already scrambled as it is printed. Cut and place the words under the numbers.)

1

2

3 4

5 6 7

8 9 10

11 12 13

14 15 16

17 18 19

20


Antigone Lesson 3: Concentration Activity: Matching – Reproducible (Continued)

stealthily

stubborn mean

vanish

rage

show doubt or uncertainty

deference

malicious waver

respect

decree headstrong

piety

proclamation faithfulness

disappear

quietly and deliberately

extreme anger


Intermediate Vocabulary Activities

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

Question Answer

a) synonym for prophecy oracle a) synonym for adolescent teenager a) caught Antigone burying her brother sentry b) confessed to breaking the law Antigone b) For whom Antigone sprinkled wine 3 times Polyneices’ ghost b) accused equally of the crime Ismene c) antonym of anarchy law and order c) synonym for dead body corpse c) tells Creon not to trample on God’s law Haimon

Antigone Lesson 3: Jeopardy Activity: (Jeopardy Reproducible provided on following page)


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

CLUES

Poin

ts

a b c 2

synonym for

prophecy

confessed to breaking

the law

antonym of

anarchy

3 synonym

for adolescent

for whom Antigone sprinkled

wine 3 times

synonym for dead

body

4 caught Antigone

burying her brother

accused

equally of the crime

tells Creon not to

trample on God’s law

Antigone Lesson 3: Jeopardy Activity Reproducible (Continued next page)


Antigone Lesson 3: Jeopardy Activity Reproducible (Continued from previous page)

Answers: ……… (What/Who is …?)

Poin

ts

a b c 2

oracle

Antigone

law and order

3

teenager

Polyneices’ ghost

corpse

4

sentry

Ismene Haimon


Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate (should be tropical). When teams get good at this activity, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct (“Wrong Sentences”) Antigone Lesson 3: Wrong Word Activity: The correction for the wrong word (the answer) is in parentheses.

a) Creon is posting his loyalty to the state over his family.(boasting) b) Antigone is butter that Creon dishonors Polyneices.(bitter) c) Ismene thinks Antigone’s plan is a dangerous volley. (folly) d) Creon is waving mad when Polyneices’ body is missing. (raving) e) The King’s rage will cause the death of Antigone. (wage) f) The sentry is wick to take Antigone to be arrested. (quick) g) Antigone wants to be a dutiful sister and bury him with honor. (beautiful) h) The body of Polyneices will banish before Creon finds out. (vanish) i) Choragus is chocked that the sentry caught Antigone. (shocked) j) Antigone is guilty of breaking the raw and boasting about it. (law) k) Antigone does not let Ismene lessen her own debt. (death) l) Creon accuses the sisters of trying to take his drone. (throne) m) Choragos advises Haimon to listen to his fodder. (father)

Use Reproducible “Wrong Word” Sentence Strips below

Wrong Word Sentence Strips Antigone does not let Ismene lessen her own debt.

Find the wrong word:

Creon accuses the sisters of trying to take his drone.


Choragos advises Haimon to listen to his fodder.


Antigone Lesson 3: Wrong Word Activity: Reproducible “Wrong Word” Sentence Strips continued on next page


Antigone Lesson 3: Wrong Word Activity: (Continued from previous page) (Reproducible “Wrong Word” Sentence Strips)

Wrong Word Sentence Strips

Creon is posting his loyalty to the state over his family.


Antigone is butter that Creon dishonors Polyneices.


Ismene thinks Antigone’s plan is a dangerous volley.


Creon is waving mad when Polyneices’ body is missing.


The King’s rage will cause the death of Antigone.


The sentry is wick to take Antigone to be arrested.


Antigone wants to be a dutiful sister and bury him with honor.


The body of Polyneices will banish before Creon finds out.


Choragus is chocked that the sentry caught Antigone.


Antigone is guilty of breaking the raw and boasting about it.



Classification

Objective: Classify vocabulary into two or three (or more) groups. Procedure: Model the activity, beginning with several words for teams to classify into groups. Ask students to identify an appropriate label for the groups they create. Discuss other words that could go into each group. Each team gets out one pencil and one sheet of paper. The captain writes team name and divides the paper into the appropriate number of columns (groups). The captain labels columns for classifications and sets timer for 5 minutes. Team members take turns writing words in appropriate columns (as in the Team Spelling Test). Note that words do not have to come from the lesson vocabulary. When the timer rings, collect papers. Teams get one point for each word they place correctly. Spelling should not count. Antigone Lesson 3: Classification Activities: (Using lesson vocabulary) 1. Use the lesson vocabulary list below for quick reference. 2. Classification is a team activity. Once teams understand the activity, they make up their

own classification headers, and can deviate from lesson vocabulary to include other words from the text, synonyms, etc.

3. Getting Started—Use Activity #1 and Activity #2 classification activities on the following pages, with Teacher’s Answer Keys and reproducible graphic organizers to model for the students. Then in Activity #3, have teams decide on their own classification headings to classify their vocabulary (from vocabulary list, lesson summary, or textbook). Be sure teams provide an answer key to their original classification activity when completed. In this and all classification activities using vocabulary, teams must provide a correct reason for each classification decision. Answers and reasons may vary.

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

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

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

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

Antigone Lesson 3: Vocabulary List for Quick Reference:

barefaced, bitterly, boasting, boyishly, brazen, completely, contempt, damnation, dangerously, darkly, deference, distasteful, drowse, dutiful, endure, equally, finally, folly, headstrong, immortal, insolence, ironically, joyless, malicious, passionate, piety, proclamation, quickly, quietly, rage, raving, rebel, severely, slowly, softly, somberly, stealthily, suddenly, unprofitable, unreasonably, vanish, waver

Antigone Lesson 3: Classification Activities (Continued on the following pages)


Antigone Lesson 3: Classification Activity: Continued from previous page Antigone Lesson 3: Classification: Activity #1: Organizer

Nouns (people, place, thing, idea

words)

Verbs (action or “being” words)

Adjectives (describe nouns)

Adverbs (describe verbs, adjectives, other

adverbs)

Other Words (Do not fit my other

categories)

Antigone Lesson 3: Classification Activity #2: Organizer Words relating to

Antigone Words relating to

Ismene Words relating to

King Creon Words relating to

Haimon Other Words (Do not fit other

categories)

Antigone Lesson 3: Classification Activities: Continued on next page


Antigone Lesson 3: Classification Activity #1: TEACHER’S ANSWER KEY (Variations allowed only if teams state a correct rationale)

Nouns (people, place, thing, idea

words)

Verbs (action or “being” words)

Adjectives (describe nouns)

Adverbs (describe verbs, adjectives,

other adverbs)

Other Words (Do not fit my

other categories) contempt boasting barefaced bitterly damnation drowse brazen boyishly deference endure distasteful completely folly raving dutiful dangerously insolence vanish headstrong darkly piety waver immortal equally proclamation joyless finally rage malicious ironically rebel passionate quickly unprofitable quietly severely slowly softly somberly stealthily suddenly unreasonably

Antigone Lesson 3: Classification Activity #2: TEACHER’S ANSWER KEY (Variations allowed only if teams state a correct rationale)

Words relating to Antigone

Words relating to Ismene

Words relating to King Creon

equally Words relating to Haimon

Other Words (Do not fit other

categories) contempt deference proclamation boyishly drowse boasting dutiful barefaced unprofitable completely brazen suddenly bitterly dangerously damnation waver distasteful finally darkly ironically immortal endure rage slowly folly raving vanish headstrong severely insolence unreasonably joyless malicious passionate piety quickly quietly rebel softly somberly stealthily

Antigone Lesson 3: Classification Activities: Continued on next page


Antigone Lesson 3: Classification Activities (Continued from previous page)

Classification Organizer (Use for Activities #3, #4, and #5 and additional practice)

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

Category Name: _______________



Other Words (Do not fit other categories)

Antigone Lesson 3: (Additional Classification Activities continued on the following pages)


Antigone Lesson 3: Classification Activities: Continued from previous pages

Antigone Lesson 3: Classification Activities

a) Antigone Lesson 3: Classification Activity #4: Classify words spoken by each character in the play script (refer directly to textbook lines)

b) Antigone Lesson 3: Classification Activity #5: Classify words that describe each character’s personality or actions (adjectives, adverbs)

c) Antigone Lesson 3: Classification Activity #6: (Proficient students): Provide teams with a thesaurus and the classification organizer on the following page. Teams will classify each set of 3 adverbs by degree of meaning on a scale of 1 to 3. Directions for Activity #6: Study the examples and classify each adverb in the set by degree on a scale of 1 to 3. Proficient students discuss using a thesaurus to determine the degree of description, intensity of meaning, or strength that each word communicates. Students should be able to defend logically their choices to others.

Example of adjective sets: unhappy, sad, joyless — On a scale of 1 to 3, sad is stronger (more descriptive) than unhappy, but joyless is the strongest of the three. On a scale of 1-3, unhappy is scale 1, sad is scale 2, and joyless is scale 3. Answers may vary based on the rationale the team provides for choices after consulting a thesaurus, discussing example, etc. (see table below) Example of adverb sets: carefully, cautiously, suspiciously— On a scale of 1 to 3, cautiously is stronger (more descriptive) than carefully, but suspiciously is the strongest of the three. On a scale of 1-3, carefully is scale 1, cautiously is scale 2, and suspiciously is scale 3. Answers may vary based on the rationale the team provides for choices after consulting a thesaurus, discussing example, etc. (see table below)

1—Strong (Descriptive)

2—Stronger (More Descriptive)

3—Strongest (Most Descriptive)

Adjective Sets unhappy sad joyless pretty lovely beautiful foolish ignorant Idiotic

Adverb Sets carefully cautiously suspiciously reluctantly unwillingly bitterly kindly compassionately selflessly

Below is the list of adverb sets from Classification Activity #6 Organizer (on the following page) and a Teacher’s Suggested Answer Key (Answers vary based on team rationale provided)

Adverb Sets from Classification Activity #6 Organizer bitterly, furiously, angrily ultimately, finally, lastly absolutely, totally, completely equally, evenly similarly ironically, oddly, strangely quickly, instantly, suddenly silently, quietly ,softly seriously, critically, severely irrationally, foolishly, unreasonably somberly, sadly darkly stealthily, gradually, slowly fatally, unsafely, dangerously

TEACHER’S Suggested ANSWER KEY** for Classification Activity #6: angrily, furiously, bitterly lastly, finally, ultimately completely, totally, absolutely similarly, evenly, equally strangely, oddly, ironically quickly suddenly, instantly quietly ,softly silently seriously severely critically sadly somberly, darkly unsafely dangerously fatally unreasonably foolishly irrationally slowly gradually stealthily (**Note: There will be differences of opinion as to degree, so teams must be ready to defend choices)

Antigone Lesson 3: Classification Activity: Continued on next page


Classification Organizer (Activity #6) Team Name _________________________________________

Directions: Study the examples. Then use adverb sets to classify by degree. Use a thesaurus to study, compare, and discuss each set of adverbs. On a scale of 1-3, determine the degree of description, meaning, or strength. For example, for the adverbs unhappily, sadly, joylessly, on a scale of 1 to 3, sadly is stronger (more descriptive) than unhappily, but joylessly is the strongest.

Adverb Set

1 Strong

(Descriptive)

2 Stronger

(More Descriptive)

3 Strongest

(Most Descriptive) Example: unhappily sadly joylessly Example: slowly gradually stealthily bitterly, furiously, angrily

ultimately, finally, lastly

absolutely, totally, completely

equally, evenly similarly

ironically, oddly, strangely

quickly, instantly, suddenly

silently, quietly ,softly

seriously, critically, severely

somberly, sadly darkly

fatally, unsafely, dangerously

irrationally, foolishly, unreasonably



Antigone Lesson 3: Classification Activities: Continued from previous pages

Antigone Lesson 3: Classification Activities 7, 8, 9, 10, 11, 12: Here are some starters to find and classify other information in the lesson. Use these suggested categories and the graphic organizers provided on the following pages: Find words in the summary or text that tell: a) Tell Characters, setting, events, conflicts, problem/solution b) Tell Where, When, Who, What c) Tell jobs, occupations, or titles (what a person does-king, sentry, student, writer, singer, etc)

Tell the condition of someone/something (looks like, sounds like, acts like, etc) Can be a verb or a noun- (Examples: boss, sense, film, etc.) Express emotions (feelings: happy, sad, jealous, angry, etc.) Express sounds (objects that make sounds or the sounds themselves) Express thoughts or ideas (abstract nouns) Tell what someone heard, saw, felt, or did

d) Find words in the lesson summary, vocabulary or text that are: Words/phrases I do not know yet. Words/phrases I just learned and I like. Words/phrases I just learned and I do not like.

e) Identify an abstract concept (authority, love, happiness, respect, help, etc) Different kinds of _____ (something) Use an abstract concept tightly connected to the lesson Antigone Lesson 3: Classification Activity: Abstract Concept: Authority Different kinds of authority: God’s Authority—God’s laws, divine laws, spiritual laws Government’s Laws—King Creon, the sentry Age (Seniority)—authority that comes the wisdom of the years Family Duty— and responsibility gives Antigone authority Parental and Social Authority—guardian or caretaker authority (teacher, officer, judge)

OTHER EXAMPLES: Different kinds of respect: Self-respect (Respecting oneself) – Saying no to drugs and alcohol, making good choices about healthy behavior that does not demean, degrade, or make one feel ashamed Respecting others – Respecting the belongings of others, not bullying or teasing, respecting different viewpoints Respecting authority – Respecting parents, teachers, police officers, office workers, judges, etc. by showing obedience, appreciation, politeness, and respect for public property Respecting institutions- (1) Respecting one’s culture, heritage, and country (patriotism, respect for our leaders); (2) Respecting cultures, languages, heritages, countries, of others Different kinds of love: LOVE: In American English, we use the word “LOVE” to talk about strong emotions for just about anything, (I love ice cream), (I would love to visit China.). Love between people uses the same word in English. A philosopher is someone who investigates knowledge about the way people think and believe about the world. Ancient Greek philosophers thought there were different kinds of love. From Socrates to Plato and Aristotle, the question of love has always been important. The Greeks use different words for different kinds of love. “STAUROS”- is family love between parents-children, brothers-sisters, aunts, uncles, etc. “PHILEOS”- is love between friends, friendship, “brotherly” love, or kindness to others. “EROS”- is love for someone’s beloved (married love), or an artist’s love for his creative work. Eros is a self-fulfilling love for self. “AGAPE”- love is the best love philosophers can describe. Agape is spiritual and self-less and “self forgetting” love that places the good of others above the love of oneself. Agape love is above a person’s feelings and it sacrifices self for others.


http://www.philosophypages.com/ph/socr.htm�

http://www.philosophypages.com/ph/plat.htm�

http://www.philosophypages.com/ph/aris.htm�


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

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

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

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

Antigone Lesson 3: Classification Activity: Name ________________________ Title _________________________________________ Author __________________

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

Title: _________________________________________________________________________________


Antigone Lesson 3: Classification Activity Name ________________________ Title _________________________________________ Author __________________

CLASSIFYING

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

Antigone has strong respect for her family responsibilities. Divine laws require her to give her brother a proper funeral. In Scene 2, the sentry catches Antigone burying her dead brother and he brings her before the enraged King Creon. Fearlessly, Antigone admits she defied Creon’s law, but she believes she is acting according to the laws of the gods .A furious Creon declares Antigone guilty of two crimes, insolence and boasting about it. Then Creon accuses Ismene equally. Ismene suddenly confesses her guilt to Creon. Ismene sincerely wants to take her share of the punishment. Creon decides to spare Ismene because he believes she is not thinking clearly. Creon’s son, Haimon begs his father to forgive Antigone. Antigone is to be Haimon’s bride. Haimon believes his father reasoned badly. Creon condemns Antigone to a horrible death. Creon locks Antigone alive in a stone vault where she will eventually die.

Category 1

Words/phrases that tell Where

Category 2 Words/phrases that tell

When


Who


What


Category #1 __________________ ________________________________________________________________________________________________________________________________________________

Category #2 __________________ ________________________________________________________________________________________________________________________________________________

Category #5 __________________ ________________________________________________________________________________________________________________________________________________

Category #6 __________________ ________________________________________________________________________________________________________________________________________________

Category #4 __________________ ________________________________________________________________________________________________________________________________________________

Category #3 __________________ ________________________________________________________________________________________________________________________________________________

Antigone Lesson 3: Classification Activity: Name ________________________ Title _________________________________________ Author __________________

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

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

Title: ___________________________________ Author: _______________________________


Antigone Lesson 3: Classification Activity: Name ______________________

Title _________________________________________ Author __________________

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

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

GIOVANNI’S RECIPE Ingredients Description of Ingredients

Rad

ishe

s

Cau

liflo

wer

Mus

hroo

ms

Red

pep

per

Pea

pods

Car

rots

Blue

berr

ies

Wat

ery

Snow

y

Baby

Swee

t

Cru

nchy

Tiny

Fres

h

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

Antigone has strong respect for her family responsibilities. Divine laws require her to give her brother a proper funeral. In Scene 2, the sentry catches Antigone burying her dead brother and he brings her before the enraged King Creon. Fearlessly, Antigone admits she defied Creon’s law, but she believes she is acting according to the laws of the gods .A furious Creon declares Antigone guilty of two crimes, insolence and boasting about it. Then Creon accuses Ismene equally. Ismene suddenly confesses her guilt to Creon. Ismene sincerely wants to take her share of the punishment. Creon decides to spare Ismene because he believes she is not thinking clearly. Creon’s son, Haimon begs his father to forgive Antigone. Antigone is to be Haimon’s bride. Haimon believes his father reasoned badly. Creon condemns Antigone to a horrible death. Creon locks Antigone alive in a stone vault where she will eventually die.

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

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail

Det

ail


Antigone Lesson 3: Classification Activity: Abstract Concept: Authority Name _____________________________

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

Antigone, Scenes 2 & 3, (Title), by _Sophocles___(Author)

Different kinds of authority in Antigone (Scenes 2, 3) by Sophocles: 1. God’s Authority—God’s laws, divine laws, spiritual laws 2. Government’s Laws—King Creon, the sentry, laws in a democracy (of the people) 3. Age (Seniority)—authority that comes from the wisdom of years of experience 4. Family Duty— family responsibility gives Antigone authority 5. Parental and Social Authority—guardian or caretaker authority (teacher, judge, sentry)

Directions: Think about (4) different kinds of authority in the play, and complete the chart by writing examples and details from the play. Use the text and lesson summary.

Topic: Different kinds of _____Authority_____ in Antigone, Scenes 2 & 3, (Title), by _Sophocles___(Author)

1._________________

2._________________

3._________________

4._________________


Antigone Lesson 3: Classification Activity Name _________________________

CLASSIFYING Title _________________________________________ Author __________________ Classifying is sorting, grouping, arranging, or organizing according to class or category. Classifying is distributing or ranking into classes by common features, common properties, common factors, or common themes. Directions: Use vocabulary from the text and the lesson summary to complete the chart to identify and classify words:

4. Words/phrases in the reading that I do not know yet 5. Words/phrases in the reading that I just learned and I like. 6. Words/phrases in the reading that I just learned and I do not like.

CATEGORY

Words/Phrases that … I do not know yet

CATEGORY

Words/Phrases that … I just learned and I

like.

CATEGORY

Words/Phrases that … I just learned and I do

not like


Summary of Grammar Activities

Beginning: Single Slot Substitution,

Word Order Cards

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

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

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

ADVERBS Adverbs describe (or modify) verbs, adjectives or other adverbs. Action verbs are often followed by an adverb. Adverbs are describing words that tell how, when, where, or to what extent (how often or how much) the action of the verb is done. Most adverbs end in “–ly.”:

Work consistently to succeed. (Consistently tells how to work.) He smiled happily at new car. (Happily tells how he smiled.) She works enthusiastically. (Enthusiastically tells how she works.) I depend heavily on computers. (Heavily tells to what extent I depend.) They ride bikes everywhere. (Everywhere tells where they ride bikes.) I can almost fly a plane. (Almost tells to what extent I can fly a plane.)

Formation of Adverbs: An adverb is often formed by adding “-ly” to an adjective

Adjective— Adverb: easy —easily sad—sadly intelligent—intelligently quick—quickly sweet—sweetly foolish —foolishly

Adverbs That Describe Verbs: Adverbs often answer the question, “How?” Examples: She spoke softly. (How did she speak? Answer: softly) Softly tells how she spoke.

Isabel danced gracefully. (Gracefully tells how Isabel danced.) Boldly, he stood up. (Boldly tells how he stood up.) The plane landed safely. (Safely tells how the plane landed.) I accepted the gift gratefully. (Gratefully tells how I accepted it.) The man angrily threw the money. (Angrily tells how he threw it.) I play piano badly. (Badly tells how I play the piano.)

Adverbs Used to Express Time or Frequency: Some adverbs that express time include: sometimes, always, often, seldom, never, yet, soon, yesterday, today, tomorrow, rarely, frequently, hardly ever, generally, finally, already, usually

I frequently shop in that store. (Frequently tells how often I shop there.) He is leaving tomorrow. (Tomorrow tells when he is leaving.) They seldom eat lunch at noon. (Seldom tells when they eat.) He drives early and late. (Early and late tell when he drives.) Eventually all of us fail. (Eventually tells when we fail.) We take our medicine daily. (Daily tells how often we take our medicine.) We finally received our mail. (Finally tells when we received it.)

Placement Of Adverbs In A Sentence: Sometimes adverbs are in the middle of sentences. Sometimes in a question, the adverb comes right after the subject.

Do you always read before going to sleep? Is he frequently absent from class?

Sometimes the adverb comes between the verb and its helping verb.

I was happily listening to my favorite music. We had carefully prepared the party.

Sometimes the adverb comes in front of a simple present or past tense.

Sergei quickly chose his partner. The lesson clearly helped us understand.

With the verb “be”, however, the adverb sometimes comes after the verb.

The activity was clearly helpful. Our class is undoubtedly the best class.


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 re-form the sentence. The team gets a point if the cards are re-arranged correctly. Antigone Lesson 3: Word Order Cards Activity: a) According to Antigone, the king’s proclamation was not God’s proclamation and that final justice

comes from God. b) Creon unreasonably accuses both sisters of barefaced anarchy and Antigone of dishonoring

Eteocles. c) Creon decides to spare Ismene and to lock up Antigone alive in a stone vault eventually to die. d) Ismene suddenly confesses her guilt and sincerely wants to take her share of the punishment. e) Haimon informs his father Creon the people support Antigone and they think she is generous and

brave. f) The sentry informs Creon that he saw Antigone with his own eyes in the act of breaking the law. g) Fearlessly, Antigone admits that she dared to defy Creon’s law, in spite of the proclamation.

Word Order Cards

According to Antigone, the king’s proclamation was not God’s proclamation and that final justice comes from God.

Creon unreasonably accuses both sisters of barefaced anarchy and Antigone of dishonoring Eteocles.

Creon decides to spare Ismene and to lock up Antigone alive in a stone vault eventually to die.

Antigone Lesson 3: Word Order Cards Activity: (Continued on next page)


Antigone Lesson 3: Word Order Cards Activity: (Continued from previous page)

Ismene suddenly confesses her guilt and sincerely wants to take her share of the punishment.

Haimon informs his father Creon the people support Antigone and they think she is generous and brave.

The sentry informs Creon that he saw Antigone with his own eyes in the act of breaking the law.

Fearlessly, Antigone admits that she dared to defy Creon’s law, in spite of the proclamation.


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

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

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

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

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

Antigone Lesson 3: Modified Single Slot Substitution Activity: (a) Creon (b) has reasoned (c) badly. Possibilities: (a) The king, Antigone, Haimon, Ismene, Choragus Possibilities: (b) has judged, has worshipped, has decided, has spoken Possibilities: (c) stupidly, unreasonably, unthinkingly, strictly

To The Teacher: -----Answers to Antigone Lesson 3: Modified Single Slot Substitution: Using single slot A substitutions (see above): (a) Creon (b) has reasoned (c) badly. (a) Creon (b) has reasoned (c) badly. (a) The king (b) has reasoned (c) badly. (a) Antigone (b) has reasoned (c) badly. (a) Haimon (b) has reasoned (c) badly. (a) Ismene (b) has reasoned (c) badly. (a) Choragos (b) has reasoned (c) badly. Using single slot B substitutions: (a) Creon (b) has reasoned (c) badly. (a) Creon (b) has judged (c) badly. (a) Creon (b) has worshipped (c) badly. (a) Creon (b) has decided (c) badly. (a) Creon (b) has spoken (c) badly. Using single slot C substitutions: (a) Creon (b) has reasoned (c) badly. (a) Creon (b) has reasoned (c) stupidly. (a) Creon (b) has reasoned (c) unreasonably. (a) Creon (b) has reasoned (c) unthinkingly. (a) Creon (b) has reasoned (c) strictly.


Intermediate Grammar Activities

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

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

Antigone Lesson 3: Sentence Builders: Example: Remember to add only one new word/phrase at a time:

a) The man knows how to give commands. (who knows how to obey) The man who knows how to obey knows how to give commands. (and that man only) The man who knows how to obey and that man only knows how to give commands. (when the time comes) The man who knows how to obey, and that man only, knows how to give commands when the time comes.

Continue with the following: b) A mother bird heard her cry. (coming back to a stripped nest) (bitterly) (a

broken note or two) (for the young ones) (stolen) c) they are but women (For) (and even brave men run) (when they see death

coming) d) Reason is God’s gift, (crowning) (to man) (and you are right) (to warn me

against losing mine) e) I will carry her. (far away) (out there in the wilderness) (and lock her living in a

vault) (of stone) To The Teacher: -----Answers to Antigone Lesson 3: Sentence Builders: Adding only one new word/phrase at a time, the final sentence is… a) The man who knows how to obey, and that man only, knows how to give commands when

the time comes. b) A mother bird coming back to a stripped nest heard her cry bitterly a broken note or two for

the stolen young ones. c) For they are but women, and even brave men run when they see death coming d) Reason is God’s crowning gift to man and you are right (o warn me against losing mine. e) I will carry her far away out there in the wilderness and lock her living in a vault of stone.


Multiple Slot Substitution Drills

Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a multiple slots. Procedure: This drill is often taught together with or right after the single slot substitution drill. Its organization is similar to single slot substitution, but more that one part of the sentence changes. Give a point for each correct answer. Example: Columbus sailed in 1492. (Pizarro) Pizarro sailed in 1492. (1524) Pizarro sailed in 1524. (arrived) Pizarro arrived 1n 1524. Antigone Lesson 3: Multiple Slot Substitution Activities:

(a) The king’s proclamation (b) was not (c) God’s proclamation. Possibilities: Creon’s decree, God’s plan, the judgment of Antigone, could not be, the king’s decision, God’s will, wasn’t the same as, the wish of the people, did not demonstrate

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

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

Original sentence: (a) The king’s proclamation (b) was not (c) God’s proclamation. Examples Using multiple slot substitutions (a) Creon’s decree (b) was not (c) God’s proclamation. (a) God’s plan (b) was not (c) the king’s decision. (a) The king’s decision (b) was not (c) God’s proclamation. (a) God’s will (b) was not (c) Creon’s decree. (a) Creon’s decree (b) could not be (c) the wish of the people (a) The king’s proclamation (b) did not demonstrate (c) God’s proclamation. (a) The wish of the people (b) wasn’t the same as (c) the judgment of Antigone (a) The judgment of Antigone (b) was not (c) God’s plan. (a) The king’s proclamation (b) was not (c) God’s will. (a) The king’s proclamation (b) wasn’t the same as (c) God’s proclamation.


Flesh it Out

Objective: Use key words in the appropriate order in a grammatically correct sentence. Procedure: The teacher gives the key words of a sentence and teams puts them into a grammatically correct sentence. Give points for correct answers in the oral format. Give grades in the written format. Key words: he/sail/america/1492. Answer: He sailed to America in 1492. Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America? Antigone Lesson 3: Flesh it Out Activities:

a) fearlessly/Antigone/admit/that/dare/defy/Creon/law/in spite of/proclamation (present tense)

b) arrested /accuse/ He/ and/Ismene /equally / her/send/ for/to/be/(present tense)

c) declare/that/Creon/Antigone/bitterly/her/will/love/find/ in/ with/ hell/ brothers/ her (present tense)

d) her suddenly guilt and wants to sincerely take share her of punishment the Ismene confess(present tense)

e) that insist Haimon Creon no right to have God’s trample on right (present tense)

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

a) Antigone fearlessly admits that she dared to defy Creon’s law in spite of the proclamation.

b) He accuses Ismene equally and sends for her to be arrested. c) Creon declares bitterly that Antigone will find her love in hell with her brothers. d) Ismene suddenly confesses her guilt, and sincerely wants to take her share of the

punishment. e) Haimon insists that Creon has no right to trample on God’s right.


Transformation Exercises

Objective: Change the form or format of a sentence according to the situation. Procedure: Students change the format of a sentence based on teacher directions or prompts. Give points for correct answers in the oral format. Give grades in the written format. Examples: 1. Is it raining? (Answer the question, yes.) Yes, it is raining. 2. It is raining. (Ask a yes/no question.) Is it raining? 3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences into one sentence.) Many Indians died from disease and starvation. Antigone Lesson 3: Transformation Exercises: Transformation Exercise #1: Students respond by answering the question using an adverb that describes the verb.

Example: How does the sentry return to the palace with Antigone? (quickly) The sentry quickly returns to the palace with Antigone.

a) How does Antigone admit that she dared to defy Creon’s law? (fearlessly) b) How does Antigone speak of death as her friend? (somberly) c) How does Creon accuse Ismene before he sends for her to be arrested? (equally) d) How does Creon accuse both sisters of barefaced anarchy and Antigone of dishonoring

Eteocles? (unreasonably) e) How does Creon declare that Antigone will find her love in hell with her brothers?

(bitterly) f) How does Ismene suddenly confess her guilt? (suddenly) g) How does Ismene want her share of the punishment? (sincerely) h) How does Antigone reject her sister? i) How does Haimon enter and defer to his father’s will and authority? (dutifully) j) How does Haimon believe his father has reasoned? (badly) k) When does Haimon leave saying his father will never see him again? (finally) l) When does Creon lock up Antigone alive in a stone vault to die? (eventually)

Transformation Exercise #2: Combine the two sentences by making an adverb from the underlined adjective.

Example: The sentry is quick when he returns to the palace with Antigone. The sentry quickly returns to the palace with Antigone.

a) Antigone is brave when she goes to bury her brother’s dead body. b) Ismene is sudden when she confesses her guilt. c) Antigone is complete when she gives her life for her brother’s honor. d) Creon is angry when he arrests Antigone. e) Antigone is defiant when she pays with her freedom. f) The Chorus is beautiful when it sings about glorious but destructive love. g) Haimon believes that his father bad when he has reasoned to kill Antigone.

Antigone Lesson 3: Transformation Activity: (Continued on next page)


To The Teacher: --- Answer Key -- Antigone Lesson 3: Transformation Exercises:

Answers to Transformation Exercise #1:

a) Fearlessly, Antigone admits that she dared to defy Creon’s law, in spite of the proclamation.

b) Antigone knows she must die and somberly speaks of death as her friend. c) Creon accuses Ismene equally before he sends for her to be arrested. d) Creon unreasonably accuses both sisters of barefaced anarchy and Antigone of

dishonoring Eteocles. e) Creon declares bitterly that Antigone will find her love in hell with her brothers. f) Ismene suddenly confesses her guilt. g) Ismene sincerely wants to take her share of the punishment. h) Antigone rejects her sister angrily. i) Haimon enters and dutifully defers to his father’s will and authority. j) Haimon believes his father has reasoned badly. k) Haimon finally leaves saying his father will never see him again. l) Creon decides to lock up Antigone alive in a stone vault eventually to die.

Answers to Transformation Exercise #2:

a) Antigone bravely goes to bury her brother’s dead body. b) Ismene suddenly confesses her guilt. c) Antigone gives her life completely for her brother’s honor. d) Creon angrily arrests Antigone. e) Antigone she pays defiantly with her freedom. f) The Chorus when sings beautifully about glorious but destructive love. g) Haimon believes that his father has reasoned badly to kill Antigone.


Who What, When, Where, How, Why Objective: Listen to a sentence and respond to “Wh" questions in writing. Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…? (Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the body alive) When…? (Teams write 24 hours a day). Team members take turns writing answers on the board (for class discussion) or on a team/individual paper (for a grade). An alternative technique is to have each team member complete all items on his/her own paper. Team members are allowed to help each other. On completion of the activity, collect the one paper of your choice. The grade on that paper will count for each team member. Antigone Lesson 3: Who, What, When, Where, How, Why Activities:

a) The sentry quickly returns to the palace with Antigone. (who, what, where, when, how)

b) The sentry informs Creon that he saw Antigone with his own eyes in the act of breaking the law. (who, what, where, why)

c) Creon declares Antigone headstrong like her father Oedipus, and guilty of the double insolence of breaking the law and then boasting about it. (who, what, when, why, how)

d) Creon decides to spare Ismene and that Antigone will be locked up alive in a stone vault to eventually die. (who, what, where, when)

e) Haimon informs his father that the people support Antigone and they think she is generous and brave. (who, what, 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. Antigone Lesson 3: Sentence Stretcher: Begin with the sentence: Creon accuses Antigone.

Creon accuses Antigone. Creon accuses Antigone and Ismene. Creon accuses Antigone and Ismene of being guilty. Creon accuses Antigone and Ismene of being guilty of anarchy. Creon accuses Antigone and Ismene of being guilty of barefaced anarchy. Creon accuses Antigone and Ismene of being guilty of barefaced anarchy and insolence. Creon accuses Antigone and Ismene of being guilty of barefaced anarchy and double insolence. Creon accuses Antigone and Ismene of being guilty of barefaced anarchy, double insolence, and challenging his manhood. Creon accuses Antigone and Ismene of being guilty of barefaced anarchy, double insolence, and challenging his manhood and authority.


Look it Up

Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present or passive voice to active. Antigone Lesson 3: Look it Up Activities: Teams locate examples of adverbs in the text and in the summary. Use the organizers on the following pages for Look It Up Version #1, Version #2, and Version #3.

Antigone Lesson 3: Look it Up: (Continued on the next pages) Use the organizers on the following pages for “Look It Up” Versions #1, #2, and #3.


“LOOK IT UP” (VERSION 1) Directions: Find example sentences of the grammar point in your textbooks.

(Version 1: Teacher discuses the grammar point with students then has them find example sentences in their texts. You might want to limit the pages they are to search.)

Grammar Point _______________________________________________________ This search is limited to textbook pages ________ to________.

COPY THE EXAMPLE FROM TEXT Page Number

Paragraph Number

1

2

3

4

5

6

7

8

9

10


“LOOK IT UP” (VERSION 2) Directions: Find example sentences of the grammar point in your textbooks.

(Version Two: Teacher writes sample sentences on the board in a tense not usually used in the text and asks students to find similar sentences in the text and then determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the differences between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. )


Sample Sentence

Find Similar Sentence from Text

Difference(s)

1

2

3

4

5

6

7


“LOOK IT UP” (VERSION 3) Directions: Find example sentences of the grammar point in your textbooks. (Version 3 - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present or passive voice to active.)


Find Sentences from Text with the grammar point

Rewrite the Sentence using … ___________________________________

1

2

3

4

5

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9

10


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.) To The Teacher: -----Answers to Antigone Lesson 3: Pre reading activity:

The sentry caught Antigone burying her dead brother. Fearlessly, Antigone admitted she had defied Creon’s law. Creon declared Antigone guilty. Creon accused Ismene equally. Ismene suddenly confessed her guilt. Ismene sincerely wanted her share of the punishment. Antigone was the bride of Creon’s son Haimon. Haimon believed his father had reasoned badly. Creon spared Ismene. Creon locked Antigone alive in a stone vault. Antigone would eventually die.

Important Note: Study the excerpt below from the Sequence of Verbs chart. With the

simple present, use the simple past to show an earlier action. However, when changing the simple present to the simple past, use the past perfect to show the earlier action.

Changing tenses is a high-level skill and students need sufficient practice. Once students know how to use the Sequence of Verbs chart, their level of understanding of this skill will increase dramatically. Please provide an individual copy for each student and sufficient practice so that students begin to develop confidence when changing tenses and story retelling.

Sequence of Verb Tenses

Tense of Independent

Clause PLU

S Tense of Dependent

Clause Purpose of Dependent Clause Example(s)

Simple Present

+ present Show same-time action I want to go to the movies because I love popcorn.

+ past Show earlier action We know that we did a good job.

+ present perfect

Show a period of time extending from some point in the past to the present

They think that they have done their best work.

+ future Show action to come The teacher says that she will score the test soon.

Simple Past

+ past Show another completed past action He needed to see his friend because he wanted to talk.

+ past perfect Show an earlier action Father knew he had cooked an

excellent meal.

+ present State a general truth The founding fathers believed that all people are equal.

The complete chart is on the following page. Reproduce for students as an individual resource. Antigone Lesson 3: Rewrite the Paragraph Activity: (Continued next page)


Antigone Lesson 3: Rewrite the Paragraph Activity: (Continued from previous page) Antigone Lesson 3: Rewrite the Paragraph Activity: Teams will rewrite the paragraph changing it to the past. Use the Sequence of Verbs Chart (next page) to assist teams in changing tenses.

The sentry catches Antigone burying her dead brother. Fearlessly, Antigone admits she defied Creon’s law. Creon declares Antigone guilty. Creon accuses Ismene equally. Ismene suddenly confesses her guilt. Ismene sincerely wants her share of the punishment. Antigone is the bride of Creon’s son Haimon. Haimon believes his father reasoned badly. Creon spares Ismene. Creon locks Antigone alive in a stone vault. Antigone will eventually die.


Sequence of Verb Tenses

Tense of Independent

Clause PLU

S

Tense of Dependent

Clause

Purpose of Dependent

Clause Example(s)

Simple Present

+ present Show same-time action

I want to go to the movies because I love popcorn.

+ past Show earlier action

We know that we did a good job.

+ present perfect

Show a period of time extending from some point in the past to the present

They think that they have done their best work.

+ future Show action to come

The teacher says that she will score the test soon.

Simple Past

+ past Show another completed past action

He needed to see his friend because he wanted to talk.

+ past perfect Show an earlier action

Father knew he had cooked an excellent meal.

+ present State a general truth

The founding fathers believed that all people are equal.

+ future Show action to come

The teacher said that she would score the test soon.

Present Perfect OR Past Perfect + past For any purpose

She has excelled in all her classes because she studied.

OR I had left the party before you arrived.

Future

+ present Show action happening at the same time

I will be happy if I pass all of my classes with “A” or “B”.

+ past Show an earlier action

If you studied hard, you will pass this exam

+ present perfect

Show future action earlier than the action of the independent clause

You will feel better when you have rested and eaten a good meal.

Future Perfect + present

OR present perfect

For any purpose

We will have traveled 1200 miles by the time we get to Ohio.

OR By the time we have saved enough money for the trip, we will have worked several hundred extra hours.


Name _____________________________________ Date _____________ Antigone Lesson 3: Exercise 1 Fill in the blanks with the correct word.

fearlessly

defied

guilty

equally

eventually

bride

badly

sincerely

The sentry catches Antigone burying her dead brother. __________, Antigone

admits she __________ Creon’s law. Creon declares Antigone __________. Creon

accuses Ismene __________. Ismene suddenly confesses her guilt. Ismene

__________ wants her share of the punishment. Antigone is the __________ of

Creon’s son Haimon. Haimon believes his father reasoned __________. Creon spares

Ismene. Creon locks Antigone alive in a stone vault. Antigone will __________ die.


Name _____________________________________ Date _____________ Antigone Lesson 3: Exercise 3 Read each sentence and decide if it is true or false. If it is true, write the word “true” on the line. If the sentence is false, rewrite the sentence to make it a true. 1. Antigone obeys King Creon’s law.

______________________________________________________________________

2. King Creon believes that Eteocles deserves no praise.

______________________________________________________________________

3. Polyneices was King Creon’s nephew.

______________________________________________________________________

4. King Creon promises the people that he will treat everyone the same.

______________________________________________________________________

5. The guards said there was enough earth on the body to give the ghost some peace.

______________________________________________________________________

6. Creon thinks that he should not listen to an adolescent.

______________________________________________________________________

7. Suddenly Ismene gives Antigone credit for burying her brother.

______________________________________________________________________

8. Creon thinks Antigone is an anarchist.

______________________________________________________________________

9. Haimon threatens his father that if Antigone is killed, someone else will die.

______________________________________________________________________

10. Creon tells Haimon that they cannot let women make fools of them.

______________________________________________________________________


Name ____________________________ Date __________

Antigone Lesson 3: Exercise 4 (FCAT Practice/Reading Comprehension)

Identify from the list below one or more of the persuasive techniques used in each item. Refer to Antigone, by Sophocles, Scenes 2, 3.

(Faulty) Reasoning: Selected Evidence

Either/or Thinking

Circular Reasoning

Over-generalizations

Faulty Cause/Effect

(Faulty) Emotional Appeals: Loaded

Language Transfer Exaggeration Bandwagon Name-calling

1. “Anarchy! Anarchy! Show me a greater evil! This is why cities tumble and the great

houses rain down, this is what scatters armies!” ______________________________________________________________________

2. “I have heard them muttering and whispering in the dark about this girl. They say not woman has ever, so unreasonably, died so shameful a death for a generous act.”

______________________________________________________________________

3. “Fool, adolescent fool! Taken in by a woman!” ______________________________________________________________________

4. “Then she must die. But her death will cause another. Is this an open threat?” ______________________________________________________________________

5. “In flood time, you can see how some trees bend, and because they bend, even their twigs are safe. While stubborn trees are torn up, roots and all.”

______________________________________________________________________

6. “Which of us can say what the gods hold wicked? The immortal laws of God are more powerful and eternal than the law of a mortal king”.

______________________________________________________________________

7. “You are right not to lose your head over this woman. Your pleasure with her would soon grow cold, and then you’d have a hellcat”.

______________________________________________________________________

8. “Gentlemen, I beg you to observe these girls: One has just now lost her mind; the other, it seems, has never had a mind at all.”

______________________________________________________________________

9. “But your own son’s bride! Do you really intend to steal this girl from your son?” ______________________________________________________________________

10. “I will carry her far away out there in the wilderness, and lock her living in a vault of stone. She shall have food to absolve the State of her death”.

______________________________________________________________________


Name ____________________________ Date __________

Antigone Lesson 3: Exercise 4 (FCAT Practice/Reading Comprehension)

Read the excerpts from Scenes 2, 3 of the play Antigone, by Sophocles. Then identify the persuasive techniques used to appeal to the reader. Explain your answer. Reasoning: Selected Evidence, Either/or Thinking, Circular Reasoning, Over-generalizations, or Cause and Effect; Emotional Appeals: Loaded Language, Transfer, Exaggeration, Bandwagon, or Name-calling

Read the Excerpt

Identify Persuasive Technique & Explain Your Answer “Anarchy! Anarchy! Show me a greater evil! This is why cities tumble and the great houses rain down, this is what scatters armies!”

Identify: ________________________________________ Explain: _______________________________________________

“I have heard them muttering and whispering in the dark about this girl. They say not woman has ever, so unreasonably, died so shameful a death for a generous act.”


“Fool, adolescent fool! Taken in by a woman!”


“Then she must die. But her death will cause another. Is this an open threat?”


“In flood time, you can see how some trees bend, and because they bend, even their twigs are safe. While stubborn trees are torn up, roots and all.”


“Which of us can say what the gods hold wicked? The immortal laws of God are more powerful and eternal than the law of a mortal king”.


“You are right not to lose your head over this woman. Your pleasure with her would soon grow cold, and then you’d have a hellcat”.


“Gentlemen, I beg you to observe these girls: One has just now lost her mind; the other, it seems, has never had a mind at all.”


“But your own son’s bride! Do you really intend to steal this girl from your son?”


“I will carry her far away out there in the wilderness, and lock her living in a vault of stone. She shall have food to absolve the State of her death”.



Name ____________________________ Date __________ Antigone Lesson 3: Exercise 4 (FCAT Practice/Reading Comprehension)

Find the cause and effect relationship in each sentence. Then write the cause under the “Cause” heading, and the effect under the “Effect” heading.

1. The cost of Antigone’s defiance is the loss of her own freedom. 2. Due to Creon’s bad temper, everyone is terrified. 3. The people support Antigone because she is generous and brave. 4. Haimon threatens that if Antigone dies, then someone else will die 5. Antigone will be locked in a stone vault. That is how she will eventually die.

CAUSE EFFECT 1.

2.

3.

4.

5.

At this point in the story, King Creon and Antigone have very different ideas about what is right and what is wrong about what the law, what the gods want, what the people of Thebes want, and how to solve the problem. Contrast the two viewpoints in the chart below.

CONTRAST Antigone’s Viewpoint

King Creon’s Viewpoint What the Law Is

What the gods Want

What the People of Thebes Want

How to Solve the Problem


Name ______________________ Date __________

Antigone Lesson 3: Exercise 5 Fill in the blanks.

Scene 2 The sentry quickly returns __________ the palace with Antigone. __________ is

shocked to hear __________ the sentry caught Antigone __________ her dead brother.

The __________ informs Creon that he __________ Antigone with his own

__________ in the act of __________ the law.

Fearlessly, Antigone __________ that she dared to __________ Creon’s law, in

spite __________ the proclamation. According to __________, the king’s proclamation

was __________ God’s proclamation and that __________ justice comes from God.

__________ immortal laws of God __________ more powerful and eternal __________

the law of a __________ king. Antigone knows she __________ die and somberly

speaks __________ death as her friend.

__________ says Antigone is headstrong __________ her father Oedipus. He

__________ Antigone is guilty of __________ double insolence of breaking

__________ law and then boasting __________ it. For Creon, a __________ is

challenging his manhood __________ his authority. He accuses __________ equally

and sends for __________ to be arrested.

Creon __________ accuses both sisters of __________ anarchy and Antigone of

__________ Eteocles. Antigone says her __________ brothers are equal in

__________, and honors are due __________ death to both. It __________ Antigone’s

nature to join __________ love, not in hate. __________ declares bitterly that Antigone

__________ find her love in __________ with her brothers.


Ismene __________, and Creon accuses them __________ of trying to take

__________ throne. Ismene suddenly confesses __________ guilt and sincerely wants

__________ take her share of __________ punishment. Antigone rejects her

__________ angrily, and does not __________ Ismene lessen her own __________.

Ismene reminds Creon that __________ is the bride of __________ own son Haimon.

On __________ 2, the Chorus responds __________ pointing out the curse

__________ the royal family. The __________ of Antigone’s defiance is __________

own freedom.

Scene 3 Haimon enters __________ dutifully defers to his __________ will and authority.

Creon __________ not want to show __________ weak before his people. __________

believes his father has __________ badly. Haimon tries to __________ father to get

advice __________ others. Haimon knows that __________ bad temper terrifies

everyone. __________ informs his father that __________ people support Antigone

and __________ think she is generous __________ brave. He encourages Creon

__________ overcome anger and be __________. Choragus agrees. He advises

__________ to listen to his __________ and Haimon to listen __________ his father.

Creon accuses __________ of selling out to __________ woman. Haimon insists

that __________ has no right to __________ on God’s right. Haimon __________

Creon that someone else __________ die if Antigone dies. __________ finally leaves

saying his __________ will never see him __________. Creon decides to spare

__________ and to lock up __________ alive in a stone __________ eventually to die.

In __________ 3, the Chorus responds __________ a song about glorious __________

destructive love.


Name ____________________________ Date __________

Antigone Lesson 3: Exercise 6 Combine the two sentences by making an adverb from the adjective in italics.

Example: The sentry was quick when he returns to the palace with Antigone. The sentry quickly returns to the palace with Antigone.

1. Antigone is fearless when she admits that she dared to defy Creon’s proclamation.

______________________________________________________________________

2. Creon is unreasonable when he accuses both sisters of barefaced anarchy.

______________________________________________________________________

3. Haimon is dutiful when he defers to his father’s will and authority.

______________________________________________________________________

4. Creon is equal when he accuses Ismene and sends for her to be arrested.

______________________________________________________________________

5. Antigone is somber when she speaks of death as her friend.

______________________________________________________________________

6. Creon is bitter when he declares that Antigone will find her love in hell with her

brothers.

______________________________________________________________________

7. Ismene is sincere when she wants to take her share of the punishment.

______________________________________________________________________

8. Antigone is angry when she rejects her sister.

______________________________________________________________________

9. Haimon is final when he leaves saying his father will never see him again.

______________________________________________________________________

10. Antigone is insolent when she answers King Creon’s proclamation.

______________________________________________________________________

11. It is eventual that Antigone will die locked up alive in a stone vault.

______________________________________________________________________

12. Antigone is generous when she makes a decision to honor her brother.

______________________________________________________________________


13. Creon thinks Antigone is hateful when she breaks his law.

______________________________________________________________________

14. Haimon is boyish when he faces his father the king.

______________________________________________________________________

15. Antigone is quiet when she goes to bury her brother.

______________________________________________________________________

16. Creon is malicious when he decides to leave Antigone alive in a stone vault to die.

______________________________________________________________________

17. Creon thinks Antigone is brazen when she defies his laws.

______________________________________________________________________

18. It is ironic that Antigone is the bride of Haimon.

______________________________________________________________________

19. Antigone is stealthy when she goes to bury her brother’s body.

______________________________________________________________________

20. Ismene is quiet when she waits for Creon’s decision.

______________________________________________________________________

21. Antigone is passionate when she gives up her freedom.

______________________________________________________________________

22. The sentry is sudden when he enters the palace to see Creon.

______________________________________________________________________

23. The king is severe when he sentences his family member to death.

______________________________________________________________________

24. The tragic events are dark when they fall on Antigone and her family.

______________________________________________________________________

25. The family curse is tragic when falls on Antigone and her family.

______________________________________________________________________

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English II Through ESOL - SDPBC Web CMS · English II Through ESOL . Drama: Lesson 3: Antigone, ... le hace un relato de primera mano sobre la muerte de Antígona y Hemón. El segundo