English II Through ESOL
Drama: Lesson 5: Antigone, by Sophocles: Scene 5 and “Exodos”
(Translated by Dudley Fitts, & Robert Fitzgerald)
Supplemental Reading: Olympic Games in Ancient Greece
FCAT Reading/Writing Focus:
FCAT Support Skills:
Language Focus:
Text: Prentice Hall Literature:
Platinum Level 10
Identifying Organizational Patterns
Plot Elements—Greek Tragedy, Tragedy, Turning Point
(Climax), Suspense, Irony/Dramatic Irony, Characterization,
Personal and Emotional Connections
Expressing necessity with modals must, have to, have got to
(*Key language focus words in RED)
Main Text pp. 768-809; English Learner’s Companion: p.
260-261 (English/Spanish summaries with alternative
reading strategies: Writing headlines, paraphrasing dialogue)
Drama: Antigone: Lesson 5: Antigone, by Sophocles: Scene 5 and “Exodos”
Vocabulary
English
augury
burden
burnt offering
calamity
consent
corpse
corruption
damnation
defile (v)
foretell
fortuneteller
lamenting
melting
mighty
omen
plague (v)
pride
prophecy
prophet
rash (adj.)
recoil (v)
reverse
sell out
sorrow
stained
stubborn
submission
tragedy
Spanish
augurio, presagio
carga, peso
sacrificio
calamidad
consentir
cadáver
corrupción
condenación
profanar (v)
presagiar, predecir
adivino
lamentar
fundir, derretir
poderoso, fuerte
profecía, aviso
plagar (v)
orgullo
profecía
profeta
impulsivo (adj.)
retroceder (v)
revertir
agotarse, venderse
pena, dolor
manchado, teñido
terco, testarudo
sumisión
tragedia
Haitian Creole
ogi, prediksyon
fado, tètchaje
ofrand brile
kalamite
konsantman
kadav
kòripsyon
danasyon
pwofane
predi, wè
dizè bòn avanti, divinò
lamante, plenn
fonn
puisan, fò anpil
prezaj
plake
ògèy, fyète
pwofesi
pwofèt
enpridan, ireflechi
rekile
kontrè, opoze
vann
tristès
tache
antete, tètdi, retif
soumisyon
trajedi
English II Through ESOL: Antigone Lesson 5
Page 1
Vocabulary (Continued)
Drama: Lesson 5: Antigone, by Sophocles: Scene 5 and “Exodos”
English
transgress
trifle (n)
unjustly
unspeakable
unyielding
vigil
virtue
wailing
wealth
weep
whirlwind
wisdom
wise
witness
wrath
wretched
yield
Spanish
Haitian Creole
transgredir
pequeño, poco
injustamente
indescriptible, incalificable
firme, indomable
vigilia
virtud
lamento, llanto
riqueza
llanto, gemir
torbellino
sabiduría
sabio
observador, espectador
cólera, ira
miserable, desdichado
capitular, rendirse
transgrese
bagatèl
enjisteman
ineksplikab
enfleksib
veye
vèti
jemisman
richès
kriye
toubiyon
sajès
saj
temwen
kolè
mizerab
sede
English II Through ESOL: Antigone Lesson 5
Page 2
Mini-Thesaurus for Teacher Quick Reference (Also used to create Crossword Puzzles)
Mini-Thesaurus
Lesson 5: Antigone, by Sophocles: Scene 5 and “Exodos”
augury
burden
burnt offering
calamity
consent
corpse
corruption
damnation
defile (v)
foretell
fortuneteller
lamenting
melting
mighty
omen
plague (v)
pride
prophecy
prophet
rash (adj.)
recoil (v)
reverse
sell out
sorrow
stained
stubborn
submission
trifle (n)
wailing
wealth
whirlwind
wisdom
wise
yield
tragedy
transgress
unjustly
unspeakable
unyielding
vigil
virtue
weep
witness
wrath
wretched
omen, sign, warning
load, weight, problem
sacrifice, gift, submission of incense
disaster, catastrophe, tragedy
permission, approval, blessing
cadaver, dead body, body
dishonesty, fraud, bribery
condemnation, disapproval, judgment, curse
taint, pollute, ruin, contaminate
predict, prophesy, forecast
seer, soothsayer, clairvoyant
mournful, sad, sorrowful, grief-stricken
dissolving, softening, liquefying
powerful, strong, forceful
sign, warning, forecast, prophecy
bother, afflict, trouble, pester
arrogance, self-importance, conceit
prediction, forecast, divination
forecaster, seer, clairvoyant, soothsayer
impulsive, reckless, foolish, careless
withdraw, retreat, shrink back, back away
overturn, turn around, undo, repeal
give in, give up, betray your principles, surrender
grief, sadness, regret, mourning
blemished, discolored, marked, tainted
obstinate, immovable, inflexible, willful
obedience, compliance, deference, surrender
little, bit, touch, drop
crying, weeping, sobbing, howling
riches, prosperity, affluence, fortune
tornado, hurricane, cyclone, twister
understanding, knowledge, intelligence, good judgment
smart, intelligent, clever, sensible
give way, give up, acquiesce, capitulate, surrender
disaster, calamity, catastrophe, misfortune, heartbreak
misbehave, disobey, sin, go astray, do wrong
unfairly, unreasonably, one-sidedly, with prejudice
disgusting, awful, appalling, horrifying
firm, unbending, obstinate, immovable
carefulness, watchfulness, attentiveness
good quality, high merit, asset, good point
cry, moan, wail, bawl, sob
observer, onlooker, spectator, bystander
anger, rage, fury
awful, miserable, heartbroken, pitiful
English II Through ESOL: Antigone Lesson 5
Page 3
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 Polyneices. 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.
English II Through ESOL: Antigone Lesson 5
Page 4
Personajes
Antígona de Sófocles
Personajes principales
Antígona
Hija de Edipo, el antiguo rey de Tebas y de Yocasta, hermana de Creontes. Antígona está decidida
a arriesgar su vida por darle sepultura a su hermano muerto Polinices, desafiando así el edicto del
rey Creontes. Es sentenciada a muerte, pero se suicida ahorcándose.
Creontes
Hermano de Yocasta, quien era la esposa y madre de Edipo; llegó a ser el rey de Tebas tras la
muerte de los dos hijos de Edipo en la guerra civil. Ordenó que Eteocles fuera enterrado con
honores de jefe de estado, pero negó los ritos funerarios a Polinices. Se vio obligado a sentenciar a
muerte a Antígona cuando ésta desafió su autoridad. Al final, aceptó que había actuado
equivocadamente y se arrepintió.
El coro
La voz de los ancianos de la ciudad de Tebas, quienes son las principales víctimas de la recién
concluida guerra civil y por eso anhelan que haya paz y estabilidad. Hacen comentarios acerca de
los acontecimientos más importantes de la trama y le presentan al público la reacción popular a las
disputas internas de la familia reinante de Tebas.
Personajes secundarios
Hemón
El único sobreviviente de los hijos de Creontes; enamorado de Antígona, con quien está
comprometido. Suplica en vano a su padre por la vida de la joven. Cuando se entera que Antígona
se ha quitado la vida, se suicida sobre la tumba de ella.
Ismene
Hermana mayor de Antígona, quien, al principio, tenía sus reservas en cuanto a ayudarla para que
enterrara el cadáver de su hermano Polinices. Más tarde reclamó su parte de la culpa y del castigo
de su hermana; Creontes rehusó castigarla ya que consideró que sufría de una locura pasajera.
Tiresias
El profeta ciego de Tebas, que aparece también en la obra Edipo Rey de Sófocles, le advierte a
Creontes acerca de las espantosas consecuencias que tendrá si se mantiene aferrado a su decisión
de dejar el cadáver de Polinices sin sepultar.
Eurídice
Esposa de Creontes. Aparece solo una vez en la obra. Al final, cuando oye la noticia de la muerte
de su hijo Hemón, se suicida.
El guardián
Viene a decirle a Creontes que alguien ha intentado sepultar a Polinices durante la noche.
Amenazado con un grave castigo, por lo que Creontes considera incumplimiento de su deber, el
guardián regresa a su puesto, logra arrestar a Antígona y la entrega a Creontes para ser
sentenciada.
El primer mensajero
Viene a comunicarle a Eurídice la muerte de Hemón; acompaña a Creontes a la tumba y más tarde
le hace un relato de primera mano sobre la muerte de Antígona y Hemón.
El segundo mensajero
Viene a contarle a Creontes acerca de la muerte de Eurídice.
Corifeo, director del coro
Declama ocasionalmente unas breves estrofas, dirigidas principalmente al público. Se le dan
las últimas frases de la obra, de donde extrae una moraleja sobre la secuencia de trágicos
acontecimientos de los cuales los espectadores acaban de ser testigos.
English II Through ESOL: Antigone Lesson 5
Page 5
English Summary
Lesson 5: Antigone, by Sophocles: Scene 5 and Exodos
(Translated by Dudley Fitts, & Robert Fitzgerald)
Scene 5
Teiresias, the blind prophet, tells Creon about a vision he received as a sign from
heaven. The prophet warns Creon that the gods are angry. Teiresias advises Creon that
he is committing two crimes. First, he is refusing a proper burial for Polyneices. Second,
he is going to kill Antigone. According to the prophet, Creon has brought calamity on
Thebes. Teiresias implores Creon to admit his mistake for his own good. Creon must
reverse his decision immediately or risk the wrath of the gods.
Creon makes fun of Teiresias and calls him a fortuneteller. Creon refuses to
change his mind. Teiresias predicts that Creon will pay corpse for corpse the cost of his
offense to the gods. Creon will receive a swift and terrible punishment. Creon’s house
will weep, and he will be cursed.
Choragos advises Creon that he must free Antigone. Creon has to build a tomb
for Polyneices as quickly as possible. Finally, Creon admits he must yield to the will of
the gods. Creon runs to the vault to free Antigone. In the Paean, a hymn of praise to the
god Dionysus, the chorus prays that Thebes will be saved.
Exodos
Creon went to honor Polyneices’ body, and then to the vault to find Antigone.
Antigone had already hung herself, and Haimon had found her. Haimon was crying, and
he blamed Creon. Haimon lunged at his father with a sword. Haimon missed, and
wounded himself mortally. Haimon embraced Antigone’s body, and died with her in his
arms.
After hearing the tragic news, the queen goes to her chambers. Creon returns to
the palace carrying Haimon’s body. A messenger returns from the queen’s room to
announce that she just killed herself with a knife as she cursed Creon. Creon blames
himself for both tragedies. Creon prays to die, but his prayers are unheard.
Choragos addresses the audience. He states, “There is no happiness where
there is no wisdom; no wisdom but in submission to the gods. Big words are always
punished, and proud men in old age learn to be wise.”
English II Through ESOL: Antigone Lesson 5
Page 6
Spanish Summary
Lección 5: Antígona de Sófocles: Escena quinta y Éxodos
(Basado en la traducción del griego al inglés de Dudley Fitts y Robert Fitzgerald)
Escena quinta
Tiresias, el profeta ciego, le cuenta a Creontes sobre la visión que tuvo y que
interpreta como una señal del cielo. Le advierte que los dioses están encolerizados, y
que está cometiendo dos crímenes. El primero de ellos, el haberse negado a que
Polinices tuviese un entierro adecuado, y el segundo, matar a Antígona. De acuerdo
con el profeta, Creontes trajo la calamidad a Tebas, y le implora que admita sus errores
por su propio bien. Creontes tiene que revertir su decisión inmediatamente o se
arriesgará a sufrir la cólera de los dioses.
Creontes se burla de Tiresias, diciéndole que es un adivino, y rehúsa cambiar su
forma de pensar. El profeta predice que Creontes pagará ojo por ojo el costo de sus
ofensas a los dioses, y que recibiría un castigo repentino y terrible. El hogar de
Creontes lloraría y él sería maldecido.
Corifeo le aconseja a Creontes que tiene que liberar a Antígona y cavar una
tumba para Polinices lo más rápidamente posible. Por último, Creontes admite que
tendrá que consentir con el deseo de los dioses, y corre hacia la bóveda para liberar a
Antígona. En el peán, un himno de alabanzas al dios Dionisio, el coro reza por la
salvación de Tebas.
Éxodos
Creontes fue a rendirle honor al cuerpo de Polinices y después va hasta la
bóveda en busca de Antígona. Ella ya se había ahorcado y quien la encuentra es
Hemón. Éste llora y culpa a Creontes, su padre, y con la espada arremete contra él.
Falla en su intento y se hiere así mismo mortalmente. Se abraza al cuerpo de
Antígona, y muere con ella en sus brazos.
Después de escuchar las trágicas noticias, la reina se va a sus aposentos.
Creontes regresa al palacio acarreando el cuerpo de Hemón. Un mensajero regresa del
cuarto de la reina anunciando que ésta se había matado con un cuchillo al mismo
tiempo que maldecía a Creontes. Éste se culpa de ambas tragedias e implora morir,
pero sus ruegos no son escuchados.
Corifeo se dirige a la audiencia y dice: “Donde no hay sabiduría, no existe
felicidad, ni existe sabiduría sin sumisión a los dioses. Las palabras presuntuosas
siempre son castigadas, y los ancianos orgullosos aprenden a ser sabios”.
English II Through ESOL: Antigone Lesson 5
Page 7
Haitian Creole Summary
Leson 5: Antigone, selon Sophocles: Sèn 5 ak Egzòd
(Translated by Dudley Fitts, & Robert Fitzgerald)
Sèn 5
Teiresias, pwofèt avèg la, rakonte Creon yon vizyon li resevwa kòm yon siy ki
soti nan syèl la. Pwofèt la avèti Creon pou di l dye yo fache. Teiresias avize Creon pou
di l li komèt de krim. Premye krim nan: li refize bay Polyneices yon antèman
kòmsadwa. Dezyèm krim: li pra l touye Antigone. Daprè pwofèt la, Creon pote kalamite
sou Thebes. Teiresias enplore Creon pou l admèt fot li a pou pwòp byen l. Creon dwe
pran yon lòt desizyon tousuit, si se pa sa, dye yo ap bwè yon tas kafe anmè avè l.
Creon pase Teiresias nan betiz, li rele l divinò. Creon refize chanje lide.
Teiresias wè Creon pra l peye kadav pou kadav poutèt li te fè dye yo fache. Creon ap
resevwa yon pinisyon pwennfèpa. Moun kay Creon pral gen pou yo kriye. Creon gen
pou l modi
Choragos avize Creon li dwe lage Antigone. Creon dwe fè yon kav pou
Polyneices rapid rapid san pèdi tan. Finalman, Creon admèt li dwe fè dye yo plezi.
Creon kouri al nan kav la pou lage Antigone. Nan Paean an, yon chan louwanj pou dye
Dionysus, koral la priye pou delivrans Thebes.
Egzòd
Creon te ale rann yon dènye omaj bay kò Polyneices, apresa li ale nan kav la
pou l jwenn Antigone. Antigone te gentan pann tèt li, epi Haimon te jwenn li. Haimon t
ap kriye epi li t ap blame Creon. Haimon panche sou papa l avèk yon epe. Haimon
rate kou a epi li blese tèt li mòtèlman. Haimon anbrase kò Antigone epi li mouri nan bra
l.
Aprè li fin tande nouvèl trajik sa yo, rèn nan rantre nan chanm li yo. Creon
retounen nan palè a ak kò Haimon. Yon mesaje soti nan chanm rèn nan pou anonse li
fenk tiye tèt li ak yon kouto pandan l ap modi Creon. Creon blame tèt li pou toude
trajedi yo. Creon priye pou l mouri, men priyè l pa monte.”
Choragos adrese odyans lan. Li deklare, “Pa genyen bonè kote ki pa genyen
sajès; pa genyen sajès san soumisyon devan dye yo. Toujou gen pinisyon pou gwo
mo, epi moun ki fyè lè yo gen laj avanse aprann pou yo vin saj.”
English II Through ESOL: Antigone Lesson 5
Page 8
Supplemental Reading ** (Page 1 of 4 pages)
Olympic Games in Ancient Greece
** (See Note on Supplemental Readings on page 2)
The ancient Olympic Games started as a religious festival to honor Zeus, the father of
the Greek gods and goddesses and Hera, his queen. The festival and the games took place in
Olympia, a rural sanctuary of Zeus. The ancient Greek world stretched from Iberia (Spain) to the
Black Sea (Turkey) at that time. The “Olympic Games” got the name from Olympia. Olympia got
its name from Mount Olympus, the highest mountain in Greece. The Greeks believed that
Mount Olympus was the home of the Greek gods and goddesses. The tradition of celebrating
the ancient Olympic Games began around 776 BC, and it continued without fail, every four
years, until people converted to Christianity and the Roman Emperor Theodosius banned the
games in 393 AD. That is more than one thousand years.
Men from all over Greece came to compete in an athletic festival once every four years
in. western Greece. The Greeks did not allow women to compete. The people used the games
to mark the date, and referred to their birthdays according to the year of the Olympiad. Marking
a birthday would recall for example the “the second year of the twenty-fourth Olympiad”. The
Olympiad started in 776 BC, and therefore, the person was born in the year 680 BC. This is
calculated as follows: 24(24th Olympiad) times 4 (every 4 years) equals 96, added to 776 BC
(Olympics began) makes the year 680 BC the year of the person’s birth in this example.
Every four years, messengers went all over Greece to announce the games and call a
truce to the wars for one month throughout the Greek world. Each city-state paid for its best
athletes to travel to the competition, and all wars had to stopped to allow the athletes to travel to
the games. Each city-state also sent a choir of young men to sing in choir competitions. Former
slaves or men who had offended the gods could not participate. The athletes had to swear that
they had trained for at least ten months. Because of this, only rich men could afford to be in the
games. The men practiced and trained together for one month in a large gym with a sand floor.
They ate fresh cheese and water and followed strict rules. The judges watched them train and
selected the best to run in the races.
The Olympic Games began with religious ceremonies and the choir competitions. Each
athlete sacrificed a pig and a black ram. The spectators were mostly men, with married women
prohibited from watching the games, and Greek fathers not willing to bring their daughters to the
games. The Greeks laid out tracks for the athletic contests along the river, near the temples to
Hera and Zeus. They never allowed the eternal flame at the temple to Hera to go out.
The first competition at the Olympics was a short foot race 170 meters long, and several
years later, the Greeks adder two longer races, including a three-mile race. The runners ran
several short heats to eliminate the weaker athletes. The first prizes were bronze tripods and
later, branches from olive trees cut from Hera’s sacred grove with a gold sickle. Bronze tripods
found at Olympia date to the 9th century BC, and were prizes for early events at Olympia.
About 700 BC, they added wrestling and the pentathlon, consisting of five events,
running, javelin (spear throwing), discus (throwing a heavy bronze disc as far as possible toward
a target), and long jumping (a 52 foot length in two or three jumps). Long jumpers used jumping
weights to increase their competition distances by vigorously swinging them forward at the
moment of takeoff. The fifth event is unknown. Later, they added chariot racing and boxing. The
prize for the chariot race went to the rich horse owners.
The Olympic Games started as a half-day event, and grew to a five-day event, with two
days for religious ceremonies and three days for races and fights. People traveled from all over
to see the games. As the event grew, so did the prizes, from tree branches to money prizes.
Athletic prizes included bronze tripods, shields, woolen cloaks, and olive oil. At the most
prestigious athletic festivals, the only prizes given were wreaths of leaves: olive, laurel, pine,
English II Through ESOL: Antigone Lesson 5
Page 9
and parsley. The wreath of olive leaves began as the prize for victors at Olympia in 752 BC, on
the advice of the Oracle at Delphi.
The Greeks celebrated their athletes widely. Poets wrote odes to celebrate athletic
victories and they made coins with images of chariot victories. The Greek government had
sculptors create statues of victorious athletes to set up in the Sanctuary or in the hometown of
the athlete. Most of the statues in the Sanctuary of Zeus at Olympia were idealistic images of
athletes. Only the athletes who had won three Olympic victories could have a statue in the
Sanctuary. Ancient athletes regularly received prizes worth substantial amounts of money.
Material awards were routine as at most of the athletic festivals all over the Greek world.
Dozens of athletic events became part of religious festivals honoring heroes, gods, or even
victorious battles. Athletes who won the games would have great wealth when they returned
home. Athenian Olympic victors received a free meal in the City Hall every day for the rest of
their lives, like an early retirement plan. Winning of a valuable or prize was an important part of
being an athlete.
In addition to the athletic contests at ancient Olympia, there was a separate festival in
honor of Hera (the wife of Zeus). This festival included foot races for unmarried girls. There are
few details about this festival, except that it took place in the Temple of Hera in the Sanctuary of
Zeus. A committee of 16 women from the cities of Elis organized and supervised it every four
years, when they made a new garment and presented it to Hera inside her temple. For the
“Hera games”, the girls wore their hair down their back and a tunic over the left shoulder. Only
unmarried girls participated in their own athletic contests, and could watch the contests of the
men. Married women did not participate or watch either festival, under the penalty of death. .
The first women's marathon was in the 1984 games in Los Angeles. Softball, an event
for women only, began in the 1996 Olympic Games in Atlanta. US Women's Hockey made
history in the 1998 Nagano Games winning the first gold medal in the first year of women's
Olympic hockey. Women's events introduced in 2000 at Sydney included water polo, pole
vaulting, trampoline, synchronized diving, and hammer throwing.
Although the ancient Games were in Olympia, Greece, from 776 BC through 393 AD, it
took 1503 years for the Olympics to return. The first modern Olympics began again in Athens,
Greece, in 1896. The use of the Olympic torch flame began in the 1928 Olympic Games in
Amsterdam. There was no torch relay in the ancient Olympic Games, although, they never
allowed the eternal flame of Hera’s temple in Olympia to go out, and there were torch relays in
other ancient Greek athletic festivals in Athens. The modern Olympic torch relay began at the
1936 Olympic Games in Berlin. The modern Olympic Oath began in 1920. The marathon was
NOT an event of the ancient Olympic Games. The marathon is a modern event beginning in
1896 in Athens, and was a race from Marathon northeast of Athens to the Olympic Stadium, a
distance of 40 kilometers.
The first modern Winter Olympic Games began in 1924 in France. There was no winter
Olympic festival in ancient times. In 1994, it was decided that every other year will be an
Olympic year (with summer and winter games alternating), instead of holding summer and
winter games every 4th year, to accommodate TV networks and audiences. The modern
Olympic flag began in 1908, with five linked rings using the five primary colors of in the flags of
the nations competing in the games. There is no ancient basis for this modern symbol.
**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)
English II Through ESOL: Antigone Lesson 5
Page 10
Supplemental Reading ** Olympic Games in Ancient Greece (Page 3 of 4)
** (See Note on Supplemental Readings on page 2)
The Games had only individual sports, not team sports, and no water sports. The
Games started with animal sacrifices on the altar of Zeus. The competitions lasted for five days,
and took place in the stadium, with the exception of the equestrian sports in the hippodrome.
The stadium was a rectangular shape with a floor of hard-packed earth. The officials
(organizers and judges) sat in a stand, but there were no terraces for spectators, who sat on
the banks. Free men, slaves, and young girls could watch the Games, but not married women.
At the end of the Games, a banquet honored the winner and they made sacrifices to the god
Zeus.
The Olympic Games in Ancient Greece
FOOT RACES
There were different types of foot races :
• stade or stadion, which was one length of the
stadium
• diaulos, two lengths or double stadium
• dolichos, long-distance (7 to 24 laps)
• The armed race where athletes wore a helmet,
greaves, and held a shield
White limestone slabs marked the starting line
Competitors ran a straight line, not around the
stadium as they do today.
DISCUS THROWING
The discus was made of heavy bronze metal
(sometimes stone). Athletes throw the heavy
bronze disc as far as possible toward a target.
A famous statue by sculptor Myron shows an athlete
about to throw a discus. (Discobolus, circa 40 BC).
The original no longer exists, but there are many
copies.
BOXING
Long leather thongs (straps) protected the hands of the
fighters. These first boxing gloves changed over time,
adding pieces of metal on the knuckles and making the
punches much more violent.
JAVELIN THROWING
A loop made with a leather strap attached to the javelin
helped the athlete get more distance when throwing the
javelin.
The athlete placed his first two fingers into the leather
loop, and could to increase the distance the javelin
traveled.
English II Through ESOL: Antigone Lesson 5
Page 11
The Olympic Games in Ancient Greece (Continued) (Page 4 of 4)
LONG JUMP
The long jump had no run-up. The athlete held weights,
placed feet together, and jumped, throwing his arms
forward. In the air, the arms and legs were almost parallel.
Before landing, the athlete swings his arms backwards,
and drops the weights at the same time. This movement
propels his legs forward and extends the distance of the
jump.
Using weights forces the athlete to coordinate movements.
Flute music during the event helped the athletes to
coordinate movements.
(Weights were made of stone or metal and the shape
varied).
EQUESTRIAN EVENTS
Chariot racing and horse riding events took place in the
hippodrome. Chariot races were very exciting and
popular. Quadriga races had chariots pulled by four
horses, and biga races had chariots pulled by two
horses. Drivers or charioteers wore long tunics.
In horse races, the jockeys rode bare-back (without a
saddle) without spurs. Women could be owners of
horses, and thus participate in the equestrian event.
Charioteers and jockeys had to be men.
PENTATHLON
The pentathlon comprised five events: running,
jumping, discus throwing, javelin throwing and
wrestling. The athlete who took part in this
competition was called “pentathlos”. It was the
most all-round sport, and the body of the
“pentathlos” was considered to be the most perfect.
COMBAT SPORTS
Athletes would draw lots to decide which athletes
would compete against each other. There were no
weight categories.
Wrestling
The opponents fought standing up, with bare hands.
There were different types of holds. The person who
first touched the ground three times was the loser.
Pankration
“Pankration” was a kind of wrestling allowing all
moves, except for biting, gouging out eyes, or
putting fingers in the opponent’s nose.
English II Through ESOL: Antigone Lesson 5
Page 12
Greek Olympic Games
1.
3.
2.
1. The bronze tripod was a prize for winning the early Olympic Games
2. A bronze statue of a girl runner shows that unmarried girls had their own games.
3. The Plan of the Sanctuary of Zeus at Olympia in the 5th century BC shows the Temple of Hera, the Hera
Altar, and the Olympic stadium (“stadion”)
Greek Olympian Gods Summary Table (Roman Name in parentheses)
Name
Aphrodite
(Venus)
Apollo (Apollo)
Ares (Mars)
Attributes/powers
love, romantic love, (reciprocated
and unreciprocated), physical
beauty (beauty or ugliness),
happiness; laughter; joy; parties
and festivities
prophecy, medicine, archery,
music, moderation, law
war, vengeance
Objects:
dove; apple; myrtle-wreath; roses,
chariot drawn by white doves,
swans, sparrows, or a pair of
winged love gods
laurel leaves crown on his head,
lyre, silver bow, golden arrows
chariot, armor, spear, shield
(Thebes his city)
bow and arrow; woods, (Romancrescent moon)
aegis, armor
Artemis
(Diana)
Athena
(Minerva)
Demeter
(Ceres)
Dionysus
(Bacchus)
(Thebes city)
chastity, hunting, protecting young,
childbirth
wisdom, justice, war, skill in crafts
and the arts
harvest and civilization, immortality
(Mysteries)
prophecy, tragedy, ecstasy,
violation of limits
Hades (Pluto)
lord of the dead
Hephaestus
(Vulcan)
craftsmanship, blacksmith,
lameness
grape vine, wine, “thyrsus”- A staff
tipped with a pine cone and twined
with ivy, carried by Dionysus
“fawnskin” –(wine skin) a bottle or
bag of skin, used for carrying wine
scepter, helmet of invisibility, the
key to the underworld, and a twopronged staff
His symbol is the hammer or the
anvil and forge
Hera (Juno)
marriage, childbirth
lilies crown, wreath, tiara, scepter
Hermes
(Mercury)
Hestia (Vesta)
Poseidon
(Neptune)
messenger, traveler, leads souls to
Hades, trickster
fire, home, domesticity
earthquakes, sea
winged hat, winged sandals, staff
entwined with serpents
a flame, sacred fire, hearth
trident
prophecy, weather, kingship,
justice, fate
lightning bolt, aegis, throne “aegis”goatskin shield or breastplate
Zeus (Jupiter)
Sheaf of grain
Sacred animals/plants
Animals/birds-goose, hare, dove,
swan, sparrow, turtle dove, goat
tortoise; Plants/flowers- myrtle tree,
red-rose, anemone, apple,
narcissus / daffodil, myrtle, myrrh,
poppy, pomegranate
snake, crow (bird) dolphin (animal);
laurel tree, hyacinth
dog, wild boar, vulture
bear, deer ,cypress tree; (wild
animals are scared, deer)
owl, snake, olive tree
agricultural animals and grain crops
(corn, wheat)
grape vine, ivy; bull, snake, panther
cypress, narcissus
none
pomegranate; peacock, cuckoo,
cow, lion
serpents
none
bull, horse
eagle, bull, oak
English II Through ESOL: Antigone Lesson 5
Page 13
Summary of Listening Activities
Beginning:
Intermediate:
Proficient:
Minimal Pairs, Bingo
Follow Directions, Team Spelling, Dictation
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 5: Minimal Pairs Activity:
yield/yelled
prophet/prop
advise/advice
risk/whisk
weep/ reap
free/flee
build/built
vault/fault
proud /plowed
pride/plied
offense/offends
both/boat
Antigone: Lesson 5: Minimal Pairs Activity: Continued on next page
Reproducibles provided on following pages.
English II Through ESOL: Antigone Lesson 5
Page 14
Antigone: Lesson 5: 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
yield
yelled
2
prophet
prop it
3
advise
advice
4
risk
whisk
5
weep
reap
6
free
flee
7
build
built
8
vault
fault
9
proud
plowed
10
pride
plied
11
offense
offends
12
both
boat
Antigone: Lesson 5: Minimal Pairs Activity: Continued on next page
English II Through ESOL: Antigone Lesson 5
Page 15
Antigone: Lesson 5: Minimal Pairs Activity: Continued from previous page
Antigone: Lesson 5: Minimal Pairs Activity: 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.
Minimal Pairs: Listening Activity
Students will circle the word that they hear the teacher read, not (necessarily) the word they
think fits the correct meaning of the sentence. The teacher will select one sentence in the pair to
read aloud. The teacher should read the sentence twice.
Minimal
Pair
1
2
3
4
5
6
7
8
9
10
11
12
yield
yelled
prophet
prop it
advise
advice
risk
whisk
weep
reap
free
flee
build
built
vault
fault
proud
plowed
pride
plied
offense
offends
both
boat
Sentence Pairs (Teacher reads ONE……)
Finally, Creon admits he must yelled to the will of the gods.
Finally, Creon admits he must yield to the will of the gods.
Teiresias, the blind prop it, warns Creon the gods are angry.
Teiresias, the blind prophet, warns Creon the gods are angry.
Teiresias advises Creon that he is committing two crimes.
Teiresias advices Creon that he is committing two crimes
Creon must reverse his decision or risk the wrath of the gods.
Creon must reverse his decision or whisk wrath of the gods.
Creon’s house will reap, and he will be cursed.
Creon’s house will weep, and he will be cursed.
Choragos advises Creon that he must free Antigone.
Choragos advises Creon that he must flee Antigone.
Creon has to build a tomb for Polyneices quickly.
Creon has to built a tomb for Polyneices quickly.
Creon runs to the fault to free Antigone.
Creon runs to the vault to free Antigone.
Proud men in old age learn to be wise.
Plowed men in old age learn to be wise.
The plied of men causes them to learn wisdom in old age.
The pride of men causes them to learn wisdom in old age.
Creon will pay corpse for corpse the cost of his offends.
Creon will pay corpse for corpse the cost of his offense.
Creon blames himself for both tragedies.
Creon blames himself for boat tragedies.
Circle
answer
yield
yelled
prophet
prop it
advise
advice
risk
whisk
weep
reap
free
flee
build
built
vault
fault
proud
plowed
pride
plied
offense
offends
both
boat
English II Through ESOL: Antigone Lesson 5
Page 16
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 5: 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:
augury, burden, burnt offering, calamity, consent, corpse, corruption, damnation,
defile, fate, foretell, fortuneteller, lamenting, melting, mighty, omen, plague, pride,
prophecy, prophet, rash (adj.), recoils, reverse, sell out, sorrow, stained, stubborn,
submission, trifle, wailing, wealth, whirlwind, wisdom, wise, yield
Antigone: Lesson 5: Bingo Activity:
Reproducible Bingo Cards are provided on the following page
English II Through ESOL: Antigone Lesson 5
Page 17
Antigone: Lesson 5: Bingo Activity: (Continued from previous page): Bingo Cards
English II Through ESOL: Antigone Lesson 5
Page 18
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 5: Team Spelling Activity: Select (10) words from the list for the
test:
augury, burden, burnt offering, calamity, consent, corpse, corruption, damnation,
defile, fate, foretell, fortuneteller, lamenting, melting, mighty, omen, plague, pride,
prophecy, prophet, rash (adj.), recoils, reverse, sell out, sorrow, stained,
stubborn, submission, trifle, wailing, wealth, whirlwind, wisdom, wise, yield
The teacher gives the singular noun, and teams respond with the plural form. (Example:
case – cases) Use the ½ sheet reproducible below.
augury, burden, burnt offering, calamity, consent, corpse, corruption, damnation,
fate, fortuneteller, omen, plague, pride, prophecy, prophet, sorrow, submission,
trifle, wealth, whirlwind, wisdom,
Another variation is for the teacher to give the present tense of the verb, and teams
respond with the future tense using “will” ( or the simple past tense) for these verbs:
(Example:
run – will run) Use the ½ sheet reproducible below.
defile, foretell, lament, melt, recoil, reverse, sell out, wail, yield
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.
mighty, prideful, rash (adj.), sad, stubborn, wise
Antigone: Lesson 5: Team Spelling Activity:
Reproducible ½ sheet answer sheet is provided on the following page
English II Through ESOL: Antigone Lesson 5
Page 19
Antigone: Lesson 5: Team Spelling Activity: (Continued from previous page)
TEAM SPELLING TEST
TEAM NAME ______________________________
Score ____________
(Do not Write in this Space)
1
2
3
4
5
6
7
8
9
10
TEAM SPELLING TEST
TEAM NAME ______________________________
Score ____________
(Do not Write in this Space)
1
2
3
4
5
6
7
8
9
10
English II Through ESOL: Antigone Lesson 5
Page 20
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 5: Follow Directions Activity #1:
Provide students with pencil and paper. Provide teams with the sentences and
directions below.
a) Teiresias advises Creon that he is committing two crimes.
(Change Teiresias and Creon to subject and object pronouns)
b) Creon refuses to change his mind.
(Change the verb to the past tense)
c) He is going to kill Antigone.
(Change the subject to the first person plural)
d) Choragos advises Creon that he must free Antigone.
(Change must to the negative)
e) Haimon embraced Antigone’s body, and died with her in his arms.
(Change the verbs to the present tense)
Antigone: Lesson 5: Follow Directions Activities: (Continued on following pages)
English II Through ESOL: Antigone Lesson 5
Page 21
Antigone: Lesson 5: Follow Directions Activities: (Continued from previous page)
Unit 2 Lesson 5: Follow Directions Activity #2:
(Note-taking practice for the Supplemental Reading, “Greek Olympic Games” )
This supplemental reading for the lesson is broken into sections below for oral reading to teams in 5
short activities. Teams listen and follow directions to match a sentence strip (notes strip) to what
they hear in each section of the oral reading. Teams place the strip in a blank template.
a) Preparation: Teams cut the sentence strips and mix them up. (OR …Teacher can prepare
(copy and cut) in advance a set of 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) First Oral Reading: (Teacher reads while teams listen to the supplemental reading, “Greek
Olympic Games” without pausing or stopping.)
Directions to the Students: Listen carefully while I read information about the Greek Olympic
Games (PART 1). When I finish reading, I will go back and read each section slowly so that you
can find the notes strip for each section that I read.
c) 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.
Directions to students: Listen carefully while I read one more time about “Greek Olympic
Games”. 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 after the correct number. Keep your notes in the order
that you hear so you can check your team.
Greek Olympic Games (Part 1)
1) The ancient Olympic Games started as a religious festival to honor Zeus, the father of the
Greek gods and goddesses and Hera, his queen.
2) The festival and the games took place in Olympia, a rural sanctuary of Zeus. The ancient
Greek world stretched form Iberia (Spain) to the Black Sea (Turkey) at that time.
3) The “Olympic Games” got the name from Olympia. Olympia got its name from Mount
Olympus, the highest mountain in Greece. The Greeks believed that Mount Olympus was the
home of the Greek gods and goddesses.
4) The tradition of celebrating the ancient Olympic Games began around 776 BC, and it
continued without fail, every four years, until people converted to Christianity and the Roman
Emperor Theodosius banned the games in 393 AD. That is more than one thousand years.
5) Men from all over Greece came to compete in an athletic festival once every four years in.
western Greece. The Greeks did not allow women to compete.
6) The people used the games to mark the date, and referred to their birthdays according to the
year of the Olympiad. Marking a birthday would recall for example the “the second year of
the twenty-fourth Olympiad”. The Olympiad started in 776 BC, and therefore, the person was
born in the year 680 BC. This is calculated as follows: 24(24th Olympiad) times 4 (every 4
years) equals 96, added to 776 BC (Olympics began) makes the year 680 BC the year of the
person’s birth in this example.
7) Every four years, messengers went all over Greece to announce the games and call a truce
to the wars for one month throughout the Greek world. Each city-state paid for its best
athletes to travel to the competition, and all wars had to stopped to allow the athletes to
travel to the games.
8) Each city-state also sent a choir of young men to sing in choir competitions. Former slaves or
men who had offended the gods could not participate.
9) The athletes had to swear that they had trained for at least ten months. Because of this, only
rich men could afford to be in the games.
10) The men practiced and trained together for one month in Elis in a large gym with a sand
floor. They ate fresh cheese and water and followed strict rules.
The judges watched them train and selected the best to run in the races.
English II Through ESOL: Antigone Lesson 5
Page 22
Antigone: Lesson 5: Follow Directions Activities: (Continued from previous page)
Greek Olympic Games- Part One
religious festival to god Zeus
games in Olympia from Spain to Turkey
name from Mount Olympus gods’ home
began 776 BC, then every four years
Greeks did not allow women to compete
used games to mark date and birthdays
every 4 years 1 month of truce to wars
young men sang in choir competitions
rich men trained for 10 months
Men had cheese, water and strict rules
judges selected the best to run races
Antigone: Lesson 5: 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 provided on the following pages
English II Through ESOL: Antigone Lesson 5
Page 23
Antigone: Lesson 5: Follow Directions Activity: (Continued from previous page- Do not cut)
Greek Olympic Games- Part One: Placeholder for Notes
Team Name________________________________ Date _____________________
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Antigone: Lesson 5: 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 provided on the following pages
English II Through ESOL: Antigone Lesson 5
Page 24
Antigone: Lesson 5: Follow Directions Activities: (Continued from previous page)
Unit 2 Lesson 5: Follow Directions Activity #3:
(Note-taking practice for the Supplemental Reading, “Greek Olympic Games” )
This supplemental reading for the lesson is broken into sections below for oral reading to teams
in 5 short activities. Teams listen and follow directions to match a sentence strip (notes strip) to
what they hear in each section of the oral reading. Teams place the strip in a blank template.
a) Preparation: Teams cut the sentence strips and mix them up. (OR …Teacher can
prepare (copy and cut) in advance a set of 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) First Oral Reading: (Teacher reads while teams listen to the supplemental reading,
“Greek Olympic Games” without pausing or stopping.)
Directions to the Students: Listen carefully while I read information about the Greek
Olympic Games (PART 2). When I finish reading, I will go back and read each section
slowly so that you can find the notes strip for each section that I read.
c) 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.
Directions to students: Listen carefully while I read one more time about “Greek Olympic
Games”. 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 after the correct number. Keep your notes
in the order that you hear so you can check your team.
Greek Olympic Games (Part 2)
1) The Olympic Games began with religious ceremonies and the choir competitions. Each
athlete sacrificed a pig and a black ram.
2) The spectators were mostly men, with married women prohibited from watching the
games, and Greek fathers not willing to bring their daughters to the games.
3) The Greeks laid out tracks for the athletic contests along the river, near the temples to
Hera and Zeus.
4) They never allowed the eternal flame at the temple to Hera to go out.
5) The first competition at the Olympics was a short foot race 170 meters long, and several
years later, the Greeks adder two longer races, including a three-mile race.
6) The runners ran several short heats to eliminate the weaker athletes.
7) The first prizes were bronze tripods and later, branches from olive trees cut from Hera’s
sacred grove with a gold sickle. Bronze tripods found at Olympia date to the 9th century
BC, and were prizes for early events at Olympia.
8) About 700 BC, they added wrestling and the pentathlon, consisting of five events,
running, javelin (spear throwing), discus (throwing a heavy bronze disc as far as possible
toward a target), and long jumping (a 52 foot length in two or three jumps).
9) Long jumpers used jumping weights to increase their competition distances by
vigorously swinging them forward at the moment of takeoff.
10) The fifth event is unknown. Later, they added chariot racing and boxing.
11) The prize for the chariot race went to the rich horse owners.
Antigone: Lesson 5: 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 provided on the following pages
English II Through ESOL: Antigone Lesson 5
Page 25
Antigone: Lesson 5: Follow Directions Activity (Continued from previous page)
Greek Olympic Games- Part Two
athletes sacrificed a pig and a black ram
married women prohibited from games
tracks along the river near Zeus’ temple
never allowed eternal flame to go out
first race was 170 meter foot race
short heats eliminate weaker runners
prize was bronze tripod and olive branch
events-wrestle, run, javelin, discus, jump
long jumpers used weights for distance
Later added chariot racing and boxing
chariot race prize went to horse owners
Antigone: Lesson 5: 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 provided on the following pages
English II Through ESOL: Antigone Lesson 5
Page 26
Antigone: Lesson 5: Follow Directions Activity: (Continued from previous page- Do not cut)
Greek Olympic Games- Part Two: Placeholder for Notes
Team Name________________________________ Date _____________________
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Antigone: Lesson 5: 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 provided on the following pages
English II Through ESOL: Antigone Lesson 5
Page 27
Antigone: Lesson 5: Follow Directions Activities: (Continued from previous page)
Unit 2 Lesson 5: Follow Directions Activity #4:
(Note-taking practice for the Supplemental Reading, “Greek Olympic Games” )
This supplemental reading for the lesson is broken into sections below for oral reading to teams
in 5 short activities. Teams listen and follow directions to match a sentence strip (notes strip) to
what they hear in each section of the oral reading. Teams place the strip in a blank template.
a) Preparation: Teams cut the sentence strips and mix them up. (OR …Teacher can
prepare (copy and cut) in advance a set of 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) First Oral Reading: (Teacher reads while teams listen to the supplemental reading,
“Greek Olympic Games” without pausing or stopping.)
Directions to the Students: Listen carefully while I read information about the Greek
Olympic Games (PART 3). When I finish reading, I will go back and read each section
slowly so that you can find the notes strip for each section that I read.
c) 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.
Directions to students: Listen carefully while I read one more time about “Greek Olympic
Games”. 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 after the correct number. Keep your notes
in the order that you hear so you can check your team.
Greek Olympic Games (Part 3)
1) The Olympic Games started as a half-day event, and grew to a five-day event, with two
days for religious ceremonies and three days for races and fights. People traveled from
all over to see the games.
2) As the event grew, so did the prizes, from tree branches to money prizes. Athletic prizes
included bronze tripods, shields, woolen cloaks, and olive oil.
3) At the most prestigious athletic festivals, the only prizes given were wreaths of leaves:
olive, laurel, pine, and parsley.
4) The wreath of olive leaves began as the prize for victors at Olympia in 752 BC, on the
advice of the Oracle at Delphi.
5) The Greeks celebrated their athletes widely. Poets wrote odes to celebrate athletic
victories and they made coins with images of chariot victories.
6) The Greek government had sculptors create statues of victorious athletes to set up in
the Sanctuary or in the hometown of the athlete.
7) Most of the statues in the Sanctuary of Zeus at Olympia were idealistic images of
athletes. Only the athletes who had won three Olympic victories could have a statue in
the Sanctuary.
8) Ancient athletes regularly received prizes worth substantial amounts of money. Material
awards were routine as at most of the athletic festivals all over the Greek world.
9) Dozens of athletic events became part of religious festivals honoring heroes, gods, or
even victorious battles. Athletes who won the games would have great wealth when they
returned home.
10) Athenian Olympic victors received a free meal in the City Hall every day for the rest of
their lives, like an early retirement plan. Winning of a valuable or prize was an important
part of being an athlete.
Antigone: Lesson 5: 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
provided on the following pages
English II Through ESOL: Antigone Lesson 5
Page 28
Antigone: Lesson 5: Follow Directions Activity #3 (Continued from previous page)
Greek Olympic Games- Part Three
5 days of events-2 religious, 3 for races
prizes-money, bronze, shields, olive oil
most prestigious festival prizes-leaves
Oracle at Delphi began olive leaves
poets wrote and made chariot coins
statues of victorious athletes were made
athletes with 3 victories had a statue
athletes received substantial money
athletics were part of religious festivals
Olympic victors had a free retirement
Antigone: Lesson 5: 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 provided on the following pages
English II Through ESOL: Antigone Lesson 5
Page 29
Antigone: Lesson 5: Follow Directions Activity: (Continued from previous page- Do not cut)
Greek Olympic Games Part Three: Placeholder for Notes
Team Name________________________________ Date _____________________
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Antigone: Lesson 5: 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 provided on the following pages
English II Through ESOL: Antigone Lesson 5
Page 30
Antigone: Lesson 5: Follow Directions Activities: (Continued from previous page)
Unit 2 Lesson 5: Follow Directions Activity #5:
(Note-taking practice for the Supplemental Reading, “Greek Olympic Games” )
This supplemental reading for the lesson is broken into sections below for oral reading to teams
in 5 short activities. Teams listen and follow directions to match a sentence strip (notes strip) to
what they hear in each section of the oral reading. Teams place the strip in a blank template.
a) Preparation: Teams cut the sentence strips and mix them up. (OR …Teacher can
prepare (copy and cut) in advance a set of 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) First Oral Reading: (Teacher reads while teams listen to the supplemental reading,
“Greek Olympic Games” without pausing or stopping.)
Directions to the Students: Listen carefully while I read information about the Greek
Olympic Games (PART 4). When I finish reading, I will go back and read each section
slowly so that you can find the notes strip for each section that I read.
c) 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.
Directions to students: Listen carefully while I read one more time about “Greek Olympic
Games”. 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 after the correct number. Keep your notes
in the order that you hear so you can check your team.
Greek Olympic Games (Part 4)
1) In addition to the athletic contests at ancient Olympia, there was a separate festival in
honor of Hera (the wife of Zeus).
2) This festival included foot races for unmarried girls.
3) There are few details about this festival, except that it took place in the Temple of Hera
in the Sanctuary of Zeus.
4) A committee of 16 women from the cities of Elis organized and supervised it every four
years, when they made a new garment and presented it to Hera inside her temple.
5) For the “Hera games”, the girls wore their hair down their back and a tunic over the left
shoulder.
6) Only unmarried girls participated in their own athletic contests, and could watch the
contests of the men. Married women did not participate or watch either festival, under
the penalty of death.
7) The first women's marathon was in the 1984 games in Los Angeles.
8) Softball, an event for women only, began in the 1996 Olympic Games in Atlanta.
9) US Women's Hockey made history in the 1998 Nagano Games winning the first gold
medal in the first year of women's Olympic hockey.
10) Women's events introduced in 2000 at Sydney included water polo, pole vaulting,
trampoline, synchronized diving, and hammer throwing.
Antigone: Lesson 5: 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 provided on the following pages
English II Through ESOL: Antigone Lesson 5
Page 31
Antigone: Lesson 5: Follow Directions Activities: (Continued from previous page)
Greek Olympic Games- Part Four
separate festival to honor goddess Hera
festival had foot race for unmarried girls
festival took place in Temple of Hera
16 women organized it every four years
Hera games girls wore hair down & tunic
unmarried girls watched, not married
1st women's marathon 1984, Los Angeles
women’s softball began in 1996 in Atlanta
US women's hockey 1998 gold medal
new women's events began in 2000
Antigone: Lesson 5: 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 provided on the following pages
English II Through ESOL: Antigone Lesson 5
Page 32
Antigone: Lesson 5: Follow Directions Activity: (Continued from previous page- Do not cut)
Greek Olympic Games- Part Four: Placeholder for Notes
Team Name________________________________ Date _____________________
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Antigone: Lesson 5: 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 provided on the following pages
English II Through ESOL: Antigone Lesson 5
Page 33
Antigone: Lesson 5: Follow Directions Activities: (Continued from previous page)
Unit 2 Lesson 5: Follow Directions Activity #6:
(Note-taking practice for the Supplemental Reading, “Greek Olympic Games” )
This supplemental reading for the lesson is broken into sections below for oral reading to teams
in 5 short activities. Teams listen and follow directions to match a sentence strip (notes strip) to
what they hear in each section of the oral reading. Teams place the strip in a blank template.
d) Preparation: Teams cut the sentence strips and mix them up. (OR …Teacher can
prepare (copy and cut) in advance a set of strips for each team, mix them up, and place
them in a separate envelope for each team). Each team also gets a blank placeholder.
e) First Oral Reading: (Teacher reads while teams listen to the supplemental reading,
“Greek Olympic Games” without pausing or stopping.)
Directions to the Students: Listen carefully while I read information about the Greek
Olympic Games (PART 5). When I finish reading, I will go back and read each section
slowly so that you can find the notes strip for each section that I read.
f) 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.
Directions to students: Listen carefully while I read one more time about “Greek Olympic
Games”. 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 after the correct number. Keep your notes
in the order that you hear so you can check your team.
Greek Olympic Games (Part 5)
1) Although the ancient Games were in Olympia, Greece, from 776 BC through 393 AD, it
took 1503 years for the Olympics to return.
2) The first modern Olympics began again in Athens, Greece, in 1896.
3) The use of the Olympic torch flame began in the 1928 Olympic Games in Amsterdam.
There was no torch relay in the ancient Olympic Games, although, they never allowed
the eternal flame of Hera’s temple in Olympia to go out, and there were torch relays in
other ancient Greek athletic festivals in Athens.
4) The modern Olympic torch relay began at the 1936 Olympic Games in Berlin.
5) The modern Olympic Oath began in 1920.
6) The marathon was NOT an event of the ancient Olympic Games.
7) The marathon is a modern event beginning in 1896 in Athens, and was a race from
Marathon northeast of Athens to the Olympic Stadium, a distance of 40 kilometers.
8) The first modern Winter Olympic Games began in 1924 in France. There was no winter
Olympic festival in ancient times.
9) In 1994, it was decided that every other year will be an Olympic year (with summer and
winter games alternating), instead of holding summer and winter games every 4th year,
to accommodate TV networks and audiences.
10) The modern Olympic flag began in 1908, with five linked rings using the five primary
colors of in the flags of the nations competing in the games. There is no ancient basis for
this modern symbol.
Antigone: Lesson 5: 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 provided on the following pages
English II Through ESOL: Antigone Lesson 5
Page 34
Antigone: Lesson 5: Follow Directions Activities: (Continued from previous page)
Greek Olympic Games- Part Five
games stopped 393 AD for 1503 years
modern Olympics began again in 1896
Olympic torch flame began in the 1928
Olympic torch relay began in 1936
modern Olympic Oath began in 1920
marathon was not in the ancient games.
marathon race began in 1896 in Athens
first Winter Olympics began in 1924
every 2 years alternating summer/winter
Olympic flag began 1908, 5 linked rings
Antigone: Lesson 5: 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 provided on the following pages
English II Through ESOL: Antigone Lesson 5
Page 35
Antigone: Lesson 5: Follow Directions Activity: (Continued from previous page- Do not cut)
Greek Olympic Games- Part Five: Placeholder for Notes
Team Name________________________________ Date _____________________
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Antigone: Lesson 5: Follow Directions Activity: (Continued on the following pages)
English II Through ESOL: Antigone Lesson 5
Page 36
Antigone: Lesson 5: Follow Directions Activities: (Continued from previous page)
Unit 2 Lesson 5: Follow Directions Activity #7:
Use with Supplement Reading pages 3, 4 “Olympic Games in Ancient Greece”. Teacher will
orally read the description of each Olympic event, using the illustrations provided with the
supplemental reading so that teams become familiar with the visual representation of each
Olympic event. (The teacher may enlarge the pictures on a copy machine if available. If not,
copy and cut sets of (8) picture cards for each team). REPRODUCIBLE pictures and
descriptions for matching are on the following pages. The teacher will read each description
separately without naming the event, and teams will compete to identify the picture that matches
the description the teacher reads aloud.
Provide each team with a set of Olympic game pictures. At the end of the teachers’ FIRST
ORAL READING of the scripted description of each event, the teacher will give the following
directions:
Directions to Students:
Listen carefully as I read slowly the description of each of the eight Olympic events a SECOND
TIME. I will stop at the end of each event to give teams time to identify the picture that matches
the description you hear. Place the pictures in a straight line on the desk/table left to right, with
the first picture you hear about on the left, and the last on the right. Each team will earn points
for each match that they read back correctly at the end of the activity.
Olympic Games in Ancient Greece (Supplemental Reading see above)
1) FOOT RACES : There were different types of foot races :
a. stade or stadion, which was one length of the stadium
b. diaulos, two lengths or double stadium
c. dolichos, long-distance (7 to 24 laps)
d. The armed race where athletes wore a helmet, greaves, and held a shield
White limestone slabs marked the starting line Competitors ran a straight line, not
around the stadium as they do today.
2) DISCUS THROWING: The discus was made of heavy bronze metal (sometimes
stone). Athletes throw the heavy bronze disc as far as possible toward a target. A
famous statue by sculptor Myron shows an athlete about to throw a discus.
(Discobolus, circa 40 BC). The original no longer exists, but there are many copies.
3) BOXING: Long leather thongs (straps) protected the hands of the fighters. These first
boxing gloves changed over time, adding pieces of metal on the knuckles and making
the punches much more violent.
4) JAVELIN THROWING: A loop made with a leather strap attached to the javelin helped
the athlete get more distance when throwing the javelin. The athlete placed his first two
fingers into the leather loop, and could to increase the distance the javelin traveled.
5) LONG JUMP: The long jump had no run-up. The athlete held weights, placed feet
together, and jumped, throwing his arms forward. In the air, the arms and legs were almost
parallel. Before landing, the athlete swings his arms backwards, and drops the weights at the
same time. This movement propels his legs forward and extends the distance of the jump.
Using weights forces the athlete to coordinate movements. Flute music during the event
helped the athletes to coordinate movements. (Weights were made of stone or metal and the
shape varied).
Unit 2 Lesson 5: Follow Directions Activity #7: (Continued on the following pages)
English II Through ESOL: Antigone Lesson 5
Page 37
Antigone: Lesson 5: Follow Directions Activity #7: (Continued from previous page)
6) EQUESTRIAN EVENTS: Chariot racing and horse riding events took place in the
hippodrome. Chariot races were very exciting and popular. Quadriga races had
chariots pulled by four horses, and biga races had chariots pulled by two horses. Drivers
or charioteers wore long tunics. In horse races, the jockeys rode bareback (without a
saddle) without spurs. Women could be owners of horses, and thus participate in the
equestrian event. Charioteers and jockeys had to be men.
7) PENTATHLON: The pentathlon comprised five events: running, jumping, discus
throwing, javelin throwing and wrestling. The athlete who took part in this
competition was called “pentathlos”. It was the most “all-round sport”, and the body
of the “pentathlos” was considered the most perfect
8) COMBAT SPORTS: Athletes would draw lots to decide which athletes would compete
against each other. There were no weight categories.
Wrestling: The opponents fought standing up, with bare hands. There were different
types of holds. The person who first touched the ground three times was the loser.
Pankration: “Pankration” was a kind of wrestling allowing all moves, except for biting,
gouging out eyes, or putting fingers in the opponent’s nose.
Unit 2 Lesson 5: Follow Directions Activity #7: (Continued on the following pages)
REPRODUCIBLE pictures and descriptions for matching are on the following pages.
English II Through ESOL: Antigone Lesson 5
Page 38
REPRODUCIBLE pictures & descriptions for Unit 2 Lesson 5: Follow Directions Activity #7:
Use with Supplement Reading pages 3, 4 “Olympic Games in Ancient Greece”.
English II Through ESOL: Antigone Lesson 5
Page 39
REPRODUCIBLE pictures & descriptions for Unit 2 Lesson 5: Follow Directions Activity #7:
Use with Supplement Reading pages 3, 4 “Olympic Games in Ancient Greece”.
COMBAT SPORTS
Athletes would draw lots to decide which
athletes would compete against each
other. There were no weight categories.
Wrestling
The opponents fought standing up, with
bare hands. There were different types of
holds. The person who first touched the
ground three times was the loser.
Pankration
“Pankration” was a kind of wrestling
allowing all moves, except for biting,
gouging out eyes, or putting fingers in the
opponent’s nose.
DISCUS THROWING
The discus was made of heavy bronze
metal
(sometimes stone). Athletes throw the
heavy bronze disc as far as possible
toward a target.
A famous statue by sculptor Myron shows
an athlete about to throw a discus.
(Discobolus, circa 40 BC). The original
no longer exists, but there are many
copies.
EQUESTRIAN EVENTS
Chariot racing and horse riding events
took place in the hippodrome. Chariot
races were very exciting and popular.
Quadriga races had chariots pulled by
four horses, and biga races had chariots
pulled by two horses. Drivers or
charioteers wore long tunics.
In horse races, the jockeys rode bareback (without a saddle) without spurs.
Women could be owners of horses, and
thus participate in the equestrian event.
Charioteers and jockeys had to be men.
JAVELIN THROWING
A loop made with a leather strap attached
to the javelin helped the athlete get more
distance when throwing the javelin.
The athlete placed his first two fingers
into the leather loop, and could to
increase the distance the javelin traveled.
LONG JUMP
The long jump had no run-up. The athlete
held weights, placed feet together, and
jumped, throwing his arms forward. In the
air, the arms and legs were almost
parallel. Before landing, the athlete
swings his arms backwards, and drops
the weights at the same time. This
movement propels his legs forward and
extends the distance of the jump.
Using weights forces the athlete to
coordinate movements. Flute music
during the event helped the athletes to
coordinate movements. (Weights were
made of stone or metal and the shape
varied).
FOOT RACES There were different types
of foot races :
• stade or stadion, which was one length
of the stadium
• diaulos, two lengths or double stadium
• dolichos, long-distance (7 to 24 laps)
• The armed race where athletes wore a
helmet, greaves, and held a shield
White limestone slabs marked the starting
line Competitors ran a straight line, not
around the stadium as they do today.
PENTATHLON
The pentathlon comprised five events:
running, jumping, discus throwing, javelin
throwing and wrestling. The athlete who
took part in this competition was called
“pentathlos”. It was the most all-round
sport, and the body of the “pentathlos”
was considered to be the most perfect.
BOXING
Long leather thongs (straps) protected
the hands of the fighters. These first
boxing gloves changed over time, adding
pieces of metal on the knuckles and
making the punches much more violent.
English II Through ESOL: Antigone Lesson 5
Page 40
Antigone, by Sophocles: Scene 5, & Exodos—WORD SEARCH #1
Directions: Find the words below in the puzzle, horizontally, vertically, or diagonally
R
M
P
W
D
B
H
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F
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AUGURY
CORRUPTION
FORTUNETELLER
OUT
RASH
SUBMISSION
UNSPEAKABLE
WISE
N
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BURDEN
DAMNATION
LAMENTING
PRIDE
SELL
TRANSGRESS
UNYIELDING
WRETCHED
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BURNT
DEFILE
OFFERING
PROPHECY
STAINED
TRIFLE
VIRTUE
YIELD
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CALAMITY
FORETELL
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PROPHET
STUBBORN
UNJUSTLY
WHIRLWIND
English II Through ESOL: Antigone Lesson 5
Page 41
Antigone, by Sophocles: Scene 5, & Exodos—WORD SEARCH #2
Directions: Find the words below in the puzzle, horizontally, vertically, or diagonally
T
L
D
I
D
R
C
D
S
T
U
B
B
O
R
N
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L
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W
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V
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H
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O
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W
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Z
P
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L
R
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C
T
S
E
G
T
AUGURY
CONSENT
DEFILE
MELTING
OUT
PROPHET
SELL
TRAGEDY
UNSPEAKABLE
WEALTH
WITNESS
S
S
H
R
Z
L
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T
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BURDEN
CORPSE
FORETELL
MIGHTY
PLAGUE
RASH
STAINED
TRANSGRESS
UNYIELDING
WEEP
WRETCHED
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W
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BURNT
CORRUPTION
FORTUNETELLER
OFFERING
PRIDE
RECOIL
STUBBORN
TRIFLE
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WHIRLWIND
YIELD
CALAMITY
DAMNATION
LAMENTING
OMEN
PROPHECY
REVERSE
SUBMISSION
UNJUSTLY
WAILING
WISE
English II Through ESOL: Antigone Lesson 5
Page 42
Antigone, by Sophocles: Scene 5, & Exodos—WORD SEARCH #3
Directions: Find the words below in the puzzle, horizontally, vertically, or diagonally
F
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L
K
B
F
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AUGURY
CONSENT
DEFILE
MELTING
OUT
PROPHET
SELL
SUBMISSION
UNJUSTLY
VIRTUE
WHIRLWIND
WRATH
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T
J
P
B
C
E
A
V
P
T
I
A
K
T
N
N
L
M
U
L
R
R
O
O
H
L
S
Q
K
Q
U
D
D
I
T
E
H
P
I
E
A
R
R
V
X
I
O
I
F
BURDEN
CORPSE
FORETELL
MIGHTY
PLAGUE
RASH
SORROW
TRAGEDY
UNSPEAKABLE
WAILING
WISDOM
WRETCHED
X
D
U
A
B
I
S
T
C
V
S
N
P
P
S
E
F
R
W
W
K
O
T
M
Y
W
I
A
E
H
Y
S
L
I
O
C
E
R
L
S
F
S
B
N
H
O
L
R
T
L
E
G
I
U
X
R
D
O
N
F
N
B
U
A
N
A
S
W
R
H
L
R
N
O
G
U
E
W
O
A
M
L
R
T
M
E
L
B
A
K
A
E
P
S
N
U
H
D
L
H
BURNT
CORRUPTION
FORTUNETELLER
OFFERING
PRIDE
RECOIL
STAINED
TRANSGRESS
UNYIELDING
WEALTH
WISE
YIELD
D
Z
N
I
M
T
W
M
G
S
M
S
R
J
I
I
C
G
T
Z
W
X
T
O
Y
U
A
V
E
O
E
S
U
B
R
H
T
P
L
E
M
Y
P
N
K
M
I
L
D
L
N
S
L
L
E
T
E
R
O
F
A
R
R
Y
E
R
L
S
Y
V
T
M
W
S
F
L
R
O
I
Y
G
X
I
U
T
S
I
Q
J
L
I
I
U
F
F
A
W
P
W
X
N
Z
D
U
G
W
N
E
Y
U
N
W
N
I
O
E
D
H
X
Z
N
D
E
K
T
U
G
O
G
D
G
F
R
G
E
W
S
E
E
T
A
L
R
K
Z
Z
A
W
C
Y
P
T
W
P
P
W
J
T
V
U
CALAMITY
DAMNATION
LAMENTING
OMEN
PROPHECY
REVERSE
STUBBORN
TRIFLE
VIGIL
WEEP
WITNESS
English II Through ESOL: Antigone Lesson 5
Page 43
Antigone, by Sophocles: Scene 5, & Exodos—WORD SEARCH #4
Directions: Find the words below in the puzzle, horizontally, vertically, or diagonally
O
V
U
L
F
D
J
G
Z
M
E
H
Y
I
G
Q
S
W
M
Z
R
N
Z
Z
D
A
X
Y
U
O
J
C
L
Y
F
S
G
L
M
B
C
Y
X
N
F
O
C
Q
F
H
N
Q
J
J
R
O
J
F
W
A
G
G
Q
B
D
S
W
V
B
O
I
U
K
D
U
P
P
R
K
T
R
V
M
R
E
B
A
T
U
S
R
K
H
I
N
S
S
J
C
B
Z
R
M
V
U
Q
P
R
E
V
E
R
S
E
J
A
Y
U
C
Y
Q
R
E
U
Q
Q
O
Y
C
N
N
A
Y
T
B
O
S
N
F
H
I
C
Q
S
J
G
M
M
V
N
K
P
T
L
E
O
S
K
C
L
W
T
P
O
F
P
Z
F
T
T
O
S
N
S
I
D
H
R
N
T
I
A
P
H
J
I
U
D
R
N
E
O
T
W
D
S
X
Y
M
Y
A
E
F
G
E
S
P
E
E
W
F
O
P
E
O
F
I
R
S
X
G
U
U
O
S
W
C
G
M
L
S
U
G
D
A
H
N
C
T
F
C
P
I
P
D
A
M
U
Y
J
Y
Y
O
N
L
I
N
J
F
Z
K
I
L
E
S
I
W
F
U
E
I
H
N
G
Y
AUGURY
CONSENT
DEFILE
MELTING
OUT
PROPHET
SELL
SUBMISSION
UNJUSTLY
VIRTUE
WHIRLWIND
WRATH
V
C
M
R
E
M
X
O
N
E
I
A
R
L
R
D
L
L
I
G
I
V
O
M
Z
H
X
A
L
R
B
I
U
C
U
M
I
B
L
E
D
S
E
H
S
Z
I
K
W
C
H
I
K
L
V
U
Z
O
M
E
N
A
Y
L
W
S
E
T
Q
S
P
W
Z
I
W
X
N
U
C
A
S
P
P
N
G
N
I
D
L
E
I
Y
N
U
R
A
O
Z
N
L
M
O
M
Q
K
M
L
T
I
O
T
U
E
R
A
A
N
E
I
B
A
R
I
R
Q
BURDEN
CORPSE
FORETELL
MIGHTY
PLAGUE
RASH
SORROW
TRAGEDY
UNSPEAKABLE
WAILING
WISDOM
WRETCHED
D
Z
K
H
W
A
I
L
I
N
G
H
G
U
L
P
G
D
U
A
B
R
D
Q
A
R
W
D
R
G
N
T
T
T
O
K
S
A
J
T
X
E
R
C
I
T
O
E
K
X
I
Y
R
U
G
U
A
Z
Y
N
N
J
R
M
H
R
N
U
V
H
G
S
R
H
I
Z
P
E
B
S
N
R
M
C
A
H
N
T
B
M
T
I
B
K
S
T
W
S
N
E
R
R
N
X
M
M
I
N
R
D
I
H
T
C
Z
T
A
V
S
J
X
T
M
M
E
E
X
Y
A
E
Q
D
T
O
Q
D
D
C
L
V
X
T
R
J
B
H
C
R
Z
M
BURNT
CORRUPTION
FORTUNETELLER
OFFERING
PRIDE
RECOIL
STAINED
TRANSGRESS
UNYIELDING
WEALTH
WISE
YIELD
Y
J
D
I
K
B
H
W
L
U
G
A
A
G
A
W
T
M
W
K
S
B
J
E
R
D
O
G
C
T
O
U
R
F
E
F
K
U
R
F
I
L
H
O
R
U
I
S
S
D
J
P
F
D
T
M
E
B
O
H
M
N
L
Q
M
X
Q
B
V
V
V
M
A
K
L
CALAMITY
DAMNATION
LAMENTING
OMEN
PROPHECY
REVERSE
STUBBORN
TRIFLE
VIGIL
WEEP
WITNESS
English II Through ESOL: Antigone Lesson 5
Page 44
Teacher’s Answer KEY to Word SEARCH #1
Antigone, by Sophocles: Scene 5 & Exodos— Solution WORD SEARCH #1
Unused Letters Omitted (+)
R
+
P
W
D
B
H
U
+
C
S
N
G
+
+
+
E
I
R
U
E
N
S
O
B
U
R
N
T
W
T
S
L
R
O
J
N
R
A
+
B
O
I
F
R
E
R
D
L
U
P
R
I
N
R
M
B
T
O
E
D
E
A
S
E
U
H
O
A
C
I
B
N
R
T
N
N
T
N
P
T
I
E
A
T
S
U
E
E
C
D
L
I
T
S
T
E
L
C
V
S
T
M
T
H
Y
E
I
W
A
G
A
N
T
Y
I
S
A
E
E
P
O
F
N
L
M
R
E
U
N
O
R
L
L
D
N
R
M
I
I
R
H
E
E
T
N
+
T
L
+
+
A
I
T
L
P
I
M
S
Y
R
U
G
U
A
D
+
Y
D
O
E
O
H
+
S
+
O
U
T
E
G
N
I
R
E
F
F
O
W
T
R
I
F
L
E
+
+
P
+
E
L
B
A
K
A
E
P
S
N
U
L
L
E
S
U
N
Y
I
E
L
D
I
N
G
+
(Over, Down, Direction)
AUGURY(11,15,N)
SELL(15,4,N)
BURDEN(1,6,NE)
STAINED(7,11,NW)
BURNT(2,10,S)
STUBBORN(8,12,W)
CALAMITY(5,10,NE)
SUBMISSION(1,11,E)
CORRUPTION(1,10,NE)
TRANSGRESS(3,1,SE)
DAMNATION(12,1,SW)
TRIFLE(13,10,S)
DEFILE(7,1,SE)
UNJUSTLY(1,8,NE)
FORETELL(3,14,E)
UNSPEAKABLE(14,15,N)
FORTUNETELLER(13,13,NW) UNYIELDING(15,5,S)
LAMENTING(9,13,W)
VIRTUE(7,10,SE)
OFFERING(13,8,N)
WHIRLWIND(13,9,NW)
OMEN(12,7,SW)
WISE(1,4,NE)
OUT(12,12,S)
WRETCHED(2,15,E)
PRIDE(9,1,SE)
YIELD(15,7,S)
PROPHECY(1,3,SE)
PROPHET(14,3,SW)
RASH(4,10,NW)
Teacher’s Answer KEY to Word SEARCH #2
Antigone, by Sophocles: Scene 5, & Exodos Solution WORD SEARCH #2
Unused Letters Omitted (+)
T
+
D
+
D
R
+
D
S
T
U
B
B
O
R
N
S
E
L
L
R
N
W
E
+
L
E
+
N
G
N
I
T
L
E
M
U
+
+
D
E
C
E
E
F
+
E
L
F
I
R
T
P
E
E
W
B
F
N
E
V
O
A
S
V
I
G
I
L
+
W
R
R
+
+
C
M
O
+
H
E
R
L
I
N
+
L
C
Y
E
O
L
Y
E
O
+
I
R
+
C
R
P
T
W
+
O
A
E
+
P
T
L
R
R
C
T
S
E
G
T
S
S
H
R
+
L
C
+
H
+
T
E
R
I
A
O
S
T
N
E
E
E
L
B
A
K
A
E
P
S
N
U
N
N
H
Y
I
E
I
R
+
N
E
M
O
N
T
S
U
R
P
S
M
U
D
W
O
L
T
W
P
R
I
D
E
+
S
J
T
T
O
A
S
E
T
B
N
L
N
M
+
T
N
R
U
B
N
G
I
A
D
P
G
E
U
R
+
+
E
I
Y
Y
R
U
G
U
A
O
R
+
I
A
H
R
N
G
O
R
M
G
+
W
A
I
L
I
N
G
+
E
R
N
D
E
O
T
A
F
A
H
G
N
I
R
E
F
F
O
+
T
S
E
E
U
C
S
I
L
L
T
U
N
Y
I
E
L
D
I
N
G
N
S
T
D
H
Y
+
W
P
Y
(Over, Down, Direction)
(Over,Down,Direction)
RECOIL(4,13,SE)
AUGURY(12,7,N)
REVERSE(2,1,E)
BURDEN(10,16,NE)
SELL(1,17,S)
BURNT(11,6,N)
STAINED(9,8,SE)
CALAMITY(5,8,NE)
STUBBORN(1,9,S)
CONSENT(7,7,NW)
SUBMISSION(1,17,E)
CORPSE(3,2,E)
TRAGEDY(14,10,SW)
CORRUPTION(4,16,NE)
TRANSGRESS(6,3,SE)
DAMNATION(11,11,SW)
TRIFLE(3,12,N)
DEFILE(1,3,SE)
UNJUSTLY(12,6,SW)
FORETELL(3,18,E)
UNSPEAKABLE(8,12,N)
FORTUNETELLER(13,18,NW) UNYIELDING(15,1,S)
LAMENTING(14,19,W)
VIGIL(4,5,S)
MELTING(2,16,N)
WAILING(13,2,S)
MIGHTY(10,20,E)
WEALTH(2,3,E)
OFFERING(14,8,N)
WEEP(3,16,N)
OMEN(9,5,N)
WHIRLWIND(9,16,NW)
OUT(13,15,NE)
WISE(6,4,W)
PLAGUE(15,19,NW)
WITNESS(15,18,NW)
PRIDE(10,1,S)
WRETCHED(9,20,W)
PROPHECY(8,9,SE)
YIELD(5,9,NW)
PROPHET(3,13,NE)
RASH(12,18,NE)
English II Through ESOL: Antigone Lesson 5
Page 45
Teacher’s Answer KEY to Word SEARCH #3
Antigone, by Sophocles: Scene 5, & Exodos Solution WORD SEARCH #3
Unused Letters Omitted (+)
T
+
D
+
D
R
+
D
S
T
U
B
B
O
R
N
S
E
L
L
R
N
W
E
+
L
E
+
N
G
N
I
T
L
E
M
U
+
+
D
E
C
E
E
F
+
E
L
F
I
R
T
P
E
E
W
B
F
N
E
V
O
A
S
V
I
G
I
L
+
W
R
R
+
+
C
M
O
+
H
E
R
L
I
N
+
L
C
Y
E
O
L
Y
E
O
+
I
R
+
C
R
P
T
W
+
O
A
E
+
P
T
L
R
R
C
T
S
E
G
T
S
S
H
R
+
L
C
+
H
+
T
E
R
I
A
O
S
T
N
E
E
E
L
B
A
K
A
E
P
S
N
U
N
N
H
Y
I
E
I
R
+
N
E
M
O
N
T
S
U
R
P
S
M
U
D
W
O
L
T
W
P
R
I
D
E
+
S
J
T
T
O
A
S
E
T
B
N
L
N
M
+
T
N
R
U
B
N
G
I
A
D
P
G
E
U
R
+
+
E
I
Y
Y
R
U
G
U
A
O
R
+
I
A
H
R
N
G
O
R
M
G
+
W
A
I
L
I
N
G
+
E
R
N
D
E
O
T
A
F
A
H
(Over, Down, Direction)
G
N
I
R
E
F
F
O
+
T
S
E
E
U
C
S
I
L
L
T
U
N
Y
I
E
L
D
I
N
G
N
S
T
D
H
Y
+
W
P
Y
AUGURY(12,7,N)
BURNT(11,6,N)
CONSENT(7,7,NW)
CORRUPTION(4,16,NE)
DEFILE(1,3,SE)
FORTUNETELLER(13,18,NW)
MELTING(2,16,N)
OFFERING(14,8,N)
OUT(13,15,NE)
PRIDE(10,1,S)
PROPHET(3,13,NE)
RECOIL(4,13,SE)
SELL(1,17,S)
STUBBORN(1,9,S)
TRAGEDY(14,10,SW)
TRIFLE(3,12,N)
UNSPEAKABLE(8,12,N)
VIGIL(4,5,S)
WEALTH(2,3,E)
WHIRLWIND(9,16,NW)
WITNESS(15,18,NW)
YIELD(5,9,NW)
BURDEN(10,16,NE)
CALAMITY(5,8,NE)
CORPSE(3,2,E)
DAMNATION(11,11,SW)
FORETELL(3,18,E)
LAMENTING(14,19,W)
MIGHTY(10,20,E)
OMEN(9,5,N)
PLAGUE(15,19,NW)
PROPHECY(8,9,SE)
RASH(12,18,NE)
REVERSE(2,1,E)
STAINED(9,8,SE)
SUBMISSION(1,17,E)
TRANSGRESS(6,3,SE)
UNJUSTLY(12,6,SW)
UNYIELDING(15,1,S)
WAILING(13,2,S)
WEEP(3,16,N)
WISE(6,4,W)
WRETCHED(9,20,W)
Teacher’s Answer KEY to Word SEARCH #4
Antigone, by Sophocles: Scene 5, & Exodos Solution WORD SEARCH #4
Unused Letters Omitted (+)
+
+
+
+
F
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
O
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
R
+
+
+
W
+
+
+
+
+
+
S
+
+
+
+
+
+
+
+
+
+
P
+
+
T
+
+
+
R
+
+
+
T
+
S
+
+
+
+
+
+
+
+
+
+
+
R
+
+
U
+
+
R
E
V
E
R
S
E
+
+
+
+
+
+
+
+
+
+
+
+
O
Y
+
N
N
+
+
T
+
+
S
N
F
H
+
+
+
+
+
+
M
+
+
+
+
P
T
L
E
O
S
+
C
L
+
T
P
O
+
P
+
+
+
+
O
+
+
+
+
+
H
+
N
T
I
+
P
H
+
I
U
D
R
+
+
O
T
+
D
+
+
+
+
+
+
E
+
+
E
S
P
E
E
W
+
O
+
E
O
F
+
R
S
+
+
+
+
+
+
+
C
+
+
L
S
U
+
D
A
H
+
C
T
F
C
+
I
P
+
+
M
+
+
+
+
Y
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+
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Y
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P
N
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N
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+
+
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+
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L
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+
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+
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+
+
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W
A
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G
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(Over, Down, Direction)
+
+
E
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N
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A
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+
T
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AUGURY(19,7,N)
BURNT(16,20,NE)
CONSENT(13,9,NW)
CORRUPTION(10,2,SE)
DEFILE(8,13,SE)
FORTUNETELLER(1,5,E)
MELTING(25,11,NW)
OFFERING(8,17,NE)
OUT(9,12,W)
PRIDE(14,21,NE)
PROPHET(10,19,NW)
RECOIL(12,15,NW)
SELL(14,16,NW)
STAINED(19,22,NW)
SUBMISSION(15,6,W)
TRANSGRESS(22,8,SW)
UNJUSTLY(13,10,NW)
UNYIELDING(15,19,N)
VIRTUE(21,18,NW)
WEALTH(14,15,E)
WHIRLWIND(9,10,SE)
WISE(11,17,N)
WRATH(23,19,NW)
YIELD(15,17,N)
BURDEN(20,18,W)
CALAMITY(12,2,SE)
CORPSE(10,16,NW)
DAMNATION(23,3,SW)
FORETELL(6,14,E)
LAMENTING(11,13,NE)
MIGHTY(10,22,NE)
OMEN(14,8,S)
PLAGUE(15,8,NE)
PROPHECY(4,2,E)
RASH(16,22,NW)
REVERSE(5,8,S)
SORROW(19,22,W)
STUBBORN(13,17,SE)
TRAGEDY(20,13,W)
TRIFLE(8,18,E)
UNSPEAKABLE(5,5,SE)
VIGIL(12,22,N)
WAILING(17,5,S)
WEEP(9,10,N)
WISDOM(11,17,SW)
WITNESS(9,10,SW)
WRETCHED(3,9,E)
English II Through ESOL: Antigone Lesson 5
Page 46
Antigone, by Sophocles: Scene 5, & Exodos— Crossword Puzzle #1
Directions: Use clues below, a thesaurus and the lesson vocabulary to solve the puzzle.
Across
3. carefulness, watchfulness
8. grief, sadness, regret, mourning
12. taint, pollute, ruin, contaminate
18. withdraw, retreat, shrink back
23. omen, sign, warning
28. bother, afflict, trouble, pester
34. dishonesty, fraud, bribery
37. overturn, turn around, undo
40. cadaver, dead body, body
42. cry, moan, wail, bawl, sob
6. condemnation, judgment, curse
10. unfairly, unreasonably
16. awful, miserable, pitiful
22. impulsive, reckless, foolish
24. disgusting, awful, horrifying
Across
Down
31. blemished, discolored, tainted
36. give way, give up, acquiesce
39. sign, warning, forecast, prophecy
41. riches, prosperity, affluence
32. predict, prophesy, forecast
35. disaster, misfortune, heartbreak
2. misbehave, disobey, do wrong
5. permission, approval, blessing
9. smart, intelligent, clever, sensible
11. out give in, betray your principles
14. crying, weeping, sobbing
17. anger, rage, fury
20. forecaster, seer, soothsayer
25. obstinate, inflexible, willful
27. understanding, knowledge
30. load, weight, problem
33. obedience, compliance,
38. arrogance, self-importance
Down
1. good quality, high merit
4. mournful, sad, sorrowful
7. little, bit, touch, drop
10. firm, obstinate, immovable
13. prediction, forecast, divination
15. seer, soothsayer, clairvoyant
19. dissolving, softening, liquefying
21. disaster, catastrophe, tragedy
26. sacrifice, gift of incense
29. observer, onlooker, spectator
English II Through ESOL: Antigone Lesson 5
Page 47
Antigone, by Sophocles: Scene 5, & Exodos— Crossword Puzzle #2
Directions: Use clues below, a thesaurus and the lesson vocabulary to solve the puzzle.
Across
3. tornado, hurricane, twister
4. smart, intelligent, clever, sensible
5. sacrifice, gift of incense
6. permission, approval, blessing
9. arrogance, self-importance
10. little, bit, touch, drop
12. misbehave, disobey, do wrong
15. anger, rage, fury
16. obedience, compliance,
17. obstinate, inflexible, willful
18. forecaster, seer, soothsayer
19. bother, afflict, trouble, pester
22. cry, moan, wail, bawl, sob
25. disaster, misfortune, heartbreak
27. condemnation, judgment, curse
30. disgusting, awful, horrifying
Across
32. predict, prophesy, forecast
34. overturn, turn around, undo
35. riches, prosperity, affluence
36. cadaver, dead body, body
37. sign, warning, forecast, prophecy
39. blemished, discolored, tainted
41. impulsive, reckless, foolish
42. give way, give up, acquiesce
Down
1. load, weight, problem
2. dishonesty, fraud, bribery
4. observer, onlooker, spectator
7. withdraw, retreat, shrink back
8. crying, weeping, sobbing, howling
11. seer, soothsayer, clairvoyant
13. carefulness, watchfulness
Down
14. good quality, high merit
20. firm, obstinate, immovable
21. out give in, betray your principles
23. prediction, forecast, divination
24. understanding, knowledge
26. disaster, catastrophe, tragedy
28. dissolving, softening, liquefying
29. omen, sign, warning
30. unfairly, unreasonably
31. awful, miserable, pitiful
33. grief, sadness, regret, mourning
38. powerful, strong, forceful
40. taint, pollute, ruin, contaminate
43. mournful, sad, sorrowful
English II Through ESOL: Antigone Lesson 5
Page 48
Antigone, by Sophocles: Scene 5, & Exodos— Crossword Puzzle #3
Directions: Use clues below, a thesaurus and the lesson vocabulary to solve the puzzle.
Across
4. tornado, hurricane, twister
9. carefulness, watchfulness
10. cry, moan, wail, bawl, sob
11. grief, sadness, regret, mourning
15. forecaster, seer, soothsayer
16. sacrifice, gift of incense
17. taint, pollute, ruin, contaminate
19. withdraw, retreat, shrink back
21. riches, prosperity, affluence
25. dissolving, softening, liquefying
27. give way, give up, acquiesce
28. obedience, compliance,
29. disaster, catastrophe, tragedy
30. blemished, discolored, tainted
33. bother, afflict, trouble, pester
34. overturn, turn around, undo
Across
Down
35. crying, weeping, sobbing
36. observer, onlooker, spectator
39. firm, obstinate, immovable
40. disgusting, awful, horrifying
41. sign, warning, forecast, prophecy
42. impulsive, reckless, foolish
12. omen, sign, warning
13. prediction, forecast, divination
14. good quality, high merit
18. load, weight, problem
20. mournful, sad, sorrowful
22. arrogance, self-importance
23. unfairly, unreasonably
24. out give in, betray your principles
26. predict, prophesy, forcast
29. permission, approval, blessing
31. misbehave, disobey, do wrong
32. condemnation, judgment, curse
37. disaster, misfortune, heartbreak
38. powerful, strong, forceful
Down
1. dishonesty, fraud, bribery
2. awful, miserable, pitiful
3. little, bit, touch, drop
5. understanding, knowledge
6. anger, rage, fury
7. cadaver, dead body, body
8. seer, soothsayer, clairvoyant
10. smart, intelligent, clever, sensible
11. obstinate, inflexible, willful
English II Through ESOL: Antigone Lesson 5
Page 49
Antigone, by Sophocles: Scene 5, & Exodos—FALLEN PHRASE #1
Each letter in the grid appears in the same column, but below where it should be. Put the letters
back in the grid and rebuild the “fallen” phrase.
Antigone, by Sophocles: Scene 5, & Exodos—FALLEN PHRASE #2
Each letter in the grid appears in the same column, but below where it should be. Put the letters
back in the grid and rebuild the “fallen” phrase.
English II Through ESOL: Antigone Lesson 5
Page 50
Antigone, by Sophocles: Scene 5, & Exodos—FALLEN PHRASE #3
Each letter in the grid appears in the same column, but below where it should be. Put the letters
back in the grid and rebuild the “fallen” phrase.
Antigone, by Sophocles: Scene 5, & Exodos—FALLEN PHRASE #4
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.
English II Through ESOL: Antigone Lesson 5
Page 51
Antigone, by Sophocles: Scene 5, & Exodos—LETTER TILES #1
Unscramble the tiles to reveal a message from the play.
Parthenon
Antigone, by Sophocles: Scene 5, & Exodos—LETTER TILES #2
Unscramble the tiles to reveal a message from the play.
English II Through ESOL: Antigone Lesson 5
Page 52
Antigone, by Sophocles: Scene 5, & Exodos—LETTER TILES #3
Unscramble the tiles to reveal a message from the play.
Antigone, by Sophocles: Scene 5, & Exodos—LETTER TILES #4
Unscramble the tiles to reveal a message from the play.
English II Through ESOL: Antigone Lesson 5
Page 53
Antigone, by Sophocles: Scene 5, & Exodos—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.
Antigone, by Sophocles: Scene 5, & Exodos—Cryptogram #2
Each letter has a number in a cryptogram. Solve the puzzle by matching letters and numbers to
complete the sentence about the play.
English II Through ESOL: Antigone Lesson 5
Page 54
Antigone, by Sophocles: Scene 5, & Exodos—Cryptogram #3
Each letter has a number in a cryptogram. Solve the puzzle by matching letters and numbers to
complete the sentence about the play.
Antigone, by Sophocles: Scene 5, & Exodos—Cryptogram #4
Each letter has a number in a cryptogram. Solve the puzzle by matching letters and numbers to
complete the sentence about the play.
English II Through ESOL: Antigone Lesson 5
Page 55
Antigone, by Sophocles: Scene 5, & Exodos—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.
Antigone, by Sophocles: Scene 5, & Exodos—Double Puzzle #2
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.
English II Through ESOL: Antigone Lesson 5
Page 56
Key word
augury
burden
burnt
offering
calamity
consent
corpse
corruption
damnation
defile (v)
foretell
fortuneteller
lamenting
melting
mighty
omen
plague (v)
pride
prophecy
prophet
rash (adj.)
recoil (v)
reverse
Answer KEY(S) to Crossword Puzzle(s) (Synonym list)
Synonyms & meanings A-PRA
omen, sign, warning
load, weight, problem
sacrifice, gift, submission of incense
Key word
sell out
sorrow
stained
Synonyms & meanings PRE-Z
give in, give up, betray your principles
grief, sadness, regret, mourning
blemished, discolored, marked, tainted
disaster, catastrophe, tragedy
permission, approval, blessing
cadaver, dead body, body
dishonesty, fraud, bribery
condemnation, disapproval, curse
taint, pollute, ruin, contaminate
predict, prophesy, forcast
seer, soothsayer, clairvoyant
mournful, sad, sorrowful, grief-stricken
dissolving, softening, liquefying
powerful, strong, forceful
sign, warning, forecast, prophecy
bother, afflict, trouble, pester
arrogance, self-importance, conceit
prediction, forecast, divination
forecaster, seer, clairvoyant, soothsayer
impulsive, reckless, foolish, careless
withdraw, retreat, shrink back, back away
overturn, turn around, undo, repeal
stubborn
submission
trifle (n)
wailing
wealth
whirlwind
wisdom
wise
yield
tragedy
transgress
unjustly
unspeakable
unyielding
vigil
virtue
weep
witness
wrath
wretched
obstinate, immovable, inflexible, willful
obedience, compliance, surrender
little, bit, touch, drop
crying, weeping, sobbing, howling
riches, prosperity, affluence, fortune
tornado, hurricane, cyclone, twister
understanding, knowledge, judgment
smart, intelligent, clever, sensible
give way, give up, acquiesce, surrender
disaster, catastrophe, misfortune
misbehave, disobey, sin, do wrong
unfairly, unreasonably, one-sidedly
disgusting, awful, appalling, horrifying
firm, unbending, obstinate, immovable
carefulness, watchfulness, attentiveness
good quality, high merit, asset,
cry, moan, wail, bawl, sob
observer, onlooker, spectator, bystander
anger, rage, fury
awful, miserable, heartbroken, pitiful
Puzzle Solutions: (For puzzles on the following pages)
Puzzle
Answer(s)
FALLEN PHRASE #1
FALLEN PHRASE #2
FALLEN PHRASE #3
FALLEN PHRASE #4
LETTER TILES #1
LETTER TILES #2
LETTER TILES #3
LETTER TILES #4
Cryptogram #1
Teiresias predicts that Creon will pay corpse for corpse the cost of his offense to the gods.
Big words are always punished, and proud men in old age learn to be wise.
There is no happiness where there is no wisdom; no wisdom but in submission to the gods.
Teiresias, the blind prophet, tells Creon about a vision he received as a sign from heaven.
Creon must reverse his decision immediately or risk the wrath of the gods.
Creon’s house will weep, and he will be cursed.
In a hymn of praise to the god Dionysos, the chorus prays that Thebes will be saved.
Teiresias advises Creon that he is committing two crimes.
CLUE LETTERS – B and P
According to the prophet, Creon has brought calamity on Thebes.
CLUE LETTERS – R and M
Creon must reverse his decision immediately or risk the wrath of the gods.
CLUE LETTERS – H and Y Creon blames himself for both tragedies, and he prays to die,
but his prayers are unheard.
CLUE LETTERS – B and C
Teiresias advises Creon that he is committing two crimes: refusing a proper burial for
Polyneices and sentencing Antigone to death.
There is no happiness where there is no wisdom; no wisdom but in submission to the gods.
Big words are always punished, and proud men in old age learn to be wise.
Teiresias predicts that Creon will pay corpse for corpse the cost of his offense to the gods.
Creon will receive a swift and terrible punishment, Creon’s house will weep, and he will be
cursed.
Cryptogram #2
Cryptogram #3
Cryptogram #4
Double Puzzle #1
Double Puzzle #2
English II Through ESOL: Antigone Lesson 5
Page 57
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 5: Dictation Activity: Use these sentences for dictation or any sentences
from the lesson summary:
a)
b)
c)
d)
e)
f)
According to the prophet, Creon has brought calamity on Thebes.
Big words are always punished, and proud men in old age learn to be wise.
There is no happiness where there is no wisdom.
Haimon was crying, and he blamed Creon.
Creon admits he must yield to the will of the gods.
Creon will pay corpse for corpse the cost of his offense to the gods.
Antigone: Lesson 3: TEAM DICTATION
TEAM NAME ______________________________
Score ____________
(Do not Write in this Space)
1
2
3
4
5
6
7
8
English II Through ESOL: Antigone Lesson 5
Page 58
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 5: Interview Activities:
You play the role of Teiresias. Choose several students to play the role of Creon. Provide these
students with the questions below. They take turns asking you questions. Students not asking
questions must take notes of Teiresias’ answers. Students should save notes for Writing Activity
#1, Language Experience Story.
a)
b)
c)
d)
e)
f)
g)
h)
i)
Teiresias, what is your job?
What advice can you give to me?
Why do you think the gods are angry with me?
Don’t you agree I am a fair king?
What crimes do you think I am committing?
What will happen to me if I commit these crimes?
Do you think we can let women make fools of us?
Don’t you think the wise people of Thebes respect me?
Don’t you think people who break laws should be punished?
Antigone: Lesson 5: Interview Activities:
Sentence Strips for individual team members and space for additional questions and note taking
provided on the following page.
English II Through ESOL: Antigone Lesson 5
Page 59
Antigone: Lesson 5: 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:
English II Through ESOL: Antigone Lesson 5
Page 60
Summary of Speaking Activities
Beginning:
Intermediate:
Intentional Intonation
Backward Build-Up
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 5: Intentional Intonation Activity:
Creon blames himself for both tragedies. (Not Antigone)
Creon blames himself for both tragedies. (Not praises)
Creon blames himself for both tragedies. (Not the gods)
Creon blames himself for both tragedies. (Not all three)
Creon blames himself for both tragedies. (Not comedies)
English II Through ESOL: Antigone Lesson 5
Page 61
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 5: Backward Build-up Activity: (Follow the example above)
a) Teiresias, the blind prophet, tells Creon about a vision he received as a sign from
heaven.
b) Teiresias predicts that Creon will pay corpse for corpse the cost of his offense to the
gods.
c) In the Paean, a hymn of praise to the god Dionysus, the chorus prays that Thebes
will be saved.
d) Creon’s house will weep, and he will be cursed, all a result of his temper, his tongue
and his stubborn pride
e) Creon went to honor Polyneices’ body, and then to the vault to find Antigone
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 4: Charades Activity: Suggestions:
wisdom, yield, calamity, burden, prophet, stubborn, stained wailing, whirlwind,
pride, mighty
English II Through ESOL: Antigone Lesson 5
Page 62
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 5: Mixed-up Sentence Activity: Sentences to use from summary:
a)
b)
c)
d)
e)
the aCCordinG, Thebes to prophet Creon Has bROughR calamity oN.
imPLores Creon to aDMiT mistake for HIS his own good Teiresias.
of makes Creon fun TeireSias and fortuneTELLer him a CALLS.
Creon Antigone Choragos ADVises thaT he must FrEe.
already hAd hung, AND Antigone Haimon had found herself HER.
To the teacher: Answer key:
a)
b)
c)
d)
e)
According to the prophet, Creon has brought calamity on Thebes.
Teiresias implores Creon to admit his mistake for his own good.
Creon makes fun of Teiresias and calls him a fortuneteller.
Choragos advises Creon that he must free Antigone.
Antigone had already hung herself, and Haimon had found her.
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 5: Twenty Questions Activity: Photo or picture suggestions:
wealth, chamber, stone, burnt offering, fortuneteller, eagles, blaze, shadow,
shrine, sea, gold
English II Through ESOL: Antigone Lesson 5
Page 63
Summary of Reading Activities
Beginning:
Pre Reading
Intermediate:
Proficient:
Total Recall, True-False, Judgment,
Scan, Story Grammars
Total Recall, True-False,
Judgment, Scan, Story Grammars
FCAT FOCUS READING SKILL:
Identifying Organizational Patterns of a Reading
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
Identifying Organizational Patterns of a Reading
What to do and what to watch for: Look at the way the author of the passage or article has
organized the information. Use a graphic organizer or Venn diagram to help you organize and
visualize the information.
Graphic organizers: A graphic organizer is a chart, drawing, or visual way to organize
information and details. It is easy to understand in a visual format.
Venn diagrams. This is a visual way of organizing details for comparison contrast.
TIME ORDER
This organizational pattern tells order in time. This is the most common way of organizing
information. Time order gives events in chronological order or the order in time in which they
happened. Events in a time order passage can be shown on a timeline like the one below.
Example: Timeline of a person’s life.
1985
1990
1995
AGE 16 yrs
AGE 18 yrs
AGE 23 yrs
Graduate High
College
Soccer All Star
School
Master Degree
2000
2005
2010
Identifying Organizational Patterns of a Reading – Time Order
(Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 64
2014
2013
2012
2011
2010
2011
2009
2008
2007
2006
2005
2004
2005
2003
2001
2001
2000
2003
1999
1998
1997
1996
AGE 12 yrs
1995
1994
1993
1992
1991
1999
1990
1993
1989
1987
1988
Europe Trip
1987
Born
Start Music
Lessons
1886
AGE 6 yrs.
1985
AGE 0 yrs.
Identifying Organizational Patterns of a Reading – Time Order (continued)
Words for Time Order
after
during
next
soon
afterwards
finally
now
subsequently
at (in) the end
first, second, third, etc.
prior to
the first/next/last thing
at the beginning
following that
shortly thereafter
then
at the same time
last
simultaneously
when
before
later
soon
while
Time Order
1
2
3
4
5
6
7
8
9
10
SPATIAL ORDER
This organizational pattern tells order in space. It is used to tell how something looks or where
something is located. The details are presented in a logical order that makes sense. For
example, top to bottom, left to right, back to front, etc. You can easily visualize the order in
space. Sometimes it is a good idea to create a drawing of what you are reading to help you
visualize special order. In the example below, imagine you have just read a description of
spatial order. After the second or third sentence, it is difficult to visualize so much information. A
drawing can help.
Example: This drawing organizes a description of the seating arrangements for dinner.
Kitchen Door
Mom
Left
Me
Grandma
Grandpa
Dad
Brother
Guest
Right
Sister
Front Door
Whenever the family has a guest for dinner, we seat the guest in the middle of the table
across from my Mom and grandma, on my brother’s right. I always sit directly across from the
guest. Since Mom always helps Grandma prepare and serve the dinner, the two of them sit the
closest to the kitchen door. My sister likes to sit near the front door so she can answer the door
if her friends stop by. Grandpa likes to sit near Grandma so he is sure she eats instead of
waiting on everyone else. Dad thinks it is important for the men of the house to sit at head of the
table. My brother always sits next to Dad at dinner so he can hear all of Dad’s favorite stories.
See next page for more on Identifying Organizational Patterns of a Reading
English II Through ESOL: Antigone Lesson 5
Page 65
Identifying Organizational Patterns of a Reading (Continued from previous page)
COMPARISON/CONTRAST PATTERNS
This organizational pattern tells how two ideas or things are alike or how they differ. Sometimes
something that is unknown will be compared and contrasted to something familiar to you.
Example: This Venn diagram organizes information comparing and contrasting New Yorkers to
Floridians. It shows both similarities and differences.
NEW YORKERS
SELF-SUFFICIENT
FOCUSED
WORLDLY
FASHIONABLE
BOTH
INTELLIGENT
CREATIVE
DILIGENT
SENSITIVE
DIFFERENT
__________
__________
__________
__________
SAME
__________
__________
__________
__________
Words for EQUAL COMPARISONS
the same (+ noun)
the same as… (+noun phrase)
as + (adjective/adverb) + as…
not as + (adjective/adverb) + as…
nearly, almost
Words for UNEQUAL COMPARISONS
like
alike
similar to
different from
more… (+adjective/adverb/noun) than…
less…(+adjective/adverb/noun) than…
…(adjective+ -er) than…
But
but…affirmative/negative
nearly/almost as…(+adjective) as…
the most…(+adjective).
the…(adjective+ -est).
one of the…(adjective+ -est) + noun.
FLORIDIANS
FRIENDLY
HOSPITABLE
RELAXED
DIVERSE
DIFFERENT
__________
__________
__________
__________
Same or Equal Qualities
The two girls have the same dress.
Girls are not the same as boys.
I work as diligently as I can.
He’s not as strong as he thinks.
She’s almost (nearly) as smart as I.
Similar/Different (Unequal) Qualities
His face is like his father’s face.
Jose and Rudy look alike.
My car is similar to my Dad’s car.
A circle is different from a square.
I walk more slowly than you walk.
He has less time than the other guys.
She is much happier than her friends are.
A lemon is sour, but an apple is sweet.
An elephant doesn’t fly, but a bird does.
You are almost (nearly) as tall as I am.
The most beautiful girl in the world is you.
The fastest car in the race will win.
One of the best days is Sunday.
See next page for more on Identifying Organizational Patterns of a Reading
English II Through ESOL: Antigone Lesson 5
Page 66
Identifying Organizational Patterns of a Reading (Continued from previous page)
CAUSE-EFFECT PATTERNS
Signal Words for Cause/Effect
consequently
because
if…then
due to
since
therefore
due to the fact that
this/that is how
so that
thus
thus
as a result
for this/that reason
nevertheless
for
This method of organization describes something that happened (the effect), and the causes of
the event or why it happened. There can be more than one cause and more than one effect.
Suggestion for organizing cause and effect:
Example:
After eating 6 hot dogs, 4 ice cream cones, and drinking 5 sodas in one hour, I got a
stomachache.
six hot dogs
CAUSE
five sodas
CAUSE
EFFECT-Stomachache
four ice creams
CAUSE
All In one hour
CAUSE
CAUSES
+
+
+
+
6 Hot dogs
4 Ice creams
5 Sodas
All in one hour
_______________________
=
EFFECT – Stomachache
In both of the graphics below, EVENT #1 is the CAUSE, because it happened first in time, and
EVENT #2 is the EFFECT, because it happened second in time.
CAUSE
Why?
6 hot dogs
4 ice creams
5 sodas
in one hour
EVENT #1
EFFECT
What
Happened?
I got a
stomachache.
EVENT #2
EFFECT
This
happenedI got a
stomachache
EVENT #2
CAUSE
For this reason6 hot dogs
4 ice creams
5 sodas
in one hour
EVENT #1
See next page for more on Identifying Organizational Patterns of a Reading
English II Through ESOL: Antigone Lesson 5
Page 67
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 5: Pre Reading Activity:
The blind prophet tells King Creon he is doing the wrong thing.
Teiresias says the gods will punish Creon. Creon changes his mind. He
buries Polyneices. Then, he runs to save Antigone. Haimon is crying next
to her. Antigone is dead. Haimon stabs himself and dies. The queen kills
herself. Creon asks the gods to kill him too. Creon feels responsible for
this tragedy.
English II Through ESOL: Antigone Lesson 5
Page 68
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 5: 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
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
Characters:___, ___, ___, ___
Motivation ___, Goal:___
Setting: Time ___, Place ___
Problem:___ Resolution: ___
Cause ___ Effect (Result) ___
Events leading to goal (in order):___, ___, ___, ___, ___
Actions leading to resolution/result (in order):___, ___, ___
Key Questions
Who ? How…?
What…? Why…?
When…? Where…?
What…? Why…? How…?
Why…? What…? How…?
What…? Why…? How…?
What…? Why…? How…?
Antigone: Lesson 5: Story Map/Story Grammar Activity: (Continued on next pages )
(Use graphic organizers on following pages)
English II Through ESOL: Antigone Lesson 5
Page 69
Antigone: Lesson 5: 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: ________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
English II Through ESOL: Antigone Lesson 5
Page 70
Antigone: Lesson 5: 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. 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.
English II Through ESOL: Antigone Lesson 5
Page 71
Antigone: Lesson 5: 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)
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
2. Rising Action
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
3. Conflict
External /Internal
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
1. Exposition/Beginning
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
5. Conflict
External /Internal
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
6. Resolution/End
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
English II Through ESOL: Antigone Lesson 5
Page 72
Antigone: Lesson 5: Map/Story Grammar Activity: (Continued from previous page)
Name ________________________
STORY GRAMMAR
STORY MAP
PLOT MAP
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 _________________________________________________________
______________________________________________________________________
______________________________________________________________________
English II Through ESOL: Antigone Lesson 5
Page 73
Antigone: Lesson 5: 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
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
English II Through ESOL: Antigone Lesson 5
Page 74
Antigone: Lesson 5: 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.
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. _________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Exposition is the beginning of the plot, telling characters and setting.
Characters: _____________________________________________
________________________________________________________
Setting: Place- ___________________________________________
Time-___________________________________________________
________________________________________________________
Resolution: Near
the end of the story,
the conflicts are
finally resolved. The
reader finds out
what happened (the
resolution).
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
English II Through ESOL: Antigone Lesson 5
Page 75
Antigone: Lesson 5: 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 _____________
CHARACTERS
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
SETTING
TIME
________________
________________
________________
________________
PLACE
________________
________________
________________
________________
THEME
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
TITLE/TOPIC/TEXT
____________________
____________________
AUTHOR
____________________
PLOT EVENTS
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
CONFLICT
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
RESOLUTION
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
English II Through ESOL: Antigone Lesson 5
Page 76
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
English II Through ESOL: Antigone Lesson 5
Page 77
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 5: Judgment Activity: (Continued on following pages)
English II Through ESOL: Antigone Lesson 5
Page 78
Antigone: Lesson 5: Judgment Activity: (Continued from previous page)
Antigone: Lesson 5: Judgment Activity: (Important Note: Statements about the future are
always opinions, because you cannot prove the future. It did not happen yet! (See notes abovedistinguishing between facts and opinions)
Here are some starters for Opinions:
Teiresias, the blind prophet, believes his vision was a sign from heaven.
The prophet thinks that the gods are angry.
Teiresias thinks that Creon is committing two crimes: refusing a proper burial for Polyneices and
killing Antigone.
According to the prophet, Creon has brought calamity on Thebes.
Creon should admit his mistake for his own good.
Creon must reverse his decision immediately or risk the wrath of the gods.
Teiresias is a fortuneteller.
Teiresias predicts that Creon will pay corpse for corpse the cost of his offense to the gods.
Creon will receive a swift and terrible punishment.
Creon’s house will weep and he will be cursed.
Choragos thinks that Creon must free Antigone.
Creon has to build a tomb for Polyneices as quickly as possible.
Creon must yield to the will of the gods.
The chorus hopes that Thebes will be saved.
Creon is responsible for both tragedies.
Creon’s prayers are unheard.
There is no happiness where there is no wisdom; no wisdom but in submission to the gods.
Big words are always punished, and proud men in old age learn to be wise.
(Please see following page for starters for FACTS)
Antigone: Lesson 5: Judgment Activity: (Use sentence strips on following pages)
English II Through ESOL: Antigone Lesson 5
Page 79
Antigone: Lesson 5: Judgment Activity: (Continued from previous page)
Antigone: Lesson 5: Judgment Activity:
(Please see previous page for starters for Opinions)
Here are some starters for Facts:
Teiresias, the blind prophet, tells Creon about his vision.
The prophet warns Creon that the gods are angry.
Creon is refusing a proper burial for Polyneices.
Creon is going to kill Antigone.
Teiresias implores Creon to admit his mistake.
Creon makes fun of Teiresias and calls him a fortuneteller.
Creon refuses to change his mind.
Choragos advises Creon that he must free Antigone.
Finally, Creon admits he must yield to the will of the gods.
Creon runs to the vault to free Antigone.
In the Paean, a hymn of praise to the god Dionysus, the chorus prays.
Creon went to honor Polyneices’ body, and then to the vault to find Antigone.
Antigone had already hung herself, and Haimon had found her.
Haimon was crying, and he blamed Creon.
Haimon lunged at his father with a sword.
Haimon missed, and wounded himself mortally.
Haimon embraced Antigone’s body, and died with her in his arms.
After hearing the tragic news, the queen goes to her chambers.
Creon returns to the palace carrying Haimon’s body.
A messenger returns from the queen’s room to announce that she just killed herself with a knife
as she cursed Creon.
Creon blames himself for both tragedies.
Creon prays to die.
Choragos addresses the audience.
He states, “There is no happiness where there is no wisdom; no wisdom but in submission to
the gods”.
Antigone: Lesson 5: 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.
English II Through ESOL: Antigone Lesson 5
Page 80
Antigone: Lesson 5: Judgment Activity: (Continued from previous page)
Here are Starters for Opinions: Cut into strips for beginning/intermediate students
Teiresias, the blind prophet, believes his vision was
a sign from heaven.
The prophet thinks that the gods are angry.
Teiresias thinks that Creon is committing two crimes,
refusing a proper burial for Polyneices, and killing
Antigone.
According to the prophet, Creon has brought
calamity on Thebes.
Creon should admit his mistake for his own good.
Creon must reverse his decision immediately or risk
the wrath of the gods.
Teiresias is a fortuneteller.
Teiresias predicts that Creon will pay corpse for
corpse the cost of his offense to the gods.
Antigone: Lesson 5: Judgment Activity: (Continued on following pages)
Sentence strip starters on the following pages
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: Judgment Activity: (Continued from previous page)
Here are Starters for Opinions: Cut into strips for beginning/intermediate students
Creon will receive a swift and terrible punishment.
Creon’s house will weep, and he will be cursed.
Choragos thinks that Creon must free Antigone.
Creon has to build a tomb for Polyneices as quickly
as possible.
Creon must yield to the will of the gods.
The chorus hopes that Thebes will be saved.
Creon is responsible for both tragedies.
Creon’s prayers are unheard.
Antigone: Lesson 5: Judgment Activity: (Continued on following pages)
Sentence strip starters on the following pages
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: Judgment Activity: (Continued from previous page)
Here are Starters for Opinions: Cut into strips for beginning/intermediate students
There is no happiness where there is no wisdom; no
wisdom but in submission to the gods.
Big words are always punished, and proud men in
old age learn to be wise.”
Antigone: Lesson 5: Judgment Activity: (Starters for Facts continued on next page)
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: Judgment Activity: (Continued from previous page)
Here are some starters for Facts:
Teiresias, the blind prophet, tells Creon about his
vision.
The prophet warns Creon that the gods are angry.
Creon is refusing a proper burial for Polyneices.
Creon is going to kill Antigone.
Teiresias implores Creon to admit his mistake.
Creon makes fun of Teiresias and calls him a
fortuneteller.
Creon refuses to change his mind.
Choragos advises Creon that he must free Antigone.
Antigone: Lesson 5: Judgment Activity: (Continued on next page)
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: Judgment Activity: (Continued from previous page)
Here are some starters for Facts:
Finally, Creon admits he must yield to the will of the
gods.
Creon runs to the vault to free Antigone.
In the Paean, a hymn of praise to the god Dionysus,
the chorus prays.
Creon went to honor Polyneices’ body, and then to
the vault to find Antigone.
Antigone had already hung herself, and Haimon had
found her.
Haimon was crying, and he blamed Creon.
Haimon lunged at his father with a sword.
Haimon missed, and wounded himself mortally.
Antigone: Lesson 5: Judgment Activity: (Continued on next page)
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: Judgment Activity: (Continued from previous page)
Here are some starters for Facts:
Haimon embraced Antigone’s body, and died with
her in his arms.
After hearing the tragic news, the queen goes to her
chambers.
Creon returns to the palace carrying Haimon’s body.
A messenger returns from the queen’s room to
announce that she just killed herself with a knife as
she cursed Creon.
Creon blames himself for both tragedies.
Creon prays to die.
Choragos addresses the audience.
He states, “There is no happiness where there is no
wisdom; no wisdom but in submission to the gods”.
Antigone: Lesson 5: Judgment Activity: (Continued on next page)
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: 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:
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: 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:
English II Through ESOL: Antigone Lesson 5
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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 5: True or False Activity:
Here are some true statements to use as starters:
Teiresias, the blind prophet, tells Creon about a vision he received as a sign from heaven.
The prophet warns Creon that the gods are angry.
Teiresias advises Creon that he is committing two crimes.
First, Creon is refusing a proper burial for Polyneices, and second, he is going to kill Antigone.
According to the prophet, Creon has brought calamity on Thebes.
Teiresias implores Creon to admit his mistake for his own good.
Creon must reverse his decision immediately or risk the wrath of the gods.
Creon makes fun of Teiresias and calls him a fortuneteller.
Creon refuses to change his mind.
Teiresias predicts that Creon will pay corpse for corpse the cost of his offense to the gods.
Creon will receive a swift and terrible punishment.
Creon’s house will weep, and he will be cursed.
Choragos advises Creon that he must free Antigone.
Creon has to build a tomb for Polyneices as quickly as possible.
Finally, Creon admits he must yield to the will of the gods.
Creon runs to the vault to free Antigone.
In the Paean, a hymn of praise to the god Dionysos, the chorus prays that Thebes will be saved.
Creon went to honor Polyneices’ body, and then to the vault to find Antigone
Antigone had already hung herself, and Haimon had found her.
Haimon was crying, and he blamed Creon.
Haimon lunged at his father with a sword.
Haimon missed, and wounded himself mortally.
Haimon embraced Antigone’s body, and died with her in his arms.
After hearing the tragic news, the queen goes to her chambers.
Creon returns to the palace carrying Haimon’s body.
A messenger returns from the queen’s room to announce that she just killed herself with a knife
as she cursed Creon.
Creon blames himself for both tragedies, and he prays to die, but his prayers are unheard.
Choragos addresses the audience.
Choragos states, “There is no happiness where there is no wisdom; no wisdom but in
submission to the gods”.
Choragos states, “Big words are always punished, and proud men in old age learn to be wise”.
Antigone: Lesson 5: True or False Activity: (Continued on next page)
False statements provided on the next page.
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: True or False Activity: (Continued from previous page)
Antigone: Lesson 5: True or False Activity: (True statements provided on previous page)
Here are some false statements to use as starters:
Teiresias tells Creon, the blind prophet, about a vision he received as a sign from heaven.
The prophet warns the Chorus that the gods are angry.
Teiresias advises Antigone that she is committing two crimes.
First, Creon refuses a proper burial for Antigone, and second, he is going to kill Ismene.
According to the Paean hymn, Creon has brought calamity on Thebes.
Teiresias implores Dionysus to admit his mistake for his own good.
Antigone must reverse her decision immediately or risk the wrath of the gods.
Creon makes fun of Haimon and calls him a fortuneteller.
Teiresias refuses to change his mind.
Teiresias predicts that Creon will pay dollar for dollar the cost of his offense to the gods.
Creon will receive a slow and easy punishment.
Creon’s house will celebrate, and he will be blessed.
The Chorus advises Creon that he must free Antigone.
Antigone has to build a tomb for Polyneices as quickly as possible.
Finally, Haimon admits he must yield to the will of the gods.
Teiresias runs to the vault to free Antigone.
In a hymn of praise to the god Zeus, the chorus prays that Thebes will be saved.
Creon went to honor Antigone’s body, and then to the vault to find Haimon
Ismene had already hung herself, and Antigone had found her
Creon was crying, and he blamed Haimon.
Antigone lunged at her uncle with a sword, missed, and wounded herself mortally.
Antigone embraced Haimon’s body, and died with him in her arms.
After hearing the tragic news, Creon goes to his chambers.
Creon returns to the palace carrying Antigone’s body.
A messenger returns from the Creon’s room to announce that he just killed himself with a knife.
Haimon blames himself for both tragedies, and he prays to die, but his prayers are unheard.
Creon addresses the audience.
Choragus states, “There is no sadness where there is no wisdom in submission to the gods”.
Choragus states, “Big words are always ignored, and humble men in old age learn to be proud”.
Antigone: Lesson 5: 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.
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: True or False Activity: (See previous page for procedure)
My Team’s Sentences
True False
1
2
3
T-CHART
TEAM ______________
True Statements
False Statements
about the Reading
about the Reading
Points
1
2
3
4
5
6
7
English II Through ESOL: Antigone Lesson 5
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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
English II Through ESOL: Antigone Lesson 5
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Summary of Writing Activities
Beginning:
Intermediate:
Proficient :
Language Experience
Indirect Speech
Language Experience, Framed
Paragraphs, Opinion/Proof, Spool
Writing, RAFT, Florida Writes
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 5: Indirect Speech Activity: Use the dialog in this lesson written for
the Presenting Activity “Dialog”.
Example:
Teiresias to Creon: You are sick, Creon! You are deathly sick!
Teiresias told Creon that he was sick, he was deathly sick!
Example:
Creon to Teiresias: You forget yourself! You are speaking to your king.
Creon told Teiresias that he forgot himself and he was speaking to his king.
Example:
Teiresias to Creon: I know it. You are a king because of me.
Teiresias told Creon that he knew it and Creon was a king because of him.
Example:
Creon to Teiresias: Whatever you say, you will not change my will.
Creon told Teiresias that whatever Teiresias said, he would not change Creon’s will.
Example:
Teiresias to Creon: The dark gods of hell are swift with terrible punishment for you.
Teiresias told Creon that the dark gods of hell were swift with terrible punishment for him.
English II Through ESOL: Antigone Lesson 5
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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.
English II Through ESOL: Antigone Lesson 5
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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)
English II Through ESOL: Antigone Lesson 5
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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)
English II Through ESOL: Antigone Lesson 5
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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.
LANGUAGE EXPERIENCE APPROACH Basic Assumptions (Continued on next page)
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LANGUAGE EXPERIENCE APPROACH (LEA) BASIC ASSUMPTIONS (Continued)
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.
LANGUAGE EXPERIENCE APPROACH Basic Assumptions (Continued on next page)
English II Through ESOL: Antigone Lesson 5
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LANGUAGE EXPERIENCE APPROACH (LEA) BASIC ASSUMPTIONS (Continued)
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)
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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)
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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 “whquestions” 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 next page)
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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)
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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
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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 & PRACTICES (Continued next page)
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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 punctuationperiod, 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
English II Through ESOL: Antigone Lesson 5
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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 5: 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 /Pre-writing)
3. Sample writing format(s) provided below for paragraph frames to guide students
Antigone: Lesson 5: Framed Paragraph Activities (Continued on next page)
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Antigone: Lesson 5: Framed Paragraphs Activities: (Continued from previous page)
Framed Paragraph Sample 1: Plot Elements-Greek Tragedy & Tragedy
Antigone: Lesson 5: Framed Paragraph Activities:
Sample #1: Plot Elements-Greek Tragedy, Tragedy
Plot Elements: 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.
Plot—Exposition, Conflict, Rising Action, Climax, and Resolution
Plot: The series of events that make up a story are the plot.
Exposition: The beginning of the plot that tells the characters and the setting is the exposition.
Conflict: Struggles, problems, or conflicts develop in the story to make it interesting. Conflicts
occur between characters, between a character and nature, circumstances or outside forces.
These are external conflicts. Conflicts can also occur in the mind of the character as he
struggles to make a decision. These are internal conflicts.
Rising Action: After conflict begins, the tension in the story begins to increase. Things are
happening, and the reader does not know what will happen next. This is the rising action.
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 or problems are finally resolved. The reader
finds out what happened, the "resolution".
Elements of Tragedy:
A tragic plot has (2) specific additional elements—Complication and Reversal.
There are (5) elements of a tragedy—exposition, complication, climax, reversal, and resolution
a) Exposition—setting, characters, and the conflicts
b) Complication—the difficult decision or thing that goes wrong
c) Climax, high point, or turning point—a character makes a difficult decision
d) Reversal—unexpected consequences that force the character to decide whether to
reverse his action or decision, a turnaround in the action , characters, or conflict/event
e) Resolution—consequences of reversal-conflicts and problems are resolved near end
Sample #1: (Plot Elements-Greek Tragedy & Tragedy) Use these ideas as starters for
the tragedy Antigone: (Please see more starters for Antigone on the following pages)
a) Exposition: Setting-ancient Greece, main characters-Antigone, Creon, main conflict (see
complication—individual versus state rights (conscience versus authority)
b) Complication: Antigone obeys the gods, disobeys the king’s law and is sentenced to die.
c) Climax: Creon admits mistake, decides to save Antigone and let fate control his life
d) Reversal: Creon changes his mind and decides to save Antigone and follow destiny
e) Resolution: He is too late, Antigone hangs herself, Haimon accidentally kills himself
when he lunges at Creon, the queen commits suicide, and Creon is alone and guilty
Antigone: Lesson 5: Framed Paragraph Activities (Continued on next page)
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Antigone: Lesson 5: Framed Paragraphs Activities: (Continued from previous page)
Framed Paragraph Sample 1: Plot Elements-Greek Tragedy & Tragedy
Antigone: Lesson 5: Framed Paragraph Activities:
Sample #1: Plot Elements-Greek Tragedy & Tragedy: What is a Greek Tragedy?
Background: Aristotle was an ancient Greek philosopher who lived at the time of the play and
who influenced the author, Sophocles. In Greek tragic dramas, the ancient philosophers and
writers set a standard and strict formula for successful tragedies.
Definition of Greek Tragedy: Actions in a tragedy must be serious in nature, great in scope,
and complete in finality. The tragedy centers on characters of great stature, standing, and
importance. The tragic hero falls from grace because of a tragic flaw such as pride or ego. The
actions of the tragic hero arouse pity and fear, so that the audience can accomplish a
“catharsis”, or release of these negative emotions. (Note: Two common elements of a Greek
tragedy are reversal and recognition. Reversal is a great and unexpected turn in events,
causing the action to turn around and become its opposite. Recognition means that a character
suddenly gets a transformative understanding of both “self” and events. The character goes
from ignorance to knowledge. )
Definition & Characteristics of a Greek Tragic Hero
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The tragic hero is not completely good or completely evil, but a combination of both.,
(allowing room for the audience to fear and pity him/her at the same time)
The tragic hero is better than we are, of a higher than ordinary moral worth (born into
nobility, wealth, power) He/she is tragic due to a fall from great heights or high esteem.
The tragic hero suffers a change in fortune from happiness to misery because of a mistake
caused by a tragic flaw in character, such as pride or arrogance leading to an inability to see
divine warnings or laws. He/she is responsible for his/her fate and therefore is doomed to
make a serious error in judgment.
The tragic hero has potential for greatness, but is doomed to fail and finds himself/herself
trapped in a situation that he/she cannot win.
The tragic hero makes a tragic mistake, the tragic flaw that causes him/her to fall from
greatness, and realizes that he/she has made an irreversible mistake.
The tragic hero always falls, but wins a moral victory, allowing his/her spirit to live on. The
tragic hero meets a tragic death, facing and accepting it with honor.
Summary: (3) General Elements of a Classic Greek Tragedy
Element 1: tragic hero or heroine who falls from good fortune
Element 2: emotions of pity and fear
Element 3: a tragic and cathartic ending
Antigone: Lesson 5: Framed Paragraph Activities Sample #1: Elements of Greek Tragedy
and Tragedy (Suggested topics, paragraph organizers, and writing templates continued on
following pages)
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Antigone: Lesson 5: Framed Paragraphs Activities: (Continued from previous page)
Framed Paragraph Sample 1: Plot Elements-Greek Tragedy & Tragedy
Antigone: Lesson 5: Framed Paragraph Activities:
Sample #1: Plot Elements-Greek Tragedy & Tragedy:
Use the following starters for Antigone, by Sophocles
Element 1: (Tragic Hero or Heroine who Falls from Good Fortune)
In Antigone, by Sophocles, the tragedy centers on characters of great importance in Thebes,
the new King Creon, and his niece Antigone, daughter of the former king. Creon is the tragic
hero who suffers a change in fortune from happiness to misery because of his mistake of
sentencing Antigone to death. This was Creon’s tragic error. The cause was Creon’s tragic flaw
of pride and arrogance that made him unable to take advice, see divine warnings, or obey
higher divine laws.
Element 2: (Emotions of Pity and Fear)
The actions of the characters evoke pity and fear in the audience. The action in Antigone
centers on preserving rightness and order in Thebes. Antigone and Creon are both championing
what is right, but they define rightness through different sets of values.
Element 3: (A Tragic and Cathartic Ending)
Tragedies: The ending is tragic because the reversal of Creon’s mistake happens too late to
change the outcome for the characters.
a) Creon finally listens to the advice of others, he is ready to give up his pride and realize
that fate and the gods control his destiny, not himself.
b) However, by this time, Antigone is had already hung herself, and Haimon had found her.
By the time Creon had buried Polyneices properly and arrived at the vault, Antigone was
dead.
c) In his grief, Haimon blamed Creon, and angrily plunged at him with a sword. Haimon
missed, wounding himself mortally. Haimon embraced Antigone’s dead body, and died
with her in his arms. Haimon had accidentally killed himself.
d) When the tragic news reached Haimon’s mother (Creon’s wife), she went to her
chamber and committed suicide with a knife, cursing Creon. A messenger delivers this
news just as Creon arrives carrying his dead son back to the palace.
e) Creon blamed himself for both tragedies, and prayed to die, but his prayers were
unheard. Choragos addresses the audience with the moral of the play. He states, “There
is no happiness where there is no wisdom; no wisdom but in submission to the gods. Big
words are always punished, and proud men in old age learn to be wise.”
Cathartic Ending: The tragic ending is cathartic because the actions of the tragic hero arouse
pity and fear, so that the audience can accomplish a “catharsis”, or release of these negative
emotions. Catharsis is a way for the audience to express or release emotional tension and the
negative feelings of fear and pity. A catharsis is a cleansing of negative emotions that the
Greeks believed will produce a refreshing of the spirit.
a) Turning Point or Resolution: In Antigone, by Sophocles, the point of reversal and the
point of recognition occur at the same moment.
b) Reversal (great, unexpected turn in events causing the action to turn around and
become its opposite): Antigone experiences no reversal, but Creon does. The Chorus
persuades Creon to listen finally to the advice of others and to back down. However, he
must go against the preservation of order, a value that he believes in strongly.
c) Recognition (character suddenly gets a transformative understanding of both “self” and
events; the character goes from ignorance to knowledge):Creon finally realizes the error
of his thinking and that his actions have led to the death of his wife and son.
Antigone: Lesson 5: Framed Paragraph Activities (Continued on next page)
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Antigone: Lesson 5: Framed Paragraph Activities: (Continued from previous page)
Framed Paragraph Sample 1: Plot Elements-Greek Tragedy & Tragedy
Sample #1: Paragraph Frame #1—Plot Element—Greek Tragedy
The classic Greek drama _____ (title), by _____ (author) has
all three of the elements of a classic Greek tragedy, the tragic
hero who falls from good fortune, the strong emotions of pity and
fear, and a tragic, cathartic ending (Topic sentence). The tragic
hero, _____, falls from good fortune because _____ (Detail #1).
The emotions of pity and fear occur because/when _____ and
_____ (Detail #2). Finally, the tragic ending is a catharsis
because/when _____. In the end _____ and _____ (Detail #3). In
conclusion, _____ (title) is a tragedy because _____, _____ and
_____ (Restate 3 key points here).
Sample #1: Paragraph Frame #2—Plot Element—Tragedy
The _____ (novel, story, play) _____ (title), by _____
(author), contains all five elements of a tragedy, exposition,
complication, climax, reversal, and resolution. (Topic Sentence) In
the exposition, the setting is _____, the main characters are
_____, and the conflict is _____. (Detail # 1) The complication in
the play (the difficult decision or thing that goes wrong) is _____.
(Detail # 2) The climax or high point of the story is _____ (a
character makes a difficult decision). (Detail # 3) After that, the
reversal (unexpected consequences force the character to decide
whether to reverse his action or decision) is when _____. (Detail #
4) In the end, the consequences of the reversal are _____, and
the resolution of the tragedy is _____ (Detail # 4). In conclusion,
the story is a tragedy because it has the five elements, _____,
_____, _____, _____, and _____ (Conclusion).
Antigone: Lesson 5: Framed Paragraph Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: Framed Paragraphs:
Name ______________________
Elements of Tragedy (Continued)
TRAGEDY: STORY PLOT MAP
TITLE/TOPIC/TEXT ______________________________________________________
The series of events that make up a story are the plot. Study the differences between a regular
story plot and a tragedy. The elements of the plot are Exposition, Rising Action (Conflict),
Climax (or Turning Point), and Resolution. The elements of a tragedy are Exposition,
Complication, Climax (or Turning Point), Reversal, and Resolution.
4. Climax (Turning Point)
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2. Rising Action
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3. Complication
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1. Exposition/Beginning
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5. Reversal
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6. Resolution/End
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English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: Framed Paragraph Activities: (Continued from previous page)
Sample #2: Plot Elements-Turning Point
Framed Paragraph Sample #2: Plot Element- Turning Point
Sample #2: (Plot Elements-Turning Point) Use these ideas as starters for turning point
(Please see all other previous notes and starters for Antigone)
There are different possible turning points, depending on the reader’s point of view and
evidence provided in his/her writing.
Turning Point 1:
Turning Point/Climax: The climax of the play occurs when Creon and Antigone speak face to
face. The conflict between the two is the climax or turning point of the story line. shows the and
There is also a dramatic contrast between Creon’s world of absolute physical power and
Antigone’s world of idealistic and spiritual strength. Creon’s pride is hurt and his anger increases
because of Antigone’s stubborn disobedience. Creon considers her “a mere mad woman”.
When Creon discovers that she will not change her mind, he decides to send her to her death.
Resolution/Outcome: The resolution of the play occurs when the Chorus succeeds in making
Creon see his mistake and the injustice of his decisions. Creon orders the burial of Polyneices
and he goes to the vault where he finds that Antigone has hanged herself. The deaths of
Haemon and his wife the queen Eurydice follow, and Creon is left alone in his wretchedness. He
has paid a heavy price for his foolishness and anger. The real tragedy is the fact that Creon
realized his mistake too late.
Turning Point 2:
Turning Point: The prophet warns Creon that the gods are angry with him. Creon recognizes
that destiny controls his life and he confesses his sin of pride and reverses his course of action.
After the turning point, everything changes:
Recognition and Reversal: Creon recognizes his mistake, changes his mind, and decides to
save Antigone and follow the gods who control his destiny
Resolution: Creon is too late, Antigone hangs herself, Haimon accidentally kills himself when he
lunges at Creon, the queen commits suicide, and Creon is left alone and guilty of all the deaths.
Explanation: Scene 5 is the turning point of the play Antigone, by Sophocles. In Scene 5, the
last scene of the play, Teiresias the prophet warns Creon that he is displeasing the gods. At this
moment, Creon completely turns around or reverses his position. Creon decides to spare
Antigone’s life and allow Polyneices to have a burial. Creon finally understands that he must
bow to the power of fate. He says, “Oh! it is hard. But I am forced to this/ Against myself. I
cannot fight with Destiny.”
In Ode 5, the Chorus prays to Dionysus in the hope that he will save Thebes from the
crisis. In the Exodos of the play, the messengers bring the terrible news of what occurred.
Haimon and Antigone are both dead. In Scene 5, the messengers bring news of Haemon and
Antigone’s deaths. The queen, Haemon’s mother, commits suicide and Creon is left alone to
mourn his fate. The deaths of Haemon and Eurydice are the result of Antigone’s death and add
to the final tragic effect. The leader of the Chorus, Choragos, recites the last lines of the play to
tell the moral of the play.
Unit 1: Lesson 6: Framed Paragraphs Activities: (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 111
Antigone: Lesson 5: Framed Paragraph Activities: (Continued from previous page)
Sample #2: Plot Elements-Turning Point
Sample #2: Paragraph Frame #1—Plot Element—Turning Point
The turning point of the _____ (play, story, novel, poem),
_____ (title, by _____ (author), was important to the story. The
turning point happened when _____ (Topic Sentence). After the
turning point, _____ changed in several ways. First, _____ and
_____ (Detail #1). Second, _____ and _____ (Detail #2). Third,
_____ and _____. Finally, _____ and _____ (Detail #3) After the
turning point, the reader understands _____ (Detail #4). The
rising action of the story reached a climax when _____ (restate
the turning point). Everything changed, and the resolution of the
story happened. In the end, the reader finds out that _____. If
_____ (the turning point) had not happened, the story would have
had a different ending, and _____ (Conclusion).
Sample #2: Paragraph Frame #2: Plot Element-Turning Point (Climax)
The turning point of the _____ (play, story, novel,
poem), _____ (title, by _____ (author), happens when
(because) _____ and ____ (Topic Sentence). This is the
turning point of climax of the story plot because after the
turning point, the character _____ has changed in several
ways. First, after _____ (character) changes his/her mind,
he/she is _____ (Supporting Detail #1). Another change is
_____ (Supporting Detail #2). Finally, the character _____
changes _____ (Supporting Detail #3). After changing
_____, the character _____. The reader sees everything
change after the turning point, including _____, _____ and
_____ (summarize key points here). This was the turning
point of the story (Conclusion).
Unit 1: Lesson 6: Framed Paragraphs Activities: (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 112
Antigone: Lesson 5: Framed Paragraph:
Name ____________________________
Turning Point (Continued-previous page)
TURNING POINT (CLIMAX): STORY MAP—STORY GRAMMAR
TITLE/TOPIC/TEXT _________________________________________________
The series of events that make up a story is the plot. The Climax (or Turning Point) is 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. This is the point
in the story where things begin to change.
English II Through ESOL: Antigone Lesson 5
Page 113
Antigone: Lesson 5: Framed Paragraph Activities: (Continued from previous page)
Sample #3: Plot Elements-Suspense
Framed Paragraph Sample #3: Plot Element-Suspense
Antigone: Lesson 5: Framed Paragraph Activities:
Sample #3: (Plot Elements-Suspense) Use these ideas as starters for suspense (Please
see all other previous notes and starters for Antigone) (Graphic organizers follows)
Mystery: (The reader wants to know the explanation for something unusual)
a) Will Antigone change her mind and obey Creon to save her own life?
b) Will Creon change his mind to obey the laws of the gods and save Antigone?
c) Will Antigone and Haimon get married and have a future?
d) Will Creon be a good leader and keep the peace in Thebes for the people?
Surprise: (Sudden new twist or turn in the story)
a) We find out that Antigone has already hung herself before Creon arrives to
save her after he has changed his mind.
b) We find out that Haimon blamed Creon and tried to fight him, but accidentally
wounded himself mortally and died with Antigone in his arms.
c) We find out that when Haimon’s mother hears the news of his death, she
commits suicide with a knife in her chamber, cursing Creon her husband.
Dilemma: (Hero/heroine chooses between two unpleasant choices)
a) Antigone chooses to follow the laws of the gods to bury her brother and go
against Creon’s decree (state law) to let his body rot in the sun.
b) Creon chooses between killing his disobedient niece Antigone and trying to
keep the peace in a war-torn city of Thebes as its new king
c) The queen chooses between committing suicide and living with her son’s
death caused by her own husband.
Sample #3: Paragraph Frame #1—Plot Element—Suspense
In the _____ (play, story, novel, poem, etc), _____ (title), by
_____ (author), there are three important elements of suspense,
mystery, surprise, and dilemma. First, there are some (excellent)
examples of mystery, such as _____ and _____. (Detail #1) In
addition, there are surprises in the story. One example of surprise
is _____. Another surprise is _____ (Detail #2). The third element
of suspense is dilemma. An example of dilemma is _____ (Detail
#3). The character _____ has to make a choice between _____
and _____. The story is a clearly a suspense story because,
much to the reader’s delight, it contains all three elements of
suspense, mystery, surprise and dilemma. (Conclusion)
Antigone: Lesson 5: Framed Paragraphs Activities: (Continued on next page)
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: Framed Paragraphs Activities: Elements
(Continued)
Name _____________________________________
of Suspense
LITERARY ELEMENTS: SUSPENSE (Climax-Turning Point)
The three elements of suspense are mystery, surprise, or dilemma. Complete the organizer
identifying the (3) causes of the suspense in the reading, mystery, surprise, and dilemma.
TITLE/TOPIC/TEXT _________________________________________________
IDENTIFY MYSTERY
IDENTIFY SURPRISE
IDENTIFY DILEMMA
SUSPENSE: RISING ACTION ASCENDING TO THE CLIMAX
Identify the climax (or turning point). Then identify (4) major events that lead to the climax.
CLIMAX
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EVENT 1
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EVENT 2
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EVENT 3
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EVENT 4
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English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: Framed Paragraph:
Name ____________________________
Turning Point (Continued-previous page)
STORY MAP / Rising Action Narration Map: Turning Point/Climax
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
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
English II Through ESOL: Antigone Lesson 5
Page 116
Antigone: Lesson 5: Framed Paragraph Activities: (Continued from previous page)
Framed Paragraph Sample #4: Irony, Dramatic Irony
Antigone: Lesson 5: Framed Paragraph Activities:
Sample #4: (Irony, Dramatic Irony) Use these ideas as starters for Irony, Dramatic Irony
(Please see all other previous notes and starters for Antigone) (Graphic organizers follows)
Irony fools one’s sense of reality by creating an event that is unexpected, a surprise. Dramatic
irony creates a dramatic effect by fooling one’s sense of reality with an unexpected event.
Sophocles uses irony and dramatic irony in Antigone to increase the tragic effect of the play.
a) Antigone’s idea of a noble death: Before her final exit, Antigone is obstinate,
courageous, and ready to face death. On her way to the vault, she loses her composure
and shows her human fears. It is ironic that…Antigone is so courageous in the
beginning and shows her fears in the end. It is ironic because…the reader does not
expect her to be fearful or show her fears if she is fearful. This is dramatic because…
the audience now sympathizes more with Antigone’s terrible situation. She too is human.
b) Trouble in Thebes: In the Parodos, the Chorus hopes and prays for peace after the civil
war in Thebes. They do not yet know that Thebes soon will have problems when Creon
makes a decree about Polyneices. It is ironic that…the Chorus prays for peace when a
crisis is about to happen. It is ironic because… the audience expects a new king will
avoid crisis. The crisis is a surprise, just like Creon’s inhumane proclamation. This is
dramatic because…the effect of the Chorus praying for peace increases the tragedy
when the crisis occurs. Fate is in control, not even the gods can change that.
c) Creon’s opening speech: When Creon makes his new law, he thinks that he is returning
Thebes to a stable and peaceful state after a terrible civil war. Creon is foolish because
the law is inhumane. However, he does not see that such a law will cause more crisis,
not bring peace back. It is ironic that… Creon thinks he is doing a good thing. It is
ironic because… It is surprising that Creon is so foolish he does not see the inhumanity
of his decree This is dramatic because…the audience/reader knows Creon is foolish
and Creon the king does not see what the audience sees.
d) Creon’s fall at the end of the play: At the beginning of the play, Creon is the new king,
and his fortunes are improving. By the end of the play, he realizes that even the most
powerful king is powerless in the face of destiny. The situation is ironic. It is ironic
that…Creon is so powerful in the beginning and ends up so desolate and wretched. It is
ironic because… all of the tragic events that occur are surprising and foolish. Creon
could have changed the course of events and taken good advice. He was too foolish to
do it. This is dramatic because…the tragic events are so awful, and so unnecessary.
e) Haimon’s accidental death It is ironic that…Haimon attacked Creon and ended up
accidentally killing himself. It is ironic because…it is hard to believe that an accident
would occur at such a dramatic moment. It was much unexpected. This is dramatic
because…it was unexpected and out of Creon’s control. It appears fate is intervening.
This emphasizes the author’s theme that fate is beyond the control of even the king. .
f) The Queen’s Suicide: It is ironic that…she committed suicide right after the deaths of
both Antigone and Haimon. It is ironic because… it is very much unexpected. The
Queen’s role was very unimportant. This is dramatic because…the author uses her
death to make the other deaths even more tragic, leaving Creon alone and desolate.
g) Antigone’s hanging herself: It is ironic that… Antigone decided to hang herself instead
of waiting to see if Creon would change his mind. It is ironic because… it is an
unexpected surprise to the audience. The audience knows that others are trying to
persuade Creon to change his mind. This is dramatic because… when Creon changes
his mind the audience thinks that Creon will save Antigone’s life. The dramatic effect is
that the audience feels shock, horror, as well as pity for Creon.
English II Through ESOL: Antigone Lesson 5
Page 117
Antigone: Lesson 5: Framed Paragraph Activities: (Continued from previous page)
Sample #4: Paragraph Frame #1—Dramatic Irony
In the _____ (novel, story, play), _____ (title), the
author _____ (name author), uses irony to create a
dramatic effect by fooling our sense of reality and our
expectations and by creating an unexpected event. (Topic
Sentence) First, we find out that_____. It is unexpected
and ironic because _____ (Detail #1). It is also
unexpected and ironic that _____ because _____ (Detail
#2). Finally, _____ (Detail #3) What appears to be true
and what is true is dramatic and surprises the reader.
(Conclusion)
Sample #4: Paragraph Frame #2— Irony
In the _____ (novel, play, short story), _____ (title),
the writer _____ (name author) fools our sense of reality
and our expectations by creating unexpected events that
are ironic. Three examples of irony in this chapter are
_____, _____ and _____ (topic sentence). It is ironic that
_____because _____ (detail #1). A second example of
irony is _____because_____ (detail #2). A third example
or irony in the chapter is _____. This is ironic
because_____ (detail #3). What appears to be true and
what is true surprises the reader in _____ (Chapter #) of
the story. Our new reality is _____, _____ and _____
(restate briefly-Conclusion).
Antigone: Lesson 5: Framed Paragraphs Activities: (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 118
Antigone: Lesson 5: Framed Paragraphs Activities
Irony
Thinking Organizer-Dramatic
Name ________________________
LITERARY DEVICE: IRONY and DRAMATIC IRONY
Irony fools one’s sense of reality by creating an event that is unexpected, a surprise.
Dramatic irony creates dramatic effect by fooling the sense of reality with an unexpected event.
TITLE/TOPIC/TEXT: ____________________________ AUTHOR: ______________
Prepare to write about dramatic irony and irony in the reading by completing the chart below to
discover why events surprised the reader and/or provided a dramatic effect.
IRONY
REASON IT IS IRONIC
DRAMATIC EFFECT
Example: The housekeeper It is ironic because you expect a It is dramatic because you
left work where she made good housekeeper to keep her own can visualize a messy house
everything spotless. It is ironic house spotless too.
and the contrast between her
that… her home was messy.
work and her home.
It is ironic that Antigone’s idea It is ironic because…
of
a
noble
death
as
courageous changes when
she shows her fears in the
end.
It is ironic because…
It is ironic that the Chorus
prays for peace and no more
trouble in Thebes when a
crisis is about to happen.
This is dramatic because…
It is ironic that Creon thinks he
is doing a good thing when he
makes his new proclamation
to Thebes.
It is ironic because…
This is dramatic because…
It is ironic that Creon is so
powerful in the beginning and
ends up so desolate and
wretched.
It is ironic because…
This is dramatic because…
It is ironic that at the end of
the play, Creon realizes that
even the most powerful king is
powerless in the face of
destiny.
It is ironic that the queen
committed suicide right after
the tragic deaths of both
Antigone and Haimon.
It is ironic because…
This is dramatic because…
It is ironic because…
This is dramatic because…
It is ironic that Antigone It is ironic because…
decided to hang herself
instead of waiting to see if
Creon would change his mind
This is dramatic because…
This is dramatic because…
English II Through ESOL: Antigone Lesson 5
Page 119
(which he did)
English II Through ESOL: Antigone Lesson 5
Page 120
Antigone: Lesson 5: Framed Paragraph Activities: (Continued from previous page)
Sample #5: Plot Element- Characterization
Framed Paragraph Sample #5: Plot Element- Characterization
Antigone: Lesson 5: Framed Paragraph Activities:
Sample #5: (Plot Element-Characterization)
Characters: The characters in a story are the people or animals.
a) Character Trait: Each character is unique and has an individual personality with certain
qualities, traits, or characteristics that describe him/her. A character’s words and
actions will show his/her character traits.
b) Character Motivation: A feeling, thought, goal, or reason that causes a character to
act in a certain way. Consider the motivation of a character when describing him/her.
c) Characterization: This is a collection of characteristics or details about a character. A
characterization shows a complete picture of a character from the beginning of the story
to the end. Use a graphic organizer to collect information about a character.
d) Example: Julia
Julia always greets people with a smile. She is reserved and serious in her work. She
eats slowly without raising her head or speaking. She always calls home after school to
check on her son, and she never works late. She says that when her son graduates, she
will return to college to complete her degree and become a mathematician.
Words & Thoughts
Character’s Name: Julia
Actions
Goals
always greets people
with a smile (Friendly,
caring)
Serious (about her
work and her future)
without raising her
head or speaking
(Maybe she’s thinking)
checks on her son
(implies-good mother)
Reserved (Maybe she
concentrates on work)
never works late
(implies-good mother)
Eats slowly (Maybe
she is polite and
health-conscious)
become a
mathematician (her
future is important)
always greets people
with a smile (maybe
sincere, maybe wants
to keep her job))
Motivation
return to college to
complete her degree
(a very hard-worker)
son graduates (good
mother waits for son to
graduate first)
always greets people
with a smile (good
employee and person)
Antigone: Lesson 5: Framed Paragraph Activities: Sample #5: (Plot ElementCharacterization) Use the questions below and the profiles of Antigone and Creon on the
following pages as starters. Teams use the thinking organizers to develop their ideas, and then
use the writing organizers and paragraph frames (templates) for writing about a character.
Characterization starters for Antigone and Creon, thinking and writing organizers, and
paragraph frames are on the following pages.
Characterization: Words, Thoughts, Actions, Goals, Motivation
Investigate the details in the story that characterize the words, thoughts, actions, goals, and
motivation of a particular character. Use these questions as starters:
a) What did the character reveal about his/her reasons for taking a certain action? What
motivated the character?
b) What kind of person is the character? What actions reveal this?
c) What do the character’s words reveal about his/her character, including goals, and
reasons for taking action or not taking action?
d) What thoughts did the character have that revealed his/her reasons for actions or
inaction? What actions influenced events or other characters in the plot?
Antigone: Lesson 5: Framed Paragraphs Activities: (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 121
Antigone: Lesson 5: Framed Paragraph Activities: Sample #5: (Characterization)
Characterization starters for Antigone:
a) Antigone is an extraordinary female for her time, a strong-willed woman who wins
respect of by her unyielding adherence to an ideal, regardless of the consequences.
b) Her obstinate-unwavering commitment to a “sacred” or “holy” purpose is captivating to
the audience (Antigone’s purpose is burying her dead brother, Polyneices, with honor)
c) She knows divine law (Greeks believed that a soul could not enter the Underworld after
death without a proper burial ceremony. It is a social obligation owed to the dead by the
living). She insists on a decent burial because it is the “last” individual right every human
being should be entitled to. The audience sympathizes with Antigone.
d) She makes the supreme sacrifice of her life to uphold what she believes is right. She has
a powerful sense of duty and family ties (she must bury Polyneices’ body) Antigone
contemplates death without emotion and remains morally undefeated, even if defeated
in the physical world. She prefers to die a glorious and unemotional death, without tears,
based on goodness and righteousness.
e) She knows that her determination to do her duty for her unburied brother will bring to her
an unjust death. She makes an informed, intelligent choice. Antigone says death is no
great pity: “Who does not gain by death/ That lives, as I do, amid boundless woe?”
f) Antigone represents faith in the tremendous spiritual potential of humankind with the
noblest qualities of mind, heart, and soul. She is the highest ideal for all humanity. Her
highly developed consciousness stands above and outside all of human law.
g) She has an intractable will against the forces of fate, and her inner strength enables her
to resist manipulation by those who would draw her away from her purpose (Ismene,
Creon). She has no doubts about her decision, and has no hesitation about her decision.
h) CONFLICT with ISMENE—Antigone asks Ismene to help bury their dead brother,
Ismene refuses, not wanting to die. Antigone resists the temptation of the pleasures of
her youth when she gives up her own desires. She resists her own need to love, and her
chance to marry her fiancé, Haemon. She understands her sacrifice. She speaks
movingly of her impending death and that she has lived an incomplete life, “…never
known Or married joy or tender motherhood. But desolate and friendless I go down
Alive, O horror, to the vaults of the dead.”
i) CONFLICT with CREON—brings out her strengths. Antigone’s world of spiritual power is
greater than Creon’s world of material, physical power. She has idealistic strength.
Creon is full of rage, and pride, while Antigone’s will remains firm, calm and composed.
She is not the “mere mad woman” that Creon thinks she is. She strikes out against
Creon’s poor judgment: “I am foolish only in the judgment of a fool.” Her stubborn
defiance of Creon’s authority points out the “sacred” tenet embodied in Antigone’s
character—Individual conscience and morality stand above any manmade law.
j) ANTIGONE IS NOT A PERFECT CHARACTER-She is not a saint. She is stubborn
when she has set her mind, and will not compromise. When she goes to the vault, she
does not wait for the possibility that Creon might change his mind. She goes ahead and
hangs herself. She may even be selfish, holding her principles above her fiancé, her
family that loves her, and the Theban people who admire her.
k) Antigone may be a martyr, but she is insolent to the king and disobeys civil authority.
She obeys “the infallible, unwritten laws of heaven” regardless of the future of the state.
l) Antigone is human in the end as she goes to meet her death (almost Christ-like- on the
eve of his death he agonized over it in the garden of Gethsemane)
m) Antigone’s obstinacy and insolence are negative traits, but for the right cause (admirable
in contrast to Creon’s defense of the wrong cause. Antigone does not stand idly by to
heartlessly and mindlessly watch an evil occur in her world
English II Through ESOL: Antigone Lesson 5
Page 122
Antigone: Lesson 5: Framed Paragraph Activities: Sample #5: (Characterization)
Characterization starters for Creon
a) Creon is a new king at a time of political crisis in Thebes. He wants to rescue the people
from civil war. Polyneices and Eteocles brought the state into anarchy and crisis due to
their rivalry. Creon has the impossible task of restoring peace and justice to Thebes
(Greeks valued the ideals of peace and normalcy in public life).
b) Due to political necessity, Creon is forced to make unpleasant, unwanted laws. He tries
to live up to the high expectations of the people. He makes strict new laws will inevitably
conflict with high ideals of personal conscience and deeply held morals (like Antigone).
Creon has to take a firm stand against the treason of Polyneices’ who attacked Thebes.
He had to make an example of Polyneices to avoid more rebellion and traitors.
c) Creon is an astute and pragmatic politician and strict laws are the practical solution.
Creon is following established Greek political precedents by denying the rights of burial
to traitors. The audience is sympathetic to Creon’s situation.
d) Creon is the villain in the play with the repressive power of a dictator.
e) Creon foolishly misunderstands that the civil law cannot go against higher spiritual laws.
Creon’s laws are against basic humanity and rigid.
f) Creon does not prevent anarchy, but rather causes a crisis. Creon is surprised that
Antigone opposes his law, and does not understand her motivation. He is not sensitive
or perceptive, and has bias against females with opinions.
g) Creon is narrow-minded, thinking that all citizens must obey all laws to keep social order.
Creon is not concerned with how morality and politics can work together for the good of
the state. He is foolish and impractical, angry and single-minded. Creon is rigid and does
not understand compromise. Creon is afraid that he will lose face if he takes back his
own unjust law. Creon’s pride does not allow him to admit defeat on his first decision.
h) He decides rashly, foolishly, and in a fit of rage to send Antigone to be buried alive in the
vault. He refuses to listen to the advice of his son or the warnings of the prophet
Teiresias. Creon recognizes his error only after Teiresias predicts the wrath of the gods
and the Chorus (voice of the Theban people) warns him.
i) He finally understands that he cannot “fight with destiny”. However, his decisions to bury
Polyneices and save Antigone come too late. Creon panics at the end of the story.
j) His wife, Eurydice, takes her own life after hearing about her son Haemon’s death.
Creon remains entirely alone to worry and regret the tragic deaths caused by his bad
decisions. Creon is sadder but wiser.
Antigone: Lesson 5 Framed Paragraph Activities Sample #5: Characterization
(Suggested thinking organizers, writing organizers, and writing templates on following pages)
English II Through ESOL: Antigone Lesson 5
Page 123
Antigone: Lesson 5: Framed Paragraph Activities: (Continued from previous page)
Sample #5: Plot Element-Characterization
Sample #5: Paragraph Frame #1—Plot Element— Characterization
In the _____ (novel, play, short story), _____ (title), by _____
(author), the reader sees a different side of _____’s character.
Earlier in the _____ (drama, story, poem, novel), _____ was
_____. In this scene (stanza, chapter, episode, section) he/she
has changed. Even though he/she is still _____ (describe here
with adjectives), he/she has become _____ (Detail #1). Another
change is _____. Earlier, he/she was _____, but now he/she is
_____ (Detail #2). A third difference is in_____ (name or describe
the change). _____ (character) was _____, but now he/she is
_____ (Detail #3). This scene (stanza, chapter, episode, section)
is important to show another side of _____’s character
because_____ (summarize key points here).
Sample #5: Paragraph Frame #1—Plot Element— Characterization
In the _____ (novel, story, play, poem, essay) _____ (title),
by _____, (author), the author provides important information that
characterizes _____ (name the character) (Topic Sentence). First,
we learn from _____’s words and thoughts that _____. Evidence
of this in the story is _____ and _____. (Detail #1) Second,
because of the _____’s actions we learn that _____ and _____.
An example of this is _____. (Detail #2) Third, _____ has an
important goal, which is _____. An example of _____’s real
motivation is _____ (Detail #3). By the end of _____ (the story,
play, novel, chapter, stanza, poem), we learn a great deal about
the character, _____. We learn that he/she _____ and _____.
(Conclusion)
Antigone: Lesson 5 Framed Paragraph Activities Sample #5: Characterization
(Suggested thinking organizers, writing organizers, and writing templates on following pages)
English II Through ESOL: Antigone Lesson 5
Page 124
Antigone: Lesson 5: Framed Paragraph Activities: (Continued from previous page)
Sample #5: Plot Element-Characterization
Sample #5: Paragraph Frame #1— Character Motivation
In _____ (scene, section, chapter, stanza, paragraph) of
_____’s(author’s) _____ (title), the reader learns about _____’s
(character’s) motivation, including his/her feelings, thoughts, goals
and reasons for acting the way he/she acts (Topic Sentence).
First, when _____ (name an event or situation), the reader learns
_____. His/Her _____ (reason, feeling, thought, goal) is _____
(Detail #1). The reader is sympathetic to him/her because the
reader understands his/her _____ (reason, feeling, thought, goal)
of_____, and _____. _____ (character) must have thought
that_____. _____ (character) acts like_____ because_____
(Detail #2). In addition, he/she______ because _____. Finally,
_____ (character) thinks _____ because_____. The reader
understands the reason for this is_____ (Detail #3). _____
(character’s) motivation is revealed in the plot by an examination
of the feelings, thoughts, goals, or reasons (Conclusion).
Sample #5: Paragraph Frame #1—Plot Element— Characterization
In the _____ (novel, story, play, poem, essay) _____ (title),
by _____, (author), the reader sees a different side to _____’s
(name) character, compared to earlier in the reading (Topic
Sentence). Previously, _____ (character) was _____. Now (at the
end of the play, at the end of the scene, stanza, etc) _____
he/she has changed. Even though he/she is still _____ and
_____, he/she has become _____ (Detail #1). Another change is
_____. Earlier, he/she was _____, but now he/she is _____(Detail
#2). A third difference is in_____. _____ was _____, but now
he/she _____ (Detail #3). Finally, the development of the plot is
important to show both sides of _____’s character because_____
(summarize key points here) (Conclusion)
Antigone: Lesson 5 Framed Paragraph Activities Sample #5: Characterization
(Suggested thinking organizers and writing organizers on the following pages)
English II Through ESOL: Antigone Lesson 5
Page 125
Antigone: Lesson 5: Framed Paragraph Activities: Thinking Organizer
Sample #5: Plot Element-Characterization (Continued from previous page)
Name ____________________________
LITERARY ELEMENT: CHARACTERIZATION
TITLE/TOPIC/TEXT ____________________________ AUTHOR ________________
A Characterization is a collection of characteristics or details about a character. A
characterization shows a complete picture of a character from the beginning of the story to the
end. Use the organizer to collect information about a character in the reading. (Characters are
people or animals.)
CHARACTER’S NAME _____________________________
Character Traits: Each character is unique and has an individual personality with certain
qualities, traits, or characteristics that describe him/her. A character’s words, thoughts,
actions, and goals will show his character traits. Motivation is a feeling, thought, reason, or
goal that causes a character to act in a certain way.
WORDS &
THOUGHTS
ACTIONS
GOALS
MOTIVATION
English II Through ESOL: Antigone Lesson 5
Page 126
Antigone: Lesson 5: Framed Paragraph Activities: Thinking Organizer
Sample #5: Plot Element-Characterization (Continued from previous page)
Name ____________________________
LITERARY ELEMENT: CHARACTERIZATION
TITLE/TOPIC/TEXT ____________________________ AUTHOR ________________
_____________
_____________
Note:
Character name in circle
(4) Character traits in triangles
(4) Events in squares
__________________
_____________
_____________
English II Through ESOL: Antigone Lesson 5
Page 127
Antigone: Lesson 5: Framed Paragraph Activities: Thinking Organizer
Sample #5: Plot Element-Characterization (Continued from previous page)
LITERARY ELEMENT: CHARACTERIZATION
TITLE/TOPIC/TEXT ____________________________ AUTHOR ________________
Follow Arrows:
(1) Character
(4) Traits
(2) Details each Trait
DETAIL________
______________
______________
DETAIL_________
_______________
_______________
TRAIT
__________
__________
DETAIL________
_______________
_______________
CHARACTER
_____________
TRAIT
__________
__________
DETAIL_________
________________
________________
carefree
courageous
determined
fun-loving
happy
imaginative
leader
messy
resourceful
selfish
thoughtful
TRAIT
__________
__________
DETAIL________
_______________
_______________
TRAIT
__________
__________
DETAIL_________
_______________
_______________
calm
cooperative
demanding
friendly
handsome
humorous
lazy
mean
quiet
self-confident
successful
DETAIL________
______________
______________
caring
creative
disagreeable
funny
hard-working
independent
loveable
mischievous
respectful
serious
timid
DETAIL________
_______________
_______________
cheerful
curious
dreamer
generous
helpful
intelligent
loving
neat
responsible
shy
unselfish
conceited
dainty
energetic
gentle
honest
inventive
loyal
patriotic
rude
stubborn
wild
considerate
daring
fighter
gullible
humble
joyful
mannerly
proud
sad
studious
witty
English II Through ESOL: Antigone Lesson 5
Page 128
Antigone: Lesson 5: Framed Paragraph Activities: Thinking Organizer
Sample #5: Plot Element-Characterization (Continued from previous page)
Name ____________________________
LITERARY ELEMENT: CHARACTERIZATION
TITLE/TOPIC/TEXT ____________________________ AUTHOR ________________
A Characterization is a collection of characteristics or details about a character. A
characterization shows a complete picture of a character from the beginning of the story to the
end. Use the organizer to collect information about a character in the reading. (Characters are
people or animals.)
Character Traits: Each character is unique and has an individual personality with
certain qualities, traits, or characteristics that describe him/her. A character’s words, thoughts,
actions, and goals will show his character traits. Motivation is a feeling, thought, reason, or goal
that causes a character to act in a certain way.
CHARACTERIZATION
WORDS & THOUGHTS
1__________________________________________________________________
2__________________________________________________________________
3__________________________________________________________________
4__________________________________________________________________
GOALS
ACTIONS
1____________________
____________________
____________________
____________________
2____________________
____________________
____________________
____________________
3____________________
____________________
____________________
4____________________
____________________
____________________
____________________
1____________________
____________________
____________________
____________________
2____________________
____________________
____________________
____________________
3____________________
____________________
____________________
4____________________
____________________
____________________
____________________
CHARACTER’S
NAME
MOTIVATION
1__________________________________________________________________
2__________________________________________________________________
3__________________________________________________________________
4__________________________________________________________________
English II Through ESOL: Antigone Lesson 5
Page 129
Antigone: Lesson 5: Framed Paragraph Activities: Thinking Organizer
Sample #5: Plot Element-Characterization (Continued from previous page)
Name ____________________________
LITERARY ELEMENT: CHARACTER TRAITS
TITLE/TOPIC/TEXT ____________________________ AUTHOR ________________
Use the lists below of positive/negative traits to describe characters in the reading.
Character
Character Trait(s)
Evidence of this Character Trait
1
2
3
4
5
6
7
8
9
10
SOME POSITIVE CHARACTER TRAITS
admirable
adventurous
affectionate
agreeable
amazing
ambitious
amusing
attentive
cheerful
clever
courageous
courteous
creative
daring
decent
dependable
determined
devoted
eager
efficient
enchanting
enthusiastic
fair
faithful
fearless
friendly
funny
gallant
gentle
gleeful
graceful
helpful
heroic
honest
honorable
hopeful
humble
humorous
innocent
inquisitive
intelligent
jubilant
kind
lively
loving
loyal
neighborly
obedient
observant
optimistic
outgoing
outstanding
overjoyed
patient
peaceful
pleasant
polite
proud
quick-witted
relaxed
reliable
responsible
self-satisfied
serene
shy
sly
spirited
stunning
talented
tasteful
tender
terrific
thoughtful
trustworthy
truthful
valiant
watchful
SOME NEGATIVE CHARACTER TRAITS
angry
anxious
ashamed
awkward
boast
boisterous
bossy
cautious
chatty
clumsy
conceited
confused
cowardly
cruel
disagreeable
dishonest
disloyal
disobedient
disrespectful
enraged
envious
forgetful
frightened
furious
gloomy
greedy
grumpy
harsh
ill-tempered
impolite
indignant
irritable
jittery
jumpy
lazy
lonely
mean
sluggish
melancholy
mischievous
naughty
nervous
noisy
nosy
oblivious
obnoxious
outspoken
prying
resentful
rough
rude
secretive
selfish
snooping
spiteful
stubborn
talkative
tense
timid
unaware
uneasy
unfriendly
unhelpful
unpleasant
unreliable
vain
vicious
weak
weary
English II Through ESOL: Antigone Lesson 5
Page 130
Antigone: Lesson 5: Framed Paragraph Activities: Thinking Organizer
Sample #5: Plot Element-Characterization (Continued from previous page)
Name ____________________________
LITERARY ELEMENT: CHARACTER DEVELOPMENT
TITLE/TOPIC/TEXT ____________________________ AUTHOR ________________
CHARACTER
_________________________
How the Character Feels.
How the Character Acts
BEFORE
CAUSE
What caused the character
to change during the story?
How the Character Feels.
How the Character Acts
AFTER
English II Through ESOL: Antigone Lesson 5
Page 131
Antigone: Lesson 5: Framed Paragraph Activities: (Continued from previous page)
Sample #6: Plot-Personal & Emotional Connections
Framed Paragraph Sample #3: Plot-Personal & Emotional Connections
Antigone: Lesson 5: Framed Paragraph Activities:
Sample #6: (Plot- Personal & Emotional Connections)
Use the graphic organizers below to assist students in organizing their thoughts and ideas.
Getting started—The most important part of reading is personal and emotional connections we
make as we read. These connections are how and why we enjoy and appreciate what we read.
Pay attention to these connections. Personal and emotional connections can help you to use
your prior knowledge to understand characters, draw conclusions, make generalizations or
inferences, and understand cause/effect relationships in the reading.
Ask yourself questions that will engage you on a personal level and keep you reading actively.
Do I identify with any of the characters or circumstances? Why…? Why not…?
How does this character or event make me feel?
What would I do in the same situation?
How would I feel under these circumstances?
Why did the character take a certain action?
If an event hadn’t happened, how would the story have ended?
How do I want the story to end?
Here are some ideas to use as starters. Students will write about their own personal and
emotional connections with one of the characters:
a) Antigone is willful, disobedient, insolent, and disrespectful. She is also inspirational,
spiritual, willing to stand up for what is right, and has a strong, uncompromising set of
moral values and principles that she lives by.
b) Creon is sympathetic, caring about the people over which he rules, and has a seemingly
impossible set of expectations to live up to in Thebes to keep the peace and stability afte
the chaos of civil war. He is also stubborn, rash, insensitive, and angry. He has little
respect for individual and spiritual laws, caring only for the laws of the state.
Sample #6: Paragraph Frame #1—Personal & Emotional Connections
In _____ (Chapter(s) #) of _____’s (author’s name) _____ (play,
story, novel), _____ (title), the reader connects on an emotional level with
the (main) character, _____. First, the reader can identify with _____ (the
character) when _____. _____ (the character) feels _____ because _____
(Detail #1). When ____ _(the character) _____ (does or says something),
the reader understands what _____ (the character) is experiencing
because _____ and _____ (Detail #2) Then _____ (the character)
_____(does or says something). The feelings that _____ (the character)
expresses such as _____ and _____ are understandable. The reader is
sympathetic to the character because _____ (Detail #3). When _____ (the
character) decides to _____, it makes the reader think about _____.
Everyone can imagine why at the end of _____ (the story, the chapter, the
novel) _____ (the character) _____ and _____ (Conclusion).
Antigone: Lesson 5: Framed Paragraphs Activities: (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 132
Antigone: Lesson 5: Framed Paragraph: Personal and Emotional Connections (Continued)
Name ______________________________________
LITERARY ELEMENTS: PERSONAL & EMOTIONAL CONNECTIONS
Title/Topic/Text: ___________________________
Author: ___________________
The most important part of reading is the personal and emotional connection we make as we
read. These connections are why we enjoy and appreciate what we read. Use the faces to
check your personal emotional connections with characters & events and write the reason.
CHARACTER or EVENT
REASON FOR CHOICE
English II Through ESOL: Antigone Lesson 5
Page 133
Antigone: Lesson 5: Framed Paragraph: Activities: (Continued)
Name ______________________________________
LITERARY ELEMENTS: PERSONAL & EMOTIONAL CONNECTIONS
TITLE/TOPIC/TEXT ______________________ Author ______________________
The most important part of reading is the personal and emotional connection we make as we
read. These connections are how and why we enjoy and appreciate what we read. Use the
sentence starters to write down your own personal and emotional connections with the reading.
I identify with this character, event, or situation: ______________________________________
____________________________________________________________________________
My reason is _________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
This character (event, situation) makes me feel ______________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
In the same situation the action I would take is ______________________________________
____________________________________________________________________________
____________________________________________________________________________
Under these circumstances, I would feel____________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
My character _____________________.took this action: ______________________________
____________________________________________________________________________
His/Her reason for the action was: ________________________________________________
____________________________________________________________________________
____________________________________________________________________________
… OR …
If my event _______________________ had not happened, the ending of the story would have
changed this way:
_______________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
I I would like to change the ending of the story this way: __________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
English II Through ESOL: Antigone Lesson 5
Page 134
Antigone: Lesson 5: Framed Paragraphs Activities: (Continued)
Name ________________________
LITERARY ELEMENTS: PERSONAL & EMOTIONAL CONNECTIONS
TITLE/TOPIC/TEXT ______________________ Author ______________________
The most important part of reading is the personal and emotional connection we make as we
read. These connections are how and why we enjoy and appreciate what we read. Use the
“connection” organizer to write your personal and emotional connections with the reading.
Describe my
personal
experience ____
______________
______________
______________
______________
______________
______________
Why I connect my experience
with the event or person in story
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Describe an event
or person in story
I “connect with”:
___________________
___________________
___________________
___________________
___________________
___________________
What I have most in common with
someone-something in the reading…
_________________________________
_________________________________
_________________________________
The reading made
me remember…
_________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Personal
or
emotional
connections
to the
reading
Feelings I
“connected”
1
The reading made
me remember…
____________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
2
3
4
English II Through ESOL: Antigone Lesson 5
Page 135
Antigone: Lesson 5: Framed Paragraph (Continued from previous page)
Use the paragraph Organizer below to organize ideas before writing framed paragraphs.
Name __________________________
Paragraph Organizer
Text Topic/ Title ______________________________________________ Author ________________
Antigone: Lesson 5: Framed Paragraphs Activities and Organizers (Continued on next
page)
English II Through ESOL: Antigone Lesson 5
Page 136
Antigone: Lesson 5: Framed Paragraph (Continued from previous page)
Use the paragraph Organizer below to organize ideas before writing framed paragraphs.
Name __________________________
Paragraph Organizer
Text Topic/ Title ______________________________________________ Author ________________
Antigone: Lesson 5: Framed Paragraphs Activities and Organizers (Continued on next
page)
English II Through ESOL: Antigone Lesson 5
Page 137
Antigone: Lesson 5: Framed Paragraph (Continued from previous page)
Use the paragraph Organizer below to organize ideas before writing framed paragraphs.
Name __________________________
Paragraph Organizer
Text Topic/ Title ______________________________________________ Author ________________
TOPIC FOCUS (MY Title):___________________________________________________
(Topic Sentence/ Introduction):____________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Supporting Detail #1 _______________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Supporting Detail #2 _______________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Supporting Detail #3________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Supporting Detail #4 _______________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
(Restate topic sentence)_________________________________________________
___________________________________________________________________
___________________________________________________________________
(Concluding Sentence): _________________________________________________
___________________________________________________________________
Antigone: Lesson 5: Framed Paragraphs Activities and Organizers (Continued on next
page)
English II Through ESOL: Antigone Lesson 5
Page 138
Antigone: Lesson 5: Framed Paragraph (Continued from previous page)
Use the paragraph Organizer below to organize ideas before writing framed paragraphs.
Name __________________________
Paragraph Organizer
Text Topic/ Title ______________________________________________ Author ________________
DETAIL_________________________
________________________________
________________________________
________________________________
DETAIL________________________
______________________________
______________________________
______________________________
DETAIL_________________________
________________________________
________________________________
________________________________
MAIN IDEA (Topic Sentence)
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________
____________________________________________________
Concluding Sentence (Restate the topic Sentence using different words):
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
English II Through ESOL: Antigone Lesson 5
Page 139
Antigone: Lesson 5: Framed Paragraphs Activities and Organizers (Continued on next
page)
English II Through ESOL: Antigone Lesson 5
Page 140
Antigone: Lesson 5: Framed Paragraph Samples #1-6: (Continued from previous page)
Use the paragraph Organizer below to organize ideas before writing framed paragraphs.
Name __________________________
Paragraph Organizer
Text Topic/ Title ______________________________________________ Author ________________
Main Idea (Topic Sentence)
_______________________________________________
___________________________________________________
_________________________________________________________
___________________________________________________________
____________________________________________________________
____________________________________________________________
DETAIL: ____________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
DETAIL: ____________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
DETAIL: ____________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Concluding Sentence (Restate Topic
Sentence using different words)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
English II Through ESOL: Antigone Lesson 5
Page 141
Antigone: Lesson 5: Framed Paragraphs Activities and Organizers (Continued on next
page)
English II Through ESOL: Antigone Lesson 5
Page 142
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 5: Fact and Opinion: (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 143
Antigone: Lesson 5: Fact and Opinion: (Continued from previous page)
Antigone: Lesson 5: 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
Creon decides to save Antigone for his own selfish reasons.
Proof
He fears the anger of the gods.
He fears a curse will fall on his family.
He fears a curse will fall on the city of Thebes and his people.
The people do not support him, and he is a politician.
Teiresias said he would pay corpse for corpse, and he’s afraid of dying.
Creon is afraid of the swift and terrible punishment the prophet predicted.
Antigone: Lesson 5: Opinion/Proof Activity (Continued on next page)
Use the organizers and examples on the following pages for opinions and facts.
English II Through ESOL: Antigone Lesson 5
Page 144
Antigone: Lesson 5: 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:
Creon does not believe that Teiresias, the
blind prophet’s vision was a sign from
heaven.
The prophet does not think that the gods are
happy.
Creon is committing two crimes, refusing
Polyneices a proper burial, and killing
Antigone.
According to the prophet, Creon has brought
calamity on Thebes.
Creon should not wait to admit his mistake
until it is too late to prevent tragedies.
Creon must reverse his decision immediately.
Teiresias is not a good politician.
Creon will receive a swift and terrible
punishment and
Creon’s house will weep, and he will be
cursed.
Creon will pay corpse for corpse the cost of
his offense to the gods.
Creon’s prayers are unheard.
Creon is responsible for both tragedies.
Big words are always punished.
Creon’s prayers are unheard.
There is no happiness where there is no
wisdom; no wisdom but in submission to the
gods.
Examples of Positive Opinions:
Teiresias, the blind prophet, believes his
vision was a sign from heaven.
The prophet thinks that the gods are angry.
Creon believes that refusing a proper burial
for Polyneices, and punishing Antigone are
for the good of the state of Thebes.
According to Creon, he has brought order
and justice to Thebes.
Creon should admit his mistake for his own
good.
Creon must reverse his decision immediately
or risk the wrath of the gods.
Teiresias is a successful fortuneteller.
Creon will receive what he gives and reap
what he sows.
Choragos thinks that Creon must free
Antigone.
Creon has to build a tomb for Polyneices as
quickly as possible.
The chorus hopes that Thebes will be saved.
The buck stops at the king’s throne.
Proud men in old age learn to be wise.
Creon must yield to the will of the gods.
There is happiness where there is wisdom;
and both only in submission to the gods.
Antigone: Lesson 5: Opinion/Proof Activity (Continued on next page)
Use the organizers and examples on the following pages for opinions and facts.
English II Through ESOL: Antigone Lesson 5
Page 145
Antigone: Lesson 5: Fact and Opinion: (Continued from previous page)
Antigone: Lesson 5: 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:
Teiresias, the blind prophet, tells Creon about his vision.
The prophet warns Creon that the gods are angry.
Creon is refusing a proper burial for Polyneices.
Creon is going to kill Antigone.
Teiresias implores Creon to admit his mistake.
Creon makes fun of Teiresias and calls him a fortuneteller.
Creon refuses to change his mind.
Choragos advises Creon that he must free Antigone.
Finally, Creon admits he must yield to the will of the gods.
Creon runs to the vault to free Antigone.
In the Paean, a hymn of praise to the god Dionysus, the chorus prays.
Creon went to honor Polyneices’ body and then to the vault to find Antigone.
Antigone had already hung herself and Haimon had found her.
Haimon was crying, and he blamed Creon.
Haimon lunged at his father with a sword.
Haimon missed, and wounded himself mortally.
Haimon embraced Antigone’s body, and died with her in his arms.
After hearing the tragic news, the queen goes to her chambers.
Creon returns to the palace carrying Haimon’s body.
A messenger returns from the queen’s room to announce that she just killed herself with a knife as
she cursed Creon.
Creon blames himself for both tragedies.
Creon prays to die.
Choragos addresses the audience.
He says “There is no happiness where there is no wisdom; no wisdom but in submission to the gods.
Here are some opinions to use as starters:
Teiresias, the blind prophet, believes his vision was a sign from heaven.
The prophet thinks that the gods are angry.
Teiresias thinks that Creon is committing two crimes, refusing a proper burial for Polyneices, and
killing Antigone.
According to the prophet, Creon has brought calamity on Thebes.
Creon should admit his mistake for his own good.
Creon must reverse his decision immediately or risk the wrath of the gods.
Teiresias is a fortuneteller.
Teiresias predicts that Creon will pay corpse for corpse the cost of his offense to the gods.
Creon will receive a swift and terrible punishment.
Creon’s house will weep, and he will be cursed.
Choragos thinks that Creon must free Antigone.
Creon has to build a tomb for Polyneices as quickly as possible.
Creon must yield to the will of the gods.
The chorus hopes that Thebes will be saved.
Creon is responsible for both tragedies.
Creon’s prayers are unheard.
“There is no happiness where there is no wisdom; no wisdom but in submission to the gods.
Big words are always punished, and proud men in old age learn to be wise.”
Antigone: Lesson 5: Opinion/Proof Activity (Continued next page with organizers and examples)
English II Through ESOL: Antigone Lesson 5
Page 146
Antigone: Lesson 5: 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
May/may not
Least/most
My perspective is..
Believe
Might/might not
My point of view is...
In my opinion
1
1
2
3
2
1
2
3
3
1
2
3
4
1
2
3
1
1
2
3
2
1
2
3
3
1
2
3
4
1
2
3
Feel
Should/should not
Best/worst
My impression is…
Expect
Probably
Possibly
My sense is…
Antigone: Lesson 5: Opinion/Proof Activity (Continued next page with organizers and examples)
English II Through ESOL: Antigone Lesson 5
Page 147
Antigone: Lesson 5: Fact and Opinion: (Continued from previous page)
Name ____________________________
EXPRESSING OPINIONS
Title/Topic/Text __________________________________ Author _______________
1
Use the signal words to identify or state opinions in the blanks.
_________ think ______________________________________________________________
____________________________________________________________________________
2
_________believe_____________________________________________________________
____________________________________________________________________________
3
_________ feel _______________________________________________________________
____________________________________________________________________________
4
_________ expect_____________________________________________________________
____________________________________________________________________________
5
___________________ may/may not______________________________________________
____________________________________________________________________________
6
___________________ might/might not____________________________________________
____________________________________________________________________________
7
___________________ should/should not__________________________________________
____________________________________________________________________________
8
___________________ probably_________________________________________________
___________________________________________________________________________
9
___________________ least/most________________________________________________
____________________________________________________________________________
10 __________’s point of view is ___________________________________________________
___________________________________________________________________________
11 ________________ best/worst___________________________________________________
____________________________________________________________________________
12 ________________ possibly_____________________________________________________
____________________________________________________________________________
13 __________’s perspective is ____________________________________________________
____________________________________________________________________________
14 In __________’s opinion_______________________________________________________
___________________________________________________________________________
15 __________’s impression is_____________________________________________________
___________________________________________________________________________
16 __________’s sense is _________________________________________________________
___________________________________________________________________________
Antigone: Lesson 5: Opinion/Proof Activity (Continued next page)
English II Through ESOL: Antigone Lesson 5
Page 148
Antigone: Lesson 5: Fact and Opinion: (Continued from previous page)
Name ____________________________
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 ___________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Antigone: Lesson 5: Opinion/Proof Activity (Continued next page)
English II Through ESOL: Antigone Lesson 5
Page 149
Antigone: Lesson 5: Fact and Opinion: (Continued from previous page)
Name ____________________________
Fact or Opinion
Title/Topic/Text ________________________________ Author ________________
Write details about your topic in each row.
How to Prove
_____________________
_____________________
Opinion word(s)
________________
________________
How to Prove
________________
________________
Opinion word(s)
________________
________________
How to Prove
_____________________
_____________________
Opinion word(s)
_______________
_______________
English II Through ESOL: Antigone Lesson 5
Page 150
Spool Writing: Identifying Organizational Patterns
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.
Identifying Organizational Patterns of a Reading –
Time/Spatial Order, Cause Effect, Comparison Contrast
Antigone: Lesson 5: Spool Writing Activities: Identifying Organizational Patterns of a
Reading – Time/Spatial Order, Cause Effect, Comparison Contrast
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 5: Spool Writing Activities: Identifying Organizational Patterns:
Time/Spatial Order, Cause Effect, Comparison Contrast
Use the starters below for Identifying Organizational Patterns, using Scene 5 and “Exodos”,
of the play Antigone, by Sophocles.
Organizational patterns include:
Time/Spatial Order
Cause and Effect,
Comparison Contrast
Antigone: Lesson 5: Spool Writing Activities: Identifying Organizational Patterns
(Continued on the following pages)
English II Through ESOL: Antigone Lesson 5
Page 151
Antigone: Lesson 5: Spool Writing Activities (Continued from previous page)
Identifying Organizational Patterns of a Reading –
Time/Spatial Order, Cause Effect, Comparison Contrast
I
dentifying Organizational Patterns of a Reading – Time/Spatial Order
Antigone: Lesson 5: Spool Writing Activities:
Identifying Organizational Patterns–Time/Spatial Order
Use the following events for identifying organizational patterns of a reading-time order. The
events in the list are in time order first to last.
Suggested Topic(s): Time Order/Sequence of Events in Scene 5 and “Exodos” (Antigone, by
Sophocles):
1) Teiresias, the blind prophet, tells Creon about a vision he received as a sign from
heaven. The prophet warns Creon that the gods are angry.
2) Teiresias advises Creon that he is committing two crimes. First, he is refusing a proper
burial for Polyneices. Second, he is going to kill Antigone.
3) According to the prophet, Creon has brought calamity on Thebes. Teiresias implores
Creon to admit his mistake for his own good. Creon must reverse his decision
immediately or risk the wrath of the gods.
4) Creon makes fun of Teiresias and calls him a fortuneteller. Creon refuses to change his
mind. Teiresias predicts that Creon will pay corpse for corpse the cost of his offense to
the gods. Creon will receive a swift and terrible punishment. Creon’s house will weep,
and he will be cursed.
5) Choragos advises Creon that he must free Antigone. Creon has to build a tomb for
Polyneices as quickly as possible.
6) Finally, Creon admits he must yield to the will of the gods. Creon runs to the vault to free
Antigone. In the Paean, a hymn of praise to the god Dionysos, the chorus prays that
Thebes will be saved.
7) Creon went to honor Polyneices’ body, and then to the vault to find Antigone. Antigone
had already hung herself, and Haimon had found her.
8) Haimon was crying, and he blamed Creon. Haimon lunged at his father with a sword.
Haimon missed, and wounded himself mortally. Haimon embraced Antigone’s body, and
died with her in his arms.
9) After hearing the tragic news, the queen goes to her chambers.
10) Creon returns to the palace carrying Haimon’s body.
11) A messenger returns from the queen’s room to announce that she just killed herself with
a knife as she cursed Creon.
12) Creon blames himself for both tragedies. Creon prays to die, but his prayers are
unheard.
13) Choragos addresses the audience. He states, “There is no happiness where there is no
wisdom; no wisdom but in submission to the gods. Big words are always punished, and
proud men in old age learn to be wise.”
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 152
Antigone: Lesson 5: Spool Writing Activities (Continued from previous page)
Identifying Organizational Patterns of a Reading –
Time/Spatial Order, Cause Effect, Comparison Contrast
Identifying Organizational Patterns of a Reading – Cause Effect
Antigone: Lesson 5 Spool Writing Activities:
Identifying Organizational Patterns– Cause-Effect
Suggested Topic(s): Use these cause-effect statements for the spool writing activity:
1) After the blind prophet Teiresias receives a vision as a sign from heaven, he warns
Creon.
2) The prophet warns Creon that the gods are angry because Creon is committing two
crimes, refusing a proper burial for Polyneices, and killing Antigone.
3) Creon made a terrible mistake. As a result, Creon has brought calamity on Thebes
4) Due to Creon’s wrong decision, he risks the wrath of the gods.
5) When Creon hears the prophecy, he makes fun of Teiresias and calls him a fortuneteller.
6) Because Creon refuses to change his mind, Teiresias warns Creon that he will pay
corpse for corpse the cost of his offense to the gods.
7) Because of Creon’s sin, his punishment will be swift and terrible, his house will weep,
and he will be cursed.
8) When Choragos advises Creon that he must free Antigone and build a tomb for
Polyneices as
9) quickly as possible, Creon finally admits he must yield to the will of the gods.
10) Since Creon decides to yield to the will of the gods, he must run to the vault to free
Antigone.
11) Creon runs to the vault to free Antigone so the gods will not punish him.
12) The chorus fears the end of Thebes, so they pray to the god Dionysus to save Thebes.
13) Antigone decided to hang herself so that she would not suffer longer than necessary.
14) Antigone decided to hang herself because she knew Creon would not change his mind.
15) Creon went honor Polyneices’ body, and then to the vault to find Antigone because he
feared the wrath of the gods.
16) Haimon lunged at his father with a sword because he blamed Creon for Antigone’s
death.
17) Because Haimon was crying, he missed Creon with his sword, and wounded himself
mortally.
18) Haimon was crying because when he found Antigone, she had already hung herself.
19) After hearing the tragic news, the queen goes to her chambers.
20) Eurydice killed herself with a knife and cursed Creon because she blamed him for the
deaths of Haimon and Antigone.
21) Creon prays to die, but his prayers are unheard because he does not die.
22) Creon blames himself for both tragedies because he could have prevented them but he
did not.
23) Choragos tells the audience that there is no happiness because there is no wisdom.
24) There is no wisdom because there is no submission to the gods.
25) Proud men in old age learn to be wise because the gods always punish their big words.
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 153
Antigone: Lesson 5: Spool Writing Activities (Continued from previous page)
Identifying Organizational Patterns of a Reading –
Time/Spatial Order, Cause Effect, Comparison Contrast
Identifying Organizational Patterns of a Reading – Comparison Contrast
Antigone: Lesson 5: Spool Writing Activities:
Identifying Organizational Patterns: Comparison-Contrast
Suggested Topic(s): Use the comparison/contrast topics below for spool writing. Use the
starters provided in the framed paragraph activities for characterization of Antigone and Creon,
and plot elements of tragedy for ideas
1) Compare and contrast Antigone before Creon’s decree and after Creon’s decree.
2) Compare and contrast Creon at the beginning of the play (prideful, arrogant) and at end
of the play (humble, regretful, guilty).
3) Compare and contrast Antigone and Creon.
4) Compare and contrast the laws of the gods and the laws of the state.
5) Compare and contrast the motivation of Antigone and the motivation of Creon in the
conflict.
6) Compare and contrast Ismene and Antigone.
7) Compare and contrast Antigone’s feelings about Haimon and her feelings about duty.
8) Compare and contrast one of the characters in the play to yourself.
9) Compare and contrast four story events by intensity on a scale of 1 to 10.
Unit 1: Lesson 6: Spool Writing Activities (Continued on next pages)
Identifying Organizational Patterns of a Reading – Time/Spatial Order, Cause Effect,
Comparison Contrast
English II Through ESOL: Antigone Lesson 5
Page 154
Antigone: Lesson 5: 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 #3 – Main Idea #2 Discuss completely and with evidence.
Topic Sentence (Main Idea #2): ____________________________________________________
________________________________________________________________________________
Detail #1: _______________________________________________________________________
Detail #2: _______________________________________________________________________
Detail #3: _______________________________________________________________________
Closing Sentence: _______________________________________________________________
________________________________________________________________________________
Paragraph #4 – Main Idea #3 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: ____________________________________________________________
________________________________________________________________________________
English II Through ESOL: Antigone Lesson 5
Page 155
Antigone: Lesson 5: Spool
Writing First Draft:: Spool Organizer (Continued)
Name: ___________________
THINKING & WRITING ORGANIZER: EXPOSITORY ESSAY
ESSAY TITLE: _________________________________________________________
INTRODUCTION: Topic Sentence (Introduce and state Topic Focus #1, #2, and #3):
Transition sentence:
TOPIC FOCUS # 1:
Support
Support
Support
TOPIC FOCUS # 1:
Support
Support
Support
TOPIC FOCUS # 1:
Support
Support
Support
CONCLUSION: Concluding Sentence (Restatement of topic sentence):
Make a Prediction or comment sentence:
English II Through ESOL: Antigone Lesson 5
Page 156
Antigone: Lesson 5: Spool Writing Activities (Continued from previous page)
Identifying Organizational Patterns of a Reading –
Time/Spatial Order, Cause Effect, Comparison Contrast
Identifying Organizational Patterns of a Reading – Time/Spatial Order
Antigone: Lesson 5: Spool Writing Activities:
Identifying Organizational Patterns–Time/Spatial Order
Use the following events for identifying organizational patterns of a reading-time order. The
events in the list are in time order first to last.
Suggested Topic(s): Time Order/Sequence of Events in Scene 5 and “Exodos” (Antigone, by
Sophocles):
14) Teiresias, the blind prophet, tells Creon about a vision he received as a sign from
heaven. The prophet warns Creon that the gods are angry.
15) Teiresias advises Creon that he is committing two crimes. First, he is refusing a proper
burial for Polyneices. Second, he is going to kill Antigone.
16) According to the prophet, Creon has brought calamity on Thebes. Teiresias implores
Creon to admit his mistake for his own good. Creon must reverse his decision
immediately or risk the wrath of the gods.
17) Creon makes fun of Teiresias and calls him a fortuneteller. Creon refuses to change his
mind. Teiresias predicts that Creon will pay corpse for corpse the cost of his offense to
the gods. Creon will receive a swift and terrible punishment. Creon’s house will weep,
and he will be cursed.
18) Choragos advises Creon that he must free Antigone. Creon has to build a tomb for
Polyneices as quickly as possible.
19) Finally, Creon admits he must yield to the will of the gods. Creon runs to the vault to free
Antigone. In the Paean, a hymn of praise to the god Dionysos, the chorus prays that
Thebes will be saved.
20) Creon went to honor Polyneices’ body, and then to the vault to find Antigone. Antigone
had already hung herself, and Haimon had found her.
21) Haimon was crying, and he blamed Creon. Haimon lunged at his father with a sword.
Haimon missed, and wounded himself mortally. Haimon embraced Antigone’s body, and
died with her in his arms.
22) After hearing the tragic news, the queen goes to her chambers.
23) Creon returns to the palace carrying Haimon’s body.
24) A messenger returns from the queen’s room to announce that she just killed herself with
a knife as she cursed Creon.
25) Creon blames himself for both tragedies. Creon prays to die, but his prayers are
unheard.
26) Choragos addresses the audience. He states, “There is no happiness where there is no
wisdom; no wisdom but in submission to the gods. Big words are always punished, and
proud men in old age learn to be wise.”
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 157
Sample Spool Writing Format for Identifying Organizational Patterns:
Time/Spatial Order
The chapter/passage/story/piece/poem _____, by_____, is
organized in chronological (or spatial) order. This pattern or
organization is evident because the sequence of events is logical
and makes sense. You can follow the order of events in time (or
visualize the order of things in space). The author begins
with_____ and ends with _____ (summarize key points)
At the beginning of the story/passage/chapter/poem, _____
(information in the reading-Argument #1 Topic Sentence) First,
_______ (Supporting Detail #1 information) Then, _____
(Supporting Detail #2 information) occurs in time (or appears in
space), followed by _____ (Supporting Detail #3 information).
Following the organization of events in time (or in space from
front to back, left to right, etc), the next event is_____ (Argument
#2 topic sentence). Subsequently (Behind, next to, to the left, etc)
are _____ (Supporting Detail #1 information), and _____
(Supporting Detail #2 information). In addition, _____ (Supporting
Detail #3 information)
The author finishes the picture in time (or space) with
several interesting events. The reader follows in order (sees in
space) _____ (Supporting Detail #1 information), and _____
(Supporting Detail #2 information) (next to, behind, in front of).
Last in time (or space) is_____(Supporting Detail #3 information)
It is clear that the organizational pattern uses time (or space)
to help the reader follow the events in time (or visualize in space).
The order of events is chronological (or spatial) beginning with
_____ and ending with _____ (restate key details here) This
organization makes ____ (summarize a key point) easy to
understand and appreciate.
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 158
Antigone: Lesson 5: Spool Writing Activities: (Continued) Thinking Organizer
Identifying Organizational Patterns of a Reading – Time/Spatial Order
Name ________________________________
RECOGNIZING SEQUENCE: SEQUENCING NINE (9) EVENTS
Chronological or Time Order is the order of events in time. Identify the NINE most important
events to complete the chart.
Title/Topic/Chapter_________________________ Author _____________________
1.
2.
3.
4.
5.
6.
7.
8.
9.
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 159
Thinking Organizer
Identifying Organizational Patterns of a Reading – Time/Spatial Order
Antigone: Lesson 5: Spool Writing Activities: (Continued)
Name ________________________________
RECOGNIZING SEQUENCE: CHRONOLOGICAL ORDER
Chronological or time order is the order of events in time. Signal or transition words tell time
order and show the sequence of events. Sequence signal words tell when one event is
completed or the next event is beginning. Use the organizer and the sequence signal words to
explain something that happened. (Real or imagined)
TITLE/TOPIC/TEXT ________________________ Author ______________
SEQUENCE OF EVENTS
1
In the beginning,
2
Suddenly,
3
Next,
At the same time,
4
Next,
5
Following that,
6
Soon,
7
Then,
8
When
9
Subsequently,
10 The last thing
English II Through ESOL: Antigone Lesson 5
Page 160
Name ________________________________
DETERMINE THE METHOD OF ORGANIZATION OF A READING
TIME ORDER/CHRONOLOGICAL ORDER
SCHEDULE for _________________________________________
Chronological order uses days, dates or times, like a schedule or timeline. Identify the
column or row labels to create a schedule (Examples: Time, date, year, event, day, start
time or end time, etc.) and use as many columns & lines as you need.
English II Through ESOL: Antigone Lesson 5
Page 161
Name ________________________________
DETERMINE METHOD OF ORGANIZATION OF A READING
TIME ORDER/CHRONOLOGICAL ORDER
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
TIMELINE for _______________________________________
Identify chronological order in the reading (Chronological order is days, dates, years, times, etc)
English II Through ESOL: Antigone Lesson 5
Page 162
Name ________________________________
DETERMINE THE METHOD OF ORGANIZATION OF A READING
SIGNAL WORDS for TIME ORDER/CHRONOLOGICAL ORDER
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
Signal words are important in understanding chronological or time order Identify the
events and the signal words in the reading.
SIGNAL WORD(S):
SIGNAL WORD(S):
2.
1.
SIGNAL WORD(S):
6.
3.
SIGNAL WORD(S):
5.
SIGNAL WORD(S):
4.
English II Through ESOL: Antigone Lesson 5
Page 163
Name ________________________________
DETERMINE THE METHOD OF ORGANIZATION OF A READING
CHRONOLOGICAL/TIME ORDER
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
TIME LINE INTERVAL GRAPH
Identify an interval of time. Chart the order of events during that limited interval of time.
TIME INTERVAL
EVENTS
Begin _______________
End _________________
IN CHRONOLOGICAL ORDER
1___________________________________
2___________________________________
3___________________________________
4___________________________________
5___________________________________
6___________________________________
7___________________________________
8___________________________________
9___________________________________
10__________________________________
11__________________________________
12__________________________________
13__________________________________
14__________________________________
English II Through ESOL: Antigone Lesson 5
Page 164
Name ________________________________
DETERMINE THE METHOD OF ORGANIZATION OF A READING
Chronological/Time Order
Story/History/Observation Frame
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
In this story (period of history, observation), the problem
(experiment, event) begins when________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
After this, ___________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Next, _______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Then,_______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
The problem (experiment, event) is finally solved (resolved,
completed) __________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
The story (period of history, observation), ends ___________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
English II Through ESOL: Antigone Lesson 5
Page 165
Name ________________________________
DETERMINE THE METHOD OF ORGANIZATION OF A READING
SPATIAL ORDER
Spatial order tells the order of things in a physical space. Spatial order tells how something
looks or where things are located. The details are presented in a logical order that makes
sense. For example, top to bottom, left to right, back to front, etc. You can easily visualize the
order in space, and translate it to a drawing.
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
Work with a partner or group. Identify a scene or picture to describe in a way that it can be
visualized and drawn easily. Write three sentences explaining where everything in your scene is
located in space. Read your sentences slowly to your partner/group while he/she/they draw a
picture of what you are reading. Then change places.
1___________________________________________________________
____________________________________________________________
____________________________________________________________
2___________________________________________________________
____________________________________________________________
____________________________________________________________
3___________________________________________________________
____________________________________________________________
____________________________________________________________
above
below
in
throughout
across
beneath
into
to
against
beside
near
under
along
between
off
underneath
among
beyond
on
up
around
by
out
upon
at
down
over
upside down
behind
from
through
within
English II Through ESOL: Antigone Lesson 5
Page 166
Name ________________________________
DETERMINE THE METHOD OF ORGANIZATION OF A READING
SPATIAL ORDER
Spatial order tells the order of things in a physical space. Spatial order tells where things are
located. For example, the directions are near the top of the page, the drawings are in the
middle, and under each drawing are three (3) blank sentence spaces.
above
below
in
throughout
across
beneath
into
to
against
beside
near
under
along
between
off
underneath
among
beyond
on
up
around
by
out
upon
at
down
over
upside down
behind
from
through
within
Write 3 different sentences to describe each picture, using spatial order.
1 ______________________
________________________
________________________
2 ______________________
________________________
________________________
3 ______________________
________________________
________________________
1______________________
_______________________
_______________________
2______________________
_______________________
_______________________
3______________________
_______________________
_______________________
1 _________________________________
___________________________________
2 _________________________________
___________________________________
3 _________________________________
___________________________________
1__________________
___________________
___________________
2__________________
___________________
___________________
3__________________
___________________
___________________
1_______________________________
________________________________
2_______________________________
________________________________
3_______________________________
________________________________
English II Through ESOL: Antigone Lesson 5
Page 167
Name ________________________________
DETERMINE THE METHOD OF ORGANIZATION OF A READING
SPATIAL ORDER
Spatial order tells the order of things in a physical space. Spatial order tells where things are
located. For example, these directions are near the top of the page, the drawings are in the
middle, and under each drawing are three blank sentence spaces.
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
Use a picture, a picture from your text/story or your surroundings, and write to tell where
people and things are located in space. (Hint: Use prepositions for location or position.)
above
at
beyond
near
throughout
upside down
across
behind
by
off
to
within
against
below
down
on
under
along
beneath
from
out
underneath
among
beside
in
over
up
around
between
into
through
upon
English II Through ESOL: Antigone Lesson 5
Page 168
Antigone: Lesson 5: Spool Writing Activities (Continued from previous page)
Identifying Organizational Patterns of a Reading –
Time/Spatial Order, Cause Effect, Comparison Contrast
Identifying Organizational Patterns of a Reading – Cause Effect
Antigone: Lesson 5 Spool Writing Activities:
Identifying Organizational Patterns– Cause-Effect
Suggested Topic(s): Use these cause-effect statements for the spool writing activity:
1) After the blind prophet Teiresias receives a vision as a sign from heaven, he warns
Creon.
2) The prophet warns Creon that the gods are angry because Creon is committing two
crimes, refusing a proper burial for Polyneices, and killing Antigone.
3) Creon made a terrible mistake. As a result, Creon has brought calamity on Thebes
4) Due to Creon’s wrong decision, he risks the wrath of the gods.
5) When Creon hears the prophecy, he makes fun of Teiresias and calls him a fortuneteller.
6) Because Creon refuses to change his mind, Teiresias warns Creon that he will pay
corpse for corpse the cost of his offense to the gods.
7) Because of Creon’s sin, his punishment will be swift and terrible, his house will weep,
and he will be cursed.
8) When Choragos advises Creon that he must free Antigone and build a tomb for
Polyneices as
9) quickly as possible, Creon finally admits he must yield to the will of the gods.
10) Since Creon decides to yield to the will of the gods, he must run to the vault to free
Antigone.
11) Creon runs to the vault to free Antigone so the gods will not punish him.
12) The chorus fears the end of Thebes, so they pray to the god Dionysus to save Thebes.
13) Antigone decided to hang herself so that she would not suffer longer than necessary.
14) Antigone decided to hang herself because she knew Creon would not change his mind.
15) Creon went honor Polyneices’ body, and then to the vault to find Antigone because he
feared the wrath of the gods.
16) Haimon lunged at his father with a sword because he blamed Creon for Antigone’s
death.
17) Because Haimon was crying, he missed Creon with his sword, and wounded himself
mortally.
18) Haimon was crying because when he found Antigone, she had already hung herself.
19) After hearing the tragic news, the queen goes to her chambers.
20) Eurydice killed herself with a knife and cursed Creon because she blamed him for the
deaths of Haimon and Antigone.
21) Creon prays to die, but his prayers are unheard because he does not die.
22) Creon blames himself for both tragedies because he could have prevented them but he
did not.
23) Choragos tells the audience that there is no happiness because there is no wisdom.
24) There is no wisdom because there is no submission to the gods.
25) Proud men in old age learn to be wise because the gods always punish their big words.
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 169
Sample Spool Writing Format for Identifying Organizational Patterns:
Cause and Effect
The chapter/passage/story/piece/poem _____, by_____, is
organized by cause and effect. This pattern or organization is evident
because the reader can identify why events happened (causes) and
the effects or results of actions or events (effects). Examples include
_____, _____, and _____ (summarize key cause/effect relationships
in reading).
One example of the cause and effect pattern in the reading is
_____ (Argument #1 Topic Sentence). This happened (result/effect)
for several reasons that are in the story/piece/poem. These reasons
include _____ (Supporting Detail #1), _____ (Supporting Detail #2),
and _____ (Supporting Detail #3) (OR __caused several things to
happen). These effects include _____, _____ and _____.
Another example that shows the reading is organized by cause
and effect is _____ (Argument #2 Topic Sentence). The cause (or
effect) of the action (or event) is _____ (Supporting Detail #1). Another
detail that helps the reader to understand that _____ caused _____ is
_____ (Supporting Detail #2). Finally, the relationship between these
events (actions) is cause and effect because we know that _____
happened first and _____happened second in time (Supporting Detail
#3).
The reader asks why _____ happened (or why ___ took
_____action) (Argument #3 Topic Sentence). This event is a result of
something else in the reading. The answer to the question “why”
shows the cause. One cause of _____ is _____ (Supporting Detail
#1). Another cause is _____ (Supporting Detail #2). If these things
had not happened, then _____ wouldn’t have happened. (Supporting
Detail #3)
It is clear that the organizational pattern uses cause and effect in
this reading. The _____ caused _____, and the result of _____ is
_____. In addition, _____ and _____ are the causes of _____ and
_____ (restate key details here). This organization makes ____
(summarize a key point) easy to understand and appreciate.
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 170
Thinking Organizer
Identifying Organizational Patterns of a Reading –Cause Effect
Antigone: Lesson 5: Spool Writing Activities: (Continued)
Name__________________________
TITLE/TOPIC: ______________________________ Author _____________________
CAUSE & EFFECT
Cause
____________________________
Effect
_____________________________
____________________________
_____________________________
Cause
____________________________
Effect
_____________________________
____________________________
_____________________________
Cause
____________________________
Effect
_____________________________
____________________________
_____________________________
Cause
____________________________
Effect
_____________________________
____________________________
_____________________________
Cause
____________________________
Effect
_____________________________
____________________________
_____________________________
Cause
____________________________
Effect
_____________________________
____________________________
_____________________________
Cause
____________________________
Effect
_____________________________
____________________________
_____________________________
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 171
Thinking Organizer
Identifying Organizational Patterns of a Reading –Cause Effect
Antigone: Lesson 5: Spool Writing Activities: (Continued)
Name _____________________ TITLE/TOPIC _______________________________
EVENT #1:
What happened FIRST?
EVENT #2:
What happened SECOND?
EVENT #2:
What happened SECOND?
EVENT #1:
What happened FIRST?
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 172
Thinking Organizer
Identifying Organizational Patterns of a Reading –Cause Effect
Unit 1: Lesson 6: Spool Writing Activities: (Continued)
Name ___________________
Cause & Effect
FISHBONE MAP
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
Cause #1
Cause #2
Cause #3
Cause #4
Effect/Result:
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 173
Thinking Organizer
Identifying Organizational Patterns of a Reading –Cause Effect
Antigone: Lesson 5: Spool Writing Activities: (Continued)
Name_______________________
TITLE/TOPIC ____________________________ AUTHOR _____________________
CAUSE (Reason)
Why?
CAUSE (Reason)
Why?
CAUSE (Reason)
Why?
CAUSE (Reason)
Why?
EFFECT (Result)
What Happened?
EFFECT (Result)
What Happened?
EFFECT (Result)
What Happened?
EFFECT (Result)
What Happened?
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 174
Thinking Organizer
Identifying Organizational Patterns of a Reading –Cause Effect
Antigone: Lesson 5: Spool Writing Activities: (Continued)
Name _________________________
TITLE/TOPIC ____________________________ AUTHOR _____________________
CAUSE
EFFECT
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 175
Name______________________________
DETERMINE THE METHOD OF ORGANIZATION OF A READING
CAUSE & EFFECT: EFFECT WITH SEVERAL CAUSES
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
This method of organization describes something that happened (the effect), and the cause of
the event (why it happened). One cause can have many different effects or results. One effect
can have many different causes. Identify the causes of one effect.
Cause #1
Cause #3
Cause #5
Cause #2
What
Happened?
EFFECT
Cause #4
Cause #6
English II Through ESOL: Antigone Lesson 5
Page 176
Name______________________________
DETERMINE THE METHOD OF ORGANIZATION OF A READING
CAUSE & EFFECT: CAUSE WITH SEVERAL EFFECTS
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
This method of organization describes something that happened (the effect), and the cause of
the event (why it happened). One cause can have many different effects or results. One effect
can have many different causes. Identify the effects if one cause.
Effect #1
Effect #2
Cause
Effect #3
Effect #5
Effect #4
Effect #6
English II Through ESOL: Antigone Lesson 5
Page 177
Name _________________________
IDENTIFYING ORGANIZATIONAL PATTERNS: READING LOG
Log the readings you have completed, and indicate the main organizational pattern of
each reading.
☼Chronological Order
☼ Description
☼Spatial Order
Title Of Reading
Author
☼Problem &Solution
☼Comparison/Contrast
☼Cause & Effect
Organizational
Pattern
Clues & Example
(From Reading)
Date
English II Through ESOL: Antigone Lesson 5
Page 178
Antigone: Lesson 5: Spool Writing Activities (Continued from previous page)
Identifying Organizational Patterns of a Reading –
Time/Spatial Order, Cause Effect, Comparison Contrast
Identifying Organizational Patterns of a Reading – Comparison Contrast
Antigone: Lesson 5: Spool Writing Activities:
Identifying Organizational Patterns: Comparison-Contrast
Suggested Topic(s): Use the comparison/contrast topics below for spool writing. Use the
starters provided in the framed paragraph activities for characterization of Antigone and Creon,
and plot elements of tragedy for ideas
1) Compare and contrast Antigone before Creon’s decree and after Creon’s decree.
2) Compare and contrast Creon at the beginning of the play (prideful, arrogant) and at end
of the play (humble, regretful, guilty).
3) Compare and contrast Antigone and Creon.
4) Compare and contrast the laws of the gods and the laws of the state.
5) Compare and contrast the motivation of Antigone and the motivation of Creon in the
conflict.
6) Compare and contrast Ismene and Antigone.
7) Compare and contrast Antigone’s feelings about Haimon and her feelings about duty.
8) Compare and contrast one of the characters in the play to yourself.
9) Compare and contrast four story events by intensity on a scale of 1 to 10.
Unit 1: Lesson 6: Spool Writing Activities (Continued on next pages)
Identifying Organizational Patterns of a Reading – Time/Spatial Order, Cause Effect,
Comparison Contrast
English II Through ESOL: Antigone Lesson 5
Page 179
Sample Spool Writing Format for Identifying Organizational Patterns:
Comparison-Contrast
The chapter/passage/story/piece/poem _____, by_____, is
organized by comparison and contrast. This pattern or
organization is evident because the reader can identify several
similarities and differences between_____ and _____. The two
(characters, events, results, places, etc.) are very different
(similar) in several ways. These differences (similarities) include
_____ (Argument #1), _____ (Argument #2), and _____
(Argument #3) (summarize key comparisons in reading).
One example of the comparison and contrast pattern is
_____ (Argument #1 Topic Sentence). First of all, by comparison,
_____ (Supporting Detail #1) Second, _____ (Supporting Detail
#2) In addition, _____(Supporting Detail #3)
Another example of comparison and contrast is _____
(Argument #2 Topic Sentence). The author compares and
contrasts _____ and _____ (Supporting Detail #1). . Similarities
include _____ and _____ (Supporting Detail #2). . Differences
include _____ and __________ (Supporting Detail #3). .
A third example of the author showing similarities and
differences in the reading is _____ (Argument #3 Topic
Sentence). First, ___ (Supporting Detail # 1) Second, _____
(Supporting Detail # 2) Furthermore, _____(Supporting Detail #3)
By comparing (contrasting) something familiar with
something unfamiliar, the author assists the reader in
understanding and organizing the information in the reading.
There are several examples of differences (similarities), including
_____ (Argument #1), _____ (Argument #2), and _____
(Argument #3) This pattern makes _____ (key point) easy to
understand and appreciate.
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 180
Thinking Organizer
Identifying Organizational Patterns of a Reading –Comparison Contrast
Antigone: Lesson 5: Spool Writing Activities: (Continued)
Name ____________________
TITLE/TOPIC ____________________________ AUTHOR _____________________
COMPARE & CONTRAST
Complete the chart by comparing and contrasting two characters or two ideas. Think about
events, motivation, setting, and resolution.
1._________________
2.________________
(Character/Element # 1)
(Character/Element #2)
DIFFERENT
DIFFERENT
1.
1.
2.
2.
3.
3.
1.
2.
3.
SIMILAR
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 181
Thinking Organizer
Identifying Organizational Patterns of a Reading-Comparison Contrast
Antigone: Lesson 5: Spool Writing Activities: (Continued)
Name ____________________
TITLE/TOPIC ____________________________ AUTHOR _____________________
COMPARE & CONTRAST
CHARACTER FROM
READING
MYSELF
1
1
2
2
3
3
4
4
5
5
6
6
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 182
Thinking Organizer
Identifying Organizational Patterns of a Reading-Comparison Contrast
Antigone: Lesson 5: Spool Writing Activities: (Continued)
Name ____________________
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
COMPARE & CONTRAST
Character/Concept #1
__________________________
Character/Concept # 2
__________________________
HOW ALIKE?
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
HOW DIFFERENT?
With Regard To…
1______________________
_______________________
_______________________
2______________________
_______________________
_______________________
3______________________
_______________________
_______________________
4______________________
_______________________
_______________________
1______________________
_______________________
_______________________
2______________________
_______________________
_______________________
3______________________
_______________________
_______________________
4______________________
_______________________
_______________________
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 183
Thinking Organizer
Identifying Organizational Patterns of a Reading-Comparison Contrast
Antigone: Lesson 5: Spool Writing Activities: (Continued)
Name ____________________
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
COMPARE & CONTRAST: THEN & NOW
THEN
NOW
Antigone: Lesson 5: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 184
Thinking Organizer
Identifying Organizational Patterns of a Reading-Comparison Contrast
Antigone: Lesson 5: Spool Writing Activities: (Continued)
Name ____________________
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
COMPARE & CONTRAST
ITEMS BEING COMPARED
CHARACTERISTICS
CONCLUSIONS
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________
___________________________________________________
English II Through ESOL: Antigone Lesson 5
Page 185
Antigone: Lesson 5: Spool Writing Activities: Contrast (Continued)
Thinking
Organizer
Identifying Organizational Patterns of a Reading-Comparison Contrast
Name ____________________
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
COMPARE & CONTRAST: INTENSITY
From the point of view of:
HIGH 10
9
8
7
6
5
4
3
2
LOW
1
Story Event
Story Event
Story Event
Story Event
English II Through ESOL: Antigone Lesson 5
Page 186
Thinking Organizer
Identifying Organizational Patterns of a Reading-Comparison Contrast
Antigone: Lesson 5: Spool Writing Activities: (Continued)
Name ____________________
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
COMPARE & CONTRAST
Comparing: A.________________________
DIFFERENCES
A
B.________________________
SIMILARITIES
A and B
DIFFERENCES
B
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
6
6
6
7
7
7
English II Through ESOL: Antigone Lesson 5
Page 187
Thinking Organizer
Identifying Organizational Patterns of a Reading-Comparison Contrast
Antigone: Lesson 5: Spool Writing Activities: (Continued)
Name ____________________
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
COMPARE & CONTRAST
Character/Concept/Event 1
Character/Concept/Event 2
D
Different
Different
Same
Different
Different
Same
Different
Different
Same
Different
Different
Same
English II Through ESOL: Antigone Lesson 5
Page 188
Thinking Organizer
Identifying Organizational Patterns of a Reading-Comparison Contrast
Antigone: Lesson 5: Spool Writing Activities: (Continued)
Name ____________________
DETERMINE THE METHOD OF ORGANIZATION OF A READING
COMPARISON/CONTRAST PATTERNS
A Comparison/contrast pattern tells how two ideas, places, people or things are alike and how
they differ. Something that is unknown can be compared and contrasted to something familiar.
Example:
This Venn diagram organizes information comparing and contrasting Team A
with Team B. It shows both similarities and differences.
TEAM A
FAST
EXPERIENCED
CONDITIONED
SAME
INTELLIGENT
SERIOUS
DILIGENT
TEAM B
TALL
AGILE
TALENTED
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
DIFFERENT
SAME
DIFFERENT
___________________________________________________________
______________________________________________________________
_________________________________________________________________
___________________________________________________________________
____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
__________________________________________________________________
________________________________________________________________
_____________________________________________________________
_________________________________________________________
_____________________________________________________
______________________________________________
English II Through ESOL: Antigone Lesson 5
Page 189
Thinking Organizer
Identifying Organizational Patterns of a Reading-Comparison Contrast
Antigone: Lesson 5: Spool Writing Activities: (Continued)
Name ____________________
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
COMPARE & CONTRAST
COMPARING: A._________________________________
B._________________________________
Features Unique to A
Features Unique to B
Features Common
to BOTH A and B
English II Through ESOL: Antigone Lesson 5
Page 190
Name ________________________________
DETERMINE THE METHOD OF ORGANIZATION OF A READING
THREE-WAY COMPARISON/CONTRAST
TOPIC/TITLE/TEXT _______________________ AUTHOR _____________________
A comparison/contrast pattern tells how two ideas, places, people or things are alike and how
they differ. Something that is unknown can be compared and contrasted to something familiar.
Identify 3 elements in the reading to compare. Identify the similarities and differences.
A only
B only
______________________
A and B ___________________
____________________________________________________
_______________________________________________________
__________________________________________________________
_____________________________________________________________
____________________
__________________
________________________
A and B and C
_____________________
___________________ __________________________ ________________
________________
___________________________
______________
______________
____________________________
____________
_____________
____________________________
__________
___________
____________________________
_________
__________
____________________________
________
____________________________
_______
A and C only ____________________________ B and C only
_____________________________________________________
______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_____________________________________________________
___________________________________________________
________________________________________________
__________________________________________
__________________________________
C only
________________________________________
____________________________________
_______________________________
________________________
English II Through ESOL: Antigone Lesson 5
Page 191
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. (Examplesletter, 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 5: 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 5: RAFT Activities: (Continued on following pages)
Writing Formats and suggested topics for a variety of genres on following pages
English II Through ESOL: Antigone Lesson 5
Page 192
R.A.F.T. WRITING TOPICS
Antigone: Lesson 5: 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 Teiresias.
A-Your audience is Creon.
F-The format of your writing is a personal letter.
T-Your topic is to write to tell Creon the prophecy again, and give him a last chance to
change his mind, save Antigone and appease the gods’ wrath.
RAFT Activity #2:
R: Your role as writer is the Chorus
A: Your audience is Creon.
F: The format of your writing is a business letter.
T: Your topic is to write to inform Creon officially that the people of Thebes believe that his is
wrong and Antigone is right. The people sympathize with her and want to persuade you (the
king) to recognize your error, change your mind, and correct it before there is more violence.
RAFT Activity #3:
R-Your role as a writer is a King Creon.
A-Your audience is the people of Thebes.
F-The format of your writing is a newspaper obituary**.
T-Your topic is to report factually the death of your son Haimon, and to praise his life and
accomplishments. **(Note: obituary-published notice of a death; usually includes a brief biography)
RAFT Activity #4:
R: Your role as writer is Antigone
A: Your audience is Haimon.
F: The format of your writing is a recipe for a happy life from your point of view..
T: Your topic is to write the recipe for a happy life for Haimon’s future (ingredients, steps)
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 your error, the tragedies you caused, and to beg forgiveness.
RAFT Activity #6:
R: Your role as writer is the messenger at the palace.
A: Your audience is the people of Thebes and Creon
F: The format of your writing is a memo
T: Your topic is to tell what happened at the palace when Eurydice committed suicide.
RAFT Activity #7:
R: Your role as writer is Eurydice
A: Your audience is close friends, family, or your subjects 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 your grief and horror over your son’s death and his bride’s death.
You curse Creon and tell why you are going to kill yourself. These are your last words.
RAFT Activity #8:
R: Your role as writer is a scribe (news reporter) in Thebes.
A: Your audience is the people of Thebes
F: The format of your writing is a newspaper article.
T: Your topic is to report the details of the tragedies of Antigone, Haimon, Eurydice, & Creon
Antigone: Lesson 5: RAFT Activities: (Writing Formats on following pages)
English II Through ESOL: Antigone Lesson 5
Page 193
Antigone: Lesson 5: 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 Teiresias.
A-Your audience is Creon.
F-The format of your writing is a personal letter.
T-Your topic is to write to tell Creon the prophecy again, and give him a last chance to
change his mind, save Antigone and appease the gods’ wrath.
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,
Sincerely yours,
Yours sincerely,
Respectfully,
Respectfully yours,
Truly yours,
Very truly yours,
Regards,
Best regards,
Kindest regards,
All the best,
Cordially,
Best wishes,
Many thanks,
With kindest personal regards,
I look forward to speaking with you,
I look forward to seeing you,
I look forward to hearing from you,
Thank you for your time,
Thank you for your consideration,
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 5: RAFT Activity: Personal (or Friendly) Letters (Continued on next page)
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: 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 5: RAFT Activity: Personal (or Friendly) Letters (Continued on next
page)
English II Through ESOL: Antigone Lesson 5
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Personal or Friendly Letter Format
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English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: RAFT Activities: (Continued) Business
Letter
RAFT Activity #2:
R: Your role as writer is the Chorus
A: Your audience is Creon.
F: The format of your writing is a business letter.
T: Your topic is to write to inform Creon officially that the people of Thebes believe that his is
wrong and Antigone is right. The people sympathize with her and want to persuade you (the
king) to recognize your error, change your mind, and correct it before there is more violence.
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 5: RAFT Activity: Business Letters (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 197
Antigone: Lesson 5: 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 5: RAFT Activity: Business Letters (Continued on next page)
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: 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 5: 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).
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: 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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English II Through ESOL: Antigone Lesson 5
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Business Letter Format: Modified Block Style
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English II Through ESOL: Antigone Lesson 5
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Business Letter Format: Semi-Block Style
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English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: 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 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
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:
8
English II Through ESOL: Antigone Lesson 5
Page 203
Antigone: Lesson 5: RAFT Activities: (Continued from previous page) Writing
Use the format for Recipes to complete the lesson RAFT activity:
a Recipe:
RAFT Activity #4:
R: Your role as writer is Antigone
A: Your audience is Haimon.
F: The format of your writing is a recipe for a happy life from your point of view..
T: Your topic is to write the recipe for a happy life for Haimon’s future (ingredients, steps)
Recipe for ________________________________________
Serving Information:
Time:
Ingredients:
Directions:
Nutritional Information:
Antigone: Lesson 5: RAFT Activities: (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 204
Antigone: Lesson 5: 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 Choragus
A: Your audience is the audience of the play
F: The format of your writing is a memo
T: Your topic is to tell how the characters feel, what they are thinking, and what past myths
they think about at the end of Scene 4.
MEMORANDUM
TO:
_____________________________________________________________________________
FROM:
_____________________________________________________________________________
DATE:
_____________________________________________________________________________
RE:
_____________________________________________________________________________
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English II Through ESOL: Antigone Lesson 5
Page 205
Antigone: Lesson 5: 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 Eurydice
A: Your audience is close friends, family, or your subjects 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 your grief and horror over your son’s death and his bride’s death.
You curse Creon and tell why you are going to kill yourself. These are your last words.
JOURNAL ENTRY
DATE ____________
LOCATION _______________
TIME _____________
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English II Through ESOL: Antigone Lesson 5
Page 206
Antigone: Lesson 5: 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 5: RAFT Activities: Use the writing template that follows to practice styles
of newspaper writing for the lesson.
RAFT Activity #3:
R-Your role as a writer is a King Creon.
A-Your audience is the people of Thebes.
F-The format of your writing is a newspaper obituary**.
T-Your topic is to report factually the death of your son Haimon, and to praise his life and
accomplishments.
**(Note: obituary-published notice of a death; usually includes a brief biography)
RAFT Activity #8:
R: Your role as writer is a scribe (news reporter) in Thebes.
A: Your audience is the people of Thebes
F: The format of your writing is a newspaper article.
T: Your topic is to report the details of the tragedies of Antigone, Haimon, Eurydice, Creon.
RAFT Activities: NEWSPAPER Announcement or Classified FORMAT
News Announcement or Classified Advertisement
Date ___________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Antigone: Lesson 5: RAFT Activities: Continued on next page
English II Through ESOL: Antigone Lesson 5
Page 207
RAFT Activities: NEWSPAPER COLUMN (ARTICLE) FORMAT
HEADLINE ____________________________________________________________
Writer’s Photo (Drawing) Here:
STORY PHOTO (Drawing) HERE:
Writer’s BYLINE HERE:
_______________________
STORY HERE
MORE STORY HERE
Advertisement Here:
Advertisement Here:
Advertisement Here:
English II Through ESOL: Antigone Lesson 5
Page 208
Antigone: Lesson 5: 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 your error, the tragedies you caused, and to beg forgiveness.
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 5: RAFT Activities: Speech Writing Continued on next page
English II Through ESOL: Antigone Lesson 5
Page 209
Antigone: Lesson 5: RAFT Activities: (Continued) Speech
Name_____________________
Writing
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 5: RAFT Activities: Speech Writing Continued on next page
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: 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.
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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 5: FCAT Writing Activity (Expository Prompt): (Use organizer
below)
Writing Situation:
Everyone has a good side and a bad side. A person’s good side can be generous, kind,
and patient. The bad side can be mean, angry, and evil. Sometimes it is hard to believe
it is the same person.
Directions for Writing
Consider your own good side and your bad side. Think of an example of your good side.
What was the situation? What did you do? What did you say? Why do you think this is a
good example of your good side? Now think of an example of your bad side. What was
the situation? What did you do? What did you say? Why do you think this is a good
example of your bad side? Which side of yourself do you like better and why?
Now write to explain two examples of yourself at your best and at your worst.
Antigone: Lesson 5: FCAT Writing Activity (Persuasive Prompt): (Use organizer
below)
Writing Situation:
Your friend has done something wrong and needs your help to face the wrongdoing.
Directions for Writing
Have you ever tried to help a friend to do the right thing? Think about a time when a
friend needed your advice and encouragement to correct something he or she has done
wrong. Maybe your friend was afraid to admit it, or perhaps your friend did not see the
error of his/her thinking. You want the best for your friend. What advice would you give?
How would you persuade your friend to do the right thing?
Now write to advise your friend and persuade him/her to do the right thing to correct
what has been done wrong.
(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 5: FCAT Writing Activities: Continued next pages with Writing Templates
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: 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:
Everyone has a good side and a bad side. A person’s good side can be generous, kind,
and patient. The bad side can be mean, angry, and evil. Sometimes it is hard to believe
it is the same person.
Directions for Writing
Consider your own good side and your bad side. Think of an example of your good side.
What was the situation? What did you do? What did you say? Why do you think this is a
good example of your good side? Now think of an example of your bad side. What was
the situation? What did you do? What did you say? Why do you think this is a good
example of your bad side? Which side of yourself do you like better and why?
Now write to explain two examples of yourself at your best and at your worst.
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Antigone: Lesson 5: 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:
Your friend has done something wrong and needs your help to face the wrongdoing.
Directions for Writing
Have you ever tried to help a friend to do the right thing? Think about a time when a
friend needed your advice and encouragement to correct something he or she has done
wrong. Maybe your friend was afraid to admit it, or perhaps your friend did not see the
error of his/her thinking. You want the best for your friend. What advice would you give?
How would you persuade your friend to do the right thing?
Now write to advise your friend and persuade him/her to do the right thing to correct
what has been done wrong.
(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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English II Through ESOL: Antigone Lesson 5
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Summary of Presenting Activities
Beginning:
Intermediate:
Proficient:
Dialog
Show and Tell
Making the News
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 5: Dialog Activity:
Teiresias:
Creon:
Teiresias:
Creon:
Teiresias:
You are sick, Creon! You are deathly sick!
You forget yourself! You are speaking to your king.
I know it. You are a king because of me.
Whatever you say, you will not change my will.
The dark gods of hell are swift with terrible punishment for you.
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: Dialog Activity: Reproducible Script for Practice and
Memorization
Teiresias: You are sick, Creon! You are deathly sick!
Creon:
You forget yourself! You are speaking to your king.
Teiresias: I know it. You are a king because of me.
Creon:
Whatever you say, you will not change my will.
Teiresias: The dark gods of hell are swift with terrible
punishment for you.
English II Through ESOL: Antigone Lesson 5
Page 218
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
Incorrect
Answers
PLUS Points
MINUS Points
English II Through ESOL: Antigone Lesson 5
Page 219
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 5: Making the News Activities:
Royal Family Dead
Gods Seek Revenge
King Creon Guilty of Tragedy
“Making the News” Activity Note-Taking Guide
Reporting
Team
Member
Name
Notes for News Report
Reporting
Team
Points
English II Through ESOL: Antigone Lesson 5
Page 220
Points
Reporting
Team
News Topic
Questioning
Team Name
Reporting Team Name ___________________
Summary of Viewing Activities
Beginning:
Intermediate:
Proficient:
Total Recall, True and False,
Judgment
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 5: 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:
Intermediate:
Line of Fortune, Concentration
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 decisionmaking.) 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 5: Line of Fortune Activity: Lesson Vocabulary:
augury, burden, burnt offering, calamity, consent, corpse, corruption, damnation, defile,
fate, foretell, fortuneteller, lamenting, melting, mighty, omen, plague, pride, prophecy,
prophet, rash (adj.), recoils, reverse, sell out, sorrow, stained, stubborn, submission,
trifle, wailing, wealth, whirlwind, wisdom, wise, yield
English II Through ESOL: Antigone Lesson 5
Page 221
Concentration
Objective: Identify vocabulary words and their meanings.
Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card.
Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one
word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place
them behind the numbered cards.
Procedure: Teams will match the vocabulary words with their meanings. Choose one team to
go first. A member of that team picks two numbers. Remove those cards from the chart, leaving
the words behind them visible to the class. The student reads the words, with the team’s
assistance if needed. If the words match, leave them showing and give the team a point. If they
do not match, replace the numbers and call on the next team.
Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural.
When working with verbs, write one in the present tense and one in the past. Matching
variations such as these helps the students understand that, despite certain differences in the
visible spelling of two words, they are still semantically related at a deeper level.
Antigone: Lesson 5: Concentration Activity:
Matching:
Paean
Exodos
Teiresias
big words
proud men
omen
calamity
defile
recoil
consent
yield
hymn of praise of a god
final exit scene
the blind prophet
are always punished
in old age learn to be wise
a sign
great misfortune or disaster
make dirty
to draw back as in fear or disgust
agree to
submit
Antigone: Lesson 5: Concentration Activity: Matching: (Continued on next page)
(Reproducible provided on next pages for Small Group Team Concentration)
English II Through ESOL: Antigone Lesson 5
Page 222
Antigone: Lesson 5: 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
4
7
10
13
16
19
2
5
8
11
14
17
20
3
6
9
12
15
18
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: Concentration Activity: Matching – Reproducible (Continued)
Exodos
consent
submit
to draw back
as in fear or
disgust
big words
Paean
omen
defile
are always
punished
in old age
learn to be
wise
yield
a sign
recoil
agree to
final exit
scene
proud men
hymn of
praise to a
god
great
misfortune or
disaster
calamity
make dirty
English II Through ESOL: Antigone Lesson 5
Page 224
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 5: Jeopardy Activity:
Question
Answer
a) “Big words are always punished”
a) He warns Creon
a) Teiresias’ irony
b) Creon’s confession
b) Who cursed Creon
b) Builds a tomb for Polyneices
c) Prays Thebes will be saved
c) She had already hung herself
c) Wounded himself mortally
Choragos
Teiresias
a blind man sees the future
pride
Eurydice
King Creon
Chorus
Antigone
Haimon
Antigone: Lesson 5: Jeopardy Activity Reproducibles (Continued on the following
pages)
English II Through ESOL: Antigone Lesson 5
Page 225
Antigone: Lesson 5: 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.
Points
CLUES
a
b
c
2
“Big words
Prays
are always
Creon’s
Thebes will
punished” confession be saved
3
He warns
Creon
Who
cursed
Creon
She had
already
hung
herself
Builds a
tomb for
Polyneices
Wounded
himself
mortally
4
Teiresias’
irony
Antigone: Lesson 5: Jeopardy Activity Reproducible (Continued next page)
English II Through ESOL: Antigone Lesson 5
Page 226
Antigone: Lesson 5: Jeopardy Activity Reproducible (Continued from previous
page)
Points
Answers: ……… (What/Who is …?)
a
b
c
Choragos
Pride
Chorus
2
3
Teiresias
Eurydice
Antigone
4
a blind man
sees the King Creon
future
Haimon
English II Through ESOL: Antigone Lesson 5
Page 227
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 5: Wrong Word Activity:
The correction for the wrong word (Answer Key) is in parentheses.
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
Finally, Creon admits he must yelled to the will of the gods. (yield)
Teiresias, the blind prop it, warns Creon the gods are angry. (prophet)
Teiresias advices Creon that he is committing two crimes (advises)
Creon must reverse his decision or whisk wrath of the gods. (risk)
Creon’s house will reap, and he will be cursed. (weep)
Choragos advises Creon that he must flee Antigone. (free)
Creon has to built a tomb for Polyneices quickly. (build)
Creon runs to the fault to free Antigone. (vault)
Plowed men in old age learn to be wise. (Proud)
The plied of men causes them to learn wisdom in old age. (pride)
Creon will pay corpse for corpse the cost of his offends. (offense)
Creon blames himself for boat tragedies. (both)
Use Reproducible “Wrong Word” Sentence Strips below
Antigone: Lesson 5: Wrong Word Activity: (Continued on following page)
(Reproducible “Wrong Word” Sentence Strips)
English II Through ESOL: Antigone Lesson 5
Page 228
Antigone: Lesson 5: Wrong Word Activity: (Continued from previous page)
(Reproducible “Wrong Word” Sentence Strips)
Wrong Word Sentence Strips
Finally, Creon admits he must yelled to the will of the gods.
Find the wrong word:
Teiresias, the blind prop it, warns Creon the gods are angry.
Find the wrong word:
Teiresias advices Creon that he is committing two crimes.
Find the wrong word:
Creon must reverse his decision or whisk wrath of the gods.
Find the wrong word:
Creon’s house will reap, and he will be cursed.
Find the wrong word:
Choragos advises Creon that he must flee Antigone.
Find the wrong word:
Creon has to built a tomb for Polyneices quickly.
Find the wrong word:
Creon runs to the fault to free Antigone.
Find the wrong word:
Plowed men in old age learn to be wise.
Find the wrong word:
The plied of men causes them to learn wisdom in old age.
Find the wrong word:
Antigone: Lesson 5: Wrong Word Activity: (Continued on following page)
(Reproducible “Wrong Word” Sentence Strips)
English II Through ESOL: Antigone Lesson 5
Page 229
Antigone: Lesson 5: Wrong Word Activity: (Continued from previous page)
Wrong Word Sentence Strips
Creon will pay corpse for corpse the cost of his offends.
Find the wrong word:
Creon blames himself for boat tragedies.
Find the wrong word:
English II Through ESOL: Antigone Lesson 5
Page 230
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 5: 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
1. Nouns: (people, place, thing, idea)
2. Verbs: (action or “being” words)
3. Adjectives: (describing words)
4. Adverbs: (describing words)
5. Other words
Activity #2: Classify Lesson
Vocabulary into (4) groups:
1. Words relating to Antigone
2. Words relating to the Chorus
3. Words relating to King Creon
4. Words relating to Teiresias
5. Other words
Antigone: Lesson 5: Vocabulary List for Quick Reference:
augury, burden, burnt offering, calamity, consent, corpse, corruption, damnation, defile
(v), foretell, fortuneteller, lamenting, melting, mighty, omen, plague (v), pride, prophecy,
prophet, rash (adj.), recoil (v), reverse, sell out, sorrow, stained, stubborn, submission,
tragedy , transgress , trifle (n), unjustly , unspeakable , unyielding , vigil , virtue , wailing,
wealth, weep , whirlwind, wisdom, wise, witness , wrath , wretched , yield
Antigone: Lesson 5: Classification Activities (Continued on the following pages)
English II Through ESOL: Antigone Lesson 5
Page 231
Antigone: Lesson 5: Classification Activity: Continued from previous page
Antigone: Lesson 5: Classification: Activity #1: Organizer
Nouns (people,
Verbs (action or
Adjectives
place, thing, idea
words)
“being” words)
(describe nouns)
Adverbs (describe
verbs, adjectives, other
adverbs)
Other Words
(Do not fit my other
categories)
Antigone: Lesson 5: Classification Activity #2: Organizer
Words relating to
Words relating to
Words relating to
Antigone
the Chorus
King Creon
Words (verbs) that
introduce noun
clauses with “that”
Other Words
(Do not fit other
categories)
Antigone: Lesson 5: Classification Activities: Continued on next page
English II Through ESOL: Antigone Lesson 5
Page 232
Antigone: Lesson 5: Classification Activity #1: TEACHER’S ANSWER KEY
(Variations allowed only if teams state a correct rationale)
Nouns (people,
place, thing, idea
words)
augury
burden
burnt offering
calamity
consent
corpse
corruption
damnation
fate
fortuneteller
omen
plague
pride
prophecy
prophet
sorrow
submission
tragedy
transgress
trifle
vigil
virtue
witness
wrath
wealth
whirlwind
wisdom
Verbs (action or
“being” words)
defile (v)
foretell
recoils
reverse
sell out
weep
yield
Adjectives
(describe nouns)
Adverbs (describe
verbs, adjectives,
other adverbs)
Other Words
(Do not fit my
other categories)
lamenting
melting
mighty
rash (adj.)
stained
stubborn
unjustly
unspeakable
unyielding
wailing
wise
wretched
Antigone: Lesson 5: Classification Activity #2: TEACHER’S ANSWER KEY
(Variations allowed only if teams state a correct rationale)
Words relating to
Antigone
burden
pride
sorrow
stubborn
submission
unspeakable
unyielding
vigil
virtue
wise
Words relating to
the Chorus
burnt offering
mighty
plague
recoils
trifle
wailing
wealth
whirlwind
wisdom
witness
Words relating to
King Creon
consent
corpse
corruption
damnation
defile
fate
lamenting
melting
rash (adj.)
sell out
stained
yield
wrath
wretched
Words relating to
Teireisas
Other Words
(Do not fit other
categories)
augury
calamity
foretell
fortuneteller
omen
prophecy
prophet
reverse
tragedy
transgress
Antigone: Lesson 5: Classification Activities: Continued on next page
English II Through ESOL: Antigone Lesson 5
Page 233
Antigone: Lesson 5: 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:
_______________
Category Name:
_______________
Category Name:
_______________
Other Words (Do not
fit other categories)
Antigone: Lesson 5: (Additional Classification Activities continued on the following pages)
English II Through ESOL: Antigone Lesson 5
Page 234
Antigone: Lesson 5: Classification Activities: Continued from previous pages
Antigone: Lesson 5: Classification Activities
a) Antigone: Lesson 5: Classification Activity #4: Classify words spoken by each
character in the play script (refer directly to textbook lines)
b) Antigone: Lesson 5: Classification Activity #5: Classify words that describe each
character’s personality or actions (adjectives, adverbs)
c) Antigone: Lesson 5: 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)
Adjective Sets
Adverb Sets
1—Strong
(Descriptive)
unhappy
pretty
foolish
carefully
reluctantly
kindly
2—Stronger
(More Descriptive)
sad
lovely
ignorant
cautiously
unwillingly
compassionately
3—Strongest
(Most Descriptive)
joyless
beautiful
Idiotic
suspiciously
bitterly
selflessly
Below is an example of a list of adverb sets used for the Classification Activity #6 Organizer
(on the following page) and a Teacher’s Suggested Answer Key (Notice that answers may
easily vary based on team rationale provided)
Adjective Sets from Organizer
Classification Activity #6
willful, mindful, conscious
nonstop, incessant, continuous
dreadful, terrible, frightful
eternal, everlasting, perpetual
faulty, mistaken, erroneous
stressed, tormented, suffering
unspeakable, horrendous, disgusting
firm, unyielding, stubborn
wretched, heartbroken, desolate
TEACHER’S Suggested ANSWERS**
Classification Activity #6:
conscious intentional, willful
continuous, nonstop, incessant
terrible, frightful, dreadful
everlasting, perpetual, eternal
mistaken, incorrect, erroneous
stressed, tormented, suffering
disgusting, horrendous, unspeakable
stubborn, unyielding, immovable
wretched, heartbroken, desolate
(**Note: There will be differences of opinion as to degree, so teams must be ready to defend choices)
Antigone: Lesson 5: Classification Activity: Continued on next page
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Page 235
Antigone: Lesson 5: Classification Activity #6: See examples on previous page
Use the following “synonym sets” of nouns, adjectives, adverbs from Antigone: Lesson 5
vocabulary for 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 word (noun, verb, adverb, or adjective sets) 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. (Antigone: Lesson 5 Vocabulary “sets” below)
NOUNS
(prophet-forecaster, seer, clairvoyant, soothsayer)--from Lesson 4
augury
omen, sign, warning
burden
load, weight, problem
burnt offering sacrifice, gift, submission of incense
calamity
disaster, catastrophe, tragedy
consent
permission, approval, blessing
corpse
cadaver, dead body, body
corruption
dishonesty, fraud, bribery
damnation
condemnation, disapproval, judgment, curse
fortuneteller seer, soothsayer, clairvoyant
omen
sign, warning, forecast, prophecy
pride
arrogance, self-importance, conceit
prophecy
prediction, forecast, divination
sorrow
grief, sadness, regret, mourning
submission obedience, compliance, deference, surrender
trifle (n)
little, bit, touch, drop
wealth
riches, prosperity, affluence, fortune
whirlwind
tornado, hurricane, cyclone, twister
wisdom
understanding, knowledge, intelligence, good judgment
tragedy
disaster, calamity, catastrophe, misfortune, heartbreak
vigil
carefulness, watchfulness, attentiveness
virtue
good quality, high merit, asset, good point
witness
observer, onlooker, spectator, bystander
wrath
anger, rage, fury
VERBS
(weep
cry, moan, wail, bawl, sob) --from Lesson 4
defile (v)
taint, pollute, ruin, contaminate
foretell
predict, prophesy, forecast
plague (v) bother, afflict, trouble, pester
recoil (v)
withdraw, retreat, shrink back, back away
reverse
overturn, turn around, undo, repeal
sell out
give in, give up, betray your principles, surrender
yield
give way, give up, acquiesce, capitulate, surrender
transgress misbehave, disobey, sin, go astray, do wrong
ADJECTIVES
(stubborn
obstinate, immovable, inflexible, willful) --from Lesson 4
lamenting
mournful, sad, sorrowful, grief-stricken
melting
dissolving, softening, liquefying
mighty
powerful, strong, forceful
rash (adj.)
impulsive, reckless, foolish, careless
stained
blemished, discolored, marked, tainted
wailing
crying, weeping, sobbing, howling
wise
smart, intelligent, clever, sensible
unspeakable disgusting, awful, appalling, horrifying
unyielding
firm, unbending, obstinate, immovable
wretched
awful, miserable, heartbroken, pitiful
English II Through ESOL: Antigone Lesson 5
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Classification Organizer (Activity #6)
Team Name _________________________________________
Directions: Study the examples. Then use word sets (adverb, noun, verb, adjective) to classify by
degree. Use a thesaurus to study, compare, and discuss each set of words. 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. For adjectives, the set would be 1-unhappy, 2- sad, 3-joyless by degree.
Note: The most important part of this activity is team discussion of the meanings of words. Teams
must be able to give a reason for each choice and defend it.
Adverb or
Adjective Set
(circle)
Adverb Example:
Adjective Example:
1
2
3
Strong
(Descriptive)
Stronger
(More Descriptive)
Strongest
(Most Descriptive)
unhappily
slow
sadly
gradual
joylessly
stealthy
Antigone: Lesson 5: Classification Activity: Continued on next page
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: Classification Activities: Continued from previous pages
Antigone: Lesson 5: 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 4: Classification Activity: Abstract Concept
Suggestions: Different kinds of honor, integrity, righteousness
OTHER EXAMPLES:
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)
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.
Antigone: Lesson 5: Classification Activity: Continued on next page
English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: 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.
CATEGORY Important Characters
CATEGORY Critical Settings (Scenes)
__________________________________
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Title:
___________________________
___________________________
___________________________
CATEGORY Major Events_
CATEGORY Main Problems & Solutions
__________________________________
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Antigone: Lesson 5: 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.
Teiresias, a blind prophet, tells Creon about a vision he received as a sign from heaven.
The prophet warns Creon that the gods are angry. Creon is committing two crimes: refusing a
proper burial for Polyneices and killing Antigone. According to the prophet, Creon has brought
calamity on Thebes. Teiresias implores Creon to admit his mistake. Creon must reverse his
decision immediately or risk the wrath of the gods. Creon refuses to change his mind and makes
fun of Teiresias calling him a fortuneteller. Teiresias predicts that Creon will pay corpse for
corpse the cost of his offense to the gods. Creon will receive a swift and terrible punishment, his
house will weep, and he will be cursed. Choragos advises Creon that he must free Antigone.
Creon has to build a tomb for Polyneices as quickly as possible. Finally, Creon admits he must
yield to the will of the gods, and he runs to the vault to free Antigone. In the Paean hymn, the
chorus prays that Thebes will be saved. Creon went to honor Polyneices’ body and then to find
Antigone. Antigone had already hung herself and Haimon had found her. Haimon was crying,
and he blamed Creon. Haimon lunged at Creon with a sword, missed, and wounded himself
mortally. Haimon died with Antigone in his arms. After hearing the tragic news, the queen goes
to her chambers. She kills herself with a knife and curses Creon. Creon returns to the palace
carrying Haimon’s body. Creon blames himself for both tragedies and prays to die, but his
prayers are unheard. Choragos addresses the audience, “There is no happiness where there is
no wisdom; no wisdom but in submission to the gods. Big words are always punished, and
proud men in old age learn to be wise.”
Category 1
Category 2
Category 3
Category 4
Words/phrases that tell
Words/phrases that tell
Words/phrases that tell
Words/phrases that tell
Where
When
Who
What
English II Through ESOL: Antigone Lesson 5
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English II Through ESOL: Antigone Lesson 5
Page 241
Antigone: Lesson 5: 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)
Category #1
Category #2
Category #3
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Title: ___________________________________
Author: _______________________________
Category #4
Category #5
Category #6
__________________
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English II Through ESOL: Antigone Lesson 5
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Antigone: Lesson 5: 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.
Fresh
Tiny
Crunchy
Sweet
Baby
Snowy
Watery
Blueberries
Pea pods
Red pepper
Mushrooms
Cauliflower
Radishes
Carrots
GIOVANNI’S RECIPE
Description of Ingredients
Ingredients
DIRECTIONS: Read the excerpt from the lesson summary. Classify details telling what the
characters heard, saw, felt, and did in the paragraph.
English II Through ESOL: Antigone Lesson 5
Page 243
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
What Characters Did
Detail
What Characters Felt
Detail
What Characters Saw
Detail
What Characters Heard
Detail
The Choragus advises King Creon to free Antigone from the tomb and bury Polyneices
with honor. Finally, Creon confesses his pride, and admits he must yield to the will of the
gods. After burying Polyneices, Creon runs to save Antigone. He finds Antigone dead in the
arms of a crying Haimon. Haimon spits in his father’s face, and goes after him with a sword.
Haimon and Creon fight. Haimon accidentally stabs himself and dies. Creon blames himself
for this tragedy. A messenger delivers the news to the palace. In her grief over her son’s
death, Queen Eurydice takes her own life with a knife. Creon asks the gods to kill him
because he is responsible for this tragedy.
Antigone: Lesson 5: Classification Activity: Abstract Concept
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.
Directions: Identify an abstract concept from the reading and develop it in the organizer below.
Title _________________________________ Author __________________
Different kinds of _____________________________
Example:
Righteousness can mean goodness, fairness, holiness, or character
Different kinds of righteousness: Think about (4) different kinds of righteousness, and
complete the chart by writing examples/details from the reading. Use text and lesson summary.
1. God’s righteousness —God’s laws, divine laws, spiritual laws of what is good and right
2. man’s righteousness— rules and norms set by the wisdom of people in authority (elders,
parents, teachers, judges) are good and right
3. government’s righteousness— police, kings, laws are right and good
4. society’s righteousness — social order and authority, family duty are right and good
Topic: Different kinds of ______________ in
____________________ (Title), by __________ (Author)
1.________
_________
2.________
_________
3.________
_________
4.________
_________
English II Through ESOL: Antigone Lesson 5
Page 244
Antigone: Lesson 5: 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
CATEGORY
CATEGORY
Words/Phrases that …
I do not know yet
Words/Phrases that …
I just learned and I
like.
Words/Phrases that …
I just learned and I do
not like
English II Through ESOL: Antigone Lesson 5
Page 245
Summary of Grammar Activities
Beginning:
Intermediate/Proficient:
Single Slot Substitution,
Word Order Cards
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.
Expressing necessity with “must”, “have to”, “have got to”
“Must”, “have to”, “have got to” have approximately the same meaning. They all are used to
express necessity. Must means that something is very necessary. It is used less frequently in
spoken English than “have to”. “Have got to” is used only in informal speech and writing. Study
the examples:
Necessity:
“must, have to, have got to”
In other words…
The state test is necessary for graduation.
I have to pass the test to graduate.
I must pass the test to graduate.
I have got to pass the test.
The test is required. There is no choice.
Expresses necessity. “Have to” is used more in
everyday speech.
Expresses strong need, great urgency, obligation,
or importance. “Must” is a strong word.
Used mostly in informal speech.
In the Past: “had to”
Examples:
There is only one past form for must, have
I had to study last night.
to, have got to when expressing necessity.
We had to get there quickly.
Negatives
Don’t/doesn’t have to expresses
that something is not necessary.
Must not expresses prohibition.
I do not have to go to class.
He does not have to go on the field trip.
Children must not play in the street. (It’s prohibited)
You mustn’t drive on that side of the street. (It’s illegal)
English II Through ESOL: Antigone Lesson 5
Page 246
Word Order Cards
Objective: Identify and use appropriate word order in sentences.
Procedure: Choose some of the more complex sentences of the summary to cut up for this
exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words.
Shuffle the words. With the team's support, one member rearranges the words to re-form the
sentence. The team gets a point if the cards are re-arranged correctly.
Antigone: Lesson 5: Word Order Cards Activity:
a) Creon must reverse his decision immediately or risk the wrath of the gods.
b) Teiresias, the blind prophet, tells Creon about a vision he received as a sign from
heaven.
c) According to the prophet, Creon has brought calamity on Thebes.
d) Teiresias implores Creon to admit his mistake for his own good.
e) Antigone had already hung herself, and Haimon had found her.
f) Antigone had already hung herself, and Haimon had found her.
g) Haimon embraced Antigone’s body, and died with her in his arms.
h) After hearing the tragic news, the queen goes to her chambers.
i) Big words are always punished, and proud men in old age learn to be wise.”
j) Creon went to honor Polyneices’ body, and then to the vault to find Antigone.
k) A messenger returns from the queen’s room to announce that she just killed herself with
a knife as she cursed Creon.
Word Order Cards
Creon must reverse his decision
immediately or risk the wrath of the
gods.
Teiresias, the blind prophet, tells Creon
about a vision he received as a sign
from heaven.
According to the prophet, Creon has
brought calamity on Thebes.
Antigone: Lesson 5: Word Order Cards Activity: (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 247
Antigone: Lesson 5: Word Order Cards Activity: (Continued from previous page)
Teiresias implores Creon to admit his
mistake for his own good.
Antigone had already hung herself, and
Haimon had found her.
Haimon embraced Antigone’s body, and
died with her in his arms.
After hearing the tragic news, the queen
goes to her chambers.
Big words are always punished, and
proud men in old age learn to be wise.
Creon went to honor Polyneices’ body,
and then to the vault to find Antigone.
A messenger returns from the queen’s
room to announce that she just killed
herself with a knife as she cursed Creon.
Antigone: Lesson 5 (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 248
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 humorous and fun activity (changing the meanings).
Antigone: Lesson 5: Modified Single Slot Substitution Activity:
(a)Antigone (b) hangs (c) herself.
Possibilities: (a) she, Haimon’s fiancée, the main character
Possibilities: (b) kills, is true to, is loyal to
Possibilities: (c) her beliefs, her brother, the gods
To The Teacher: -----Answers to Antigone: Lesson 5: Modified Single Slot Substitution:
Using single slot A substitutions (see above): (a)Antigone (b) hangs (c) herself.
Possibilities: (a) she, ,
(a)Antigone (b) hangs (c) herself.
(a) she (b) hangs (c) herself.
(a) Haimon’s fiancé (b) hangs (c) herself.
(a) the main character (b) hangs (c) herself.
Using single slot B substitutions: (a)Antigone (b) hangs (c) herself.
(a)Antigone (b) hangs (c) herself.
(a)Antigone (b) kills (c) herself.
(a)Antigone (b) is true to (c) herself.
(a)Antigone (b) is loyal to (c) herself.
Using single slot C substitutions: (a)Antigone (b) hangs (c) herself.
(a)Antigone (b) hangs (c) herself.
(a)Antigone (b) hangs (c) her beliefs.
(a)Antigone (b) hangs (c) her brother.
(a)Antigone (b) hangs (c) the gods.
Antigone: Lesson 5 (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 249
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 5: Sentence Builders:
Example: Remember to add only one new word/phrase at a time:
a) A messenger returns. (from the queen’s room)
A messenger returns from the queen’s room. (to announce that she just
herself)
A messenger returns from the queen’s room to announce that she just
herself. (with a knife)
A messenger returns from the queen’s room to announce that she just
herself with a knife. (as she cursed Creon)
A messenger returns from the queen’s room to announce that she just
herself with a knife as she cursed Creon.
killed
killed
killed
killed
Continue with the following:
b) There is no happiness. (where there is no wisdom) (no wisdom but in
submission) (to the gods)
c) Creon’s house will weep. (and he will be cursed) (all a result of his temper)
(and his stubborn pride) (his tongue)
d) Creon will pay. (Teiresias predicts that) (corpse for corpse) (the cost of his
offense) (to the gods)
e) The chorus prays. (In the Paean) (a hymn of praise) (to the god Dionysus)
(that Thebes will be saved)
To The Teacher: -----Answers to Antigone: Lesson 5: Sentence Builders:
Adding only one new word/phrase at a time, the final sentence is…
a) A messenger returns from the queen’s room to announce that she just killed herself with a
knife as she cursed
b) There is no happiness where there is no wisdom; no wisdom but in submission to the gods.
c) Creon Creon’s house will weep and he will be cursed, all a result of his temper, his tongue,
and his stubborn pride
d) Teiresias predicts that Creon will pay corpse for corpse the cost of his offense to the gods.
e) In the Paean a hymn of praise to the god Dionysus, the chorus prays that Thebes will be
saved.
Antigone: Lesson 5 (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 250
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 5: Multiple Slot Substitution Activities:
(a) Haimon (b) tells (c) his father (d) that he is unreasonable.
Possibilities: The King’s son, explains to, the king, that he is angry, persuades,
Antigone’s fiancé, says to, Creon, that he is selfish, the angry young man, that he
is thoughtless
To The Teacher: -----Answers to Antigone: Lesson 5: 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) Haimon (b) tells (c) his father (d) that he is unreasonable.
Possibilities: The King’s son, explains to, the king, that he is angry, persuades,
Antigone’s fiancé, says to, Creon, that he is selfish, the angry young man, that he is
thoughtless
Examples Using multiple slot substitutions
(a) Haimon (b) explains to (c) the king (d) that he is selfish.
(a) The King’s son (b) persuades (c) Creon (d) that he is angry.
(a) the angry young man (b) tells (c) his father (d) he is unreasonable.
(a) the angry young man (b) explains (c) the king (d) that he is selfish.
(a) Haimon (b) persuades (c) Creon (d) that he is angry.
(a) The King’s son (b) explains to (c) the king (d) that he is thoughtless.
(a) Haimon (b) persuades (c) the king (d) that he is unreasonable.
(a) the angry young man (b) says to (c) Creon (d) that he is thoughtless.
(a) Haimon (b) explains to (c) the king (d) that he is selfish.
(a) The King’s son (b) says to (c) his father (d) that he is angry.
Antigone: Lesson 5 (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 251
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 5: Flesh it Out Activities:
a)
b)
c)
d)
e)
According/to/prophet/Creon/bring/calamity/Thebes (future)
Creon/pray/die/but/prayers/be/unheard (present)
Haimon/embrace/Antigone/body/die/with/her/in/arms (present)
Creon/have/buil/tomb/Polyneices/as/quickly/possible (present)
Prophet/warn/Creon/gods/be/angry (present)
To The Teacher: -----Answers to Antigone: Lesson 5: Flesh it Out Activities:
a) According to the prophet, Creon will bring calamity to Thebes.
b) Creon prays to die but his prayers are unheard.
c) Haimon embraces Antigone’s body and dies with her in his arms.
d) Creon has to build a tomb for Polyneices as quickly as possible.
e) The prophet warns Creon that the gods are angry.
Antigone: Lesson 5 (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 252
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 5: Transformation Exercises:
Expressing necessity with modals must, have to, have got to
Students respond by changing the sentences to express necessity or prohibition with
“must”. Change any other words necessary to keep the meaning of the sentence.
Examples:
What are some things you have to (have got to) do today?
What are some things you must do today?
Antigone is prohibited from leaving the vault.
Antigone must not leave the vault.
General practice:
a) We have got to go to the hair cutter before we go to the mall.
b) Drivers have to obey the traffic laws to be safe drivers.
c) Customers are prohibited from entering the theater without tickets.
d) The late bell is ringing, so I have to go immediately.
e) Maria has to study tonight, or she may fail the class.
f) Children are prohibited from getting on the bus without a parent.
g) If I want to succeed, I really have to work hard and use my talents.
h) If a traffic light is red, a driver is prohibited from proceeding.
Lesson practice:
a) Creon must reverse his decision immediately or risk the wrath of the gods.
b) Creon has got to change his mind.
c) Choragos advises Creon that he has to free Antigone.
d) Creon has to build a tomb for Polyneices as quickly as possible.
e) Finally, Creon admits he has got to yield to the will of the gods.
f) Creon runs to the vault because he has to free Antigone.
g) Thorus prays that the god Dionysus has got to save Thebes.
Antigone: Lesson 5 Transformation Exercises (Continued on next page)
English II Through ESOL: Antigone Lesson 5
Page 253
Antigone: Lesson 5 Transformation Exercises (Continued from previous page)
To The Teacher: --- Answer Key -- Antigone: Lesson 5: Transformation Exercises:
General practice:
We must go to the hair cutter before we go to the mall.
Drivers must obey the traffic laws to be safe drivers.
Customers must not enter the theater without tickets.
The late bell is ringing, so I must go immediately.
Maria must study tonight or she may fail the class.
Children must not get on the bus without a parent.
If I want to succeed, I really must work hard and use my talents.
If a traffic light is red, a driver must not proceed.
Lesson practice:
Creon must reverse his decision immediately or risk the wrath of the gods.
Creon must change his mind.
Choragos advises Creon that he must free Antigone.
Creon must build a tomb for Polyneices as quickly as possible.
Finally, Creon admits he must yield to the will of the gods.
Creon runs to the vault because he must free Antigone.
Thorus prays that the god Dionysus must save Thebes.
English II Through ESOL: Antigone Lesson 5
Page 254
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 5: Who, What, When, Where, How, Why Activities:
a) Teiresias, the blind prophet, tells Creon about a vision he received as a sign
from heaven. (who, what, where, how, why)
b) Finally, Creon admits he must yield to the will of the gods, and he runs to the
vault to free Antigone. (who, what, when, where, why)
c) Creon went to honor Polyneices’ body, and then to the vault to find Antigone.
(who, what, where, why)
d) A messenger returns from the queen’s room to announce that she just killed
herself with a knife as she cursed Creon. (who, what, when, where, how, why)
e) After the tragedy in the vault, Creon returns to the palace carrying Haimon’s
body. (who, what, when, where, how)
English II Through ESOL: Antigone Lesson 5
Page 255
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 5: Sentence Stretcher:
Begin with the sentence: Creon finally decides.
Creon finally decides.
Creon finally decides to change.
Creon finally decides to change his mind.
Creon finally decides to change his mind and free Antigone.
Creon finally decides to change his mind and free Antigone from the vault.
Creon finally decides to change his mind, free Antigone from the vault and bury
Polyneices.
Creon finally decides to change his mind, free Antigone from the vault and bury
Polyneices in a tomb.
Creon finally decides to change his mind, free Antigone from the vault and bury
Polyneices in a tomb with honor.
English II Through ESOL: Antigone Lesson 5
Page 256
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 5: Look it Up Activities:
Teams locate examples of expressing necessity with modals must, have to, have got to
in the text and in the lesson summary.
Use the organizers on the following pages for Look It Up Version #1, Version #2,
and Version #3.
Antigone: Lesson 5: Look it Up: (Continued on the next pages)
Use the organizers on the following pages for “Look It Up” Versions #1, #2, and #3.
English II Through ESOL: Antigone Lesson 5
Page 257
“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
English II Through ESOL: Antigone Lesson 5
Page 258
“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. )
Grammar Point _______________________________________________________
This search is limited to textbook pages ________ to________.
Sample Sentence
Find Similar Sentence
from Text
Difference(s)
1
2
3
4
5
6
7
English II Through ESOL: Antigone Lesson 5
Page 259
“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.)
Grammar Point _______________________________________________________
This search is limited to textbook pages ________ to________.
Find Sentences from Text
with the grammar point
Rewrite the Sentence using …
___________________________________
1
2
3
4
5
6
7
8
9
10
English II Through ESOL: Antigone Lesson 5
Page 260
Rewrite the Paragraph
Objective: Identify specific grammatical structures and change them according to the situation.
Procedure: Use a paragraph based on the text, and language focus structures of the lesson.
Teams read and discuss necessary changes. Members work together to rewrite a grammatically
correct paragraph with the changes. Collect one paper from each team for a grade. (Examples:
Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.)
Antigone: Lesson 5: Rewrite the Paragraph Activity:
Teams rewrite the paragraph changing to the past. Use the Sequence of Verbs Chart (next
page) for help in changing tenses.
The blind prophet tells King Creon he is doing the wrong thing.
Teiresias says the gods will punish Creon. Creon changes his mind. He
buries Polyneices. Then, he runs to save Antigone. Haimon is crying next
to her. Antigone is dead. Haimon stabs himself and dies. The queen kills
herself. Creon asks the gods to kill him too. Creon feels responsible for this
tragedy.
Tense of
Independent
Clause
Simple
Present
Simple Past
PLU
S
To The Teacher: -----Answers to Antigone: Lesson 5: Pre reading activity:
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
Dependent
Clause
Purpose of Dependent Clause
+
present
Show same-time action
+
past
present
perfect
Show earlier action
Show a period of time extending from
some point in the past to the present
+
+
future
+
past
+
past perfect
+
present
Show action to come
Show another completed past action
Show an earlier action
State a general truth
Example(s)
I want to go to the movies because I love
popcorn.
We know that we did a good job.
They think that they have done their
best work.
The teacher says that she will score the
test soon.
He needed to see his friend because he
wanted to talk.
Father knew he had cooked an excellent
meal.
The founding fathers believed that all
people are equal.
The complete reproducible chart for students is on the following page as a resource.
Answer Key to Pre reading Activity (rewritten in the past):
The blind prophet told King Creon he was doing the wrong thing. Teiresias said
the gods would punish Creon. Creon changed his mind. He buried Polyneices. Then, he
ran to save Antigone. Haimon was crying next to her. Antigone was dead. Haimon
stabbed himself and died. The queen killed herself. Creon asked the gods to kill him
too. Creon felt responsible for this tragedy.
English II Through ESOL: Antigone Lesson 5
Page 261
Sequence of Verb Tenses
Independent
Clause
Simple Present
Simple Past
Present Perfect OR
Past Perfect
Future
Future Perfect
Tense of
Purpose of
Dependent
Clause
Clause
PLUS
Tense of
Dependent
+
+
present
+
present perfect
+
future
+
+
+
+
past
past
past perfect
present
future
+
past
+
+
present
+
present perfect
+
past
present
OR
present perfect
Example(s)
Show same-time
action
Show earlier
action
Show a period of
time extending
from some point
in the past to the
present
Show action to
come
Show another
completed past
action
Show an earlier
action
State a general
truth
Show action to
come
For any purpose
Show action
happening at the
same time
Show an earlier
action
Show future
action earlier than
the action of the
independent
clause
For any purpose
I want to go to the movies
because I love popcorn.
We know that we did a good
job.
They think that they have done
their best work.
The teacher says that she will
score the test soon.
He needed to see his friend
because he wanted to talk.
Father knew he had cooked an
excellent meal.
The founding fathers believed
that all people are equal.
The teacher said that she would
score the test soon.
She has excelled in all her
classes because she studied.
OR
I had left the party before you
arrived.
I will be happy if I pass all of my
classes with “A” or “B”.
If you studied hard, you will
pass this exam
You will feel better when you
have rested and eaten a good
meal.
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.
English II Through ESOL: Antigone Lesson 5
Page 262
Name _____________________________________ Date _____________
Antigone: Lesson 5: Exercise 1
Fill in the blanks with the correct word.
punish
blind
mind
stabs
tragedy
herself
responsible
save
The __________ prophet tells King Creon he is doing the wrong thing. Teiresias
says the gods will __________ Creon. Creon changes his __________. He buries
Polyneices. Then, he runs to __________ Antigone. Haimon is crying next to her.
Antigone is dead. Haimon __________ himself and dies. The queen kills __________.
Creon asks the gods to kill him too. Creon feels __________ for this __________.
English II Through ESOL: Antigone Lesson 5
Page 263
Name _____________________________________ Date _____________
Antigone: Lesson 5: Exercise 2
Read each sentence and decide if it is true or false. If it is true, write the word “true” on
the line. If the sentence is false, rewrite the sentence to make it a true.
1. Eurydice could not bear the death of her son.
____________________________________________________________________________
2. Haimon spat in his father’s face, and hung himself.
____________________________________________________________________________
3. Antigone stabbed herself.
____________________________________________________________________________
4. Creon finally yielded to the will of the gods.
____________________________________________________________________________
5. By the time Creon decided to bury Antigone, dogs had torn the corpse to shreds.
____________________________________________________________________________
6. Teiresias had the wisdom to know that a good man can admit mistakes.
____________________________________________________________________________
7. Eurydice died in the arms of her husband Creon.
____________________________________________________________________________
8. Creon refused to change his mind even at the end of the play.
____________________________________________________________________________
9. In the resolution of Antigone, we learn the consequences of Creon’s decision.
____________________________________________________________________________
10. Creon said, “Proud men in old age learn to be wise.”
____________________________________________________________________________
English II Through ESOL: Antigone Lesson 5
Page 264
Name ____________________________ Date __________
Antigone: Lesson 5: Exercise 3 (FCAT Practice/Reading Comprehension)
Use the text to complete the characterization chart below for Antigone.
CHARACTERIZATION
WORDS & THOUGHTS
1__________________________________________________________________
2__________________________________________________________________
3__________________________________________________________________
4__________________________________________________________________
GOALS
ACTIONS
1____________________
____________________
____________________
____________________
2____________________
____________________
____________________
____________________
3____________________
____________________
____________________
4____________________
____________________
____________________
____________________
1____________________
____________________
____________________
____________________
2____________________
____________________
____________________
____________________
3____________________
____________________
____________________
4____________________
____________________
____________________
____________________
CHARACTER’S
NAME
Antigone
MOTIVATION
1__________________________________________________________________
2__________________________________________________________________
3__________________________________________________________________
4__________________________________________________________________
What do you admire most about Antigone?
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What do you think is her main character flaw?
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How would you persuade Antigone to change her mind?
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Name ____________________________ Date __________
Antigone: Lesson 5: Exercise 4 (FCAT Practice/Reading Comprehension)
In the final scenes of Antigone, there are resolutions to problems of the characters. Use
the summary below and your knowledge about the events of the play to complete the
chart. Write each character’s problem and the resolution.
The Choragus advises King Creon to free Antigone from the tomb and bury
Polyneices with honor. Finally, Creon confesses his pride, and admits he must yield to the
will of the gods. After burying Polyneices, Creon runs to save Antigone. He finds Antigone
dead in the arms of a crying Haimon. Haimon spits in his father’s face, and goes after him
with a sword. Haimon and Creon fight. Haimon accidentally stabs himself and dies. Creon
blames himself for this tragedy. A messenger delivers the news to the palace. In her grief
over her son’s death, Queen Eurydice takes her own life with a knife. Creon asks the gods
to kill him because he is responsible for this tragedy.
CHARACTER
PROBLEM
RESOLUTION
ANTIGONE
KING CREON
POLYNEICES
EURYDICE
HAIMON
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Name ______________________ Date __________
Antigone: Lesson 5: Exercise 5
Fill in the blanks.
Teiresias, the blind prophet, __________ Creon about a vision __________
received as a sign __________ heaven. The prophet warns __________ that the gods
are __________. Teiresias advises Creon that __________ is committing two crimes.
__________, he is refusing a __________ burial for Polyneices. Second, __________
is going to kill __________. According to the prophet, __________ has brought calamity
on __________. Teiresias implores Creon to __________ his mistake for his
__________ good. Creon must reverse __________ decision immediately or risk
__________ wrath of the gods.
__________ makes fun of Teiresias __________ calls him a fortuneteller.
__________ refuses to change his __________. Teiresias predicts that Creon
__________ pay corpse for corpse __________ cost of his offense __________ the
gods. Creon will __________ a swift and terrible __________. Creon’s house will weep,
__________ he will be cursed.
__________ advises Creon that he __________ free Antigone. Creon has
__________ build a tomb for __________ as quickly as possible. __________, Creon
admits he must __________ to the will of __________ gods. Creon runs to __________
vault to free Antigone. __________ the Paean, a hymn __________ praise to the god
__________, the chorus prays that __________ will be saved.
Exodos
Creon __________ to honor Polyneices’ body, __________ then to the vault
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__________ find Antigone. Antigone had __________ hung herself, and Haimon
__________ found her. Haimon was __________, and he blamed Creon. __________
lunged at his father __________ a sword. Haimon missed, __________ wounded
himself mortally. Haimon __________ Antigone’s body, and died __________ her in his
arms.
__________ hearing the tragic news, __________ queen goes to her
__________. Creon returns to the __________ carrying Haimon’s body. A __________
returns from the queen’s __________ to announce that she __________ killed herself
with a __________ as she cursed Creon. __________ blames himself for both
__________. Creon prays to die, __________ his prayers are unheard.
__________ addresses the audience. He __________, “There is no happiness
__________ there is no wisdom; __________ wisdom but in submission __________
the gods. Big words __________ always punished, and proud __________ in old age
learn __________ be wise.”
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Name ____________________________ Date __________
Antigone: Lesson 5: Exercise 6
Rewrite the sentences replacing the verb need with one of the following: must, have to,
or have got to.
1. When you are tired, you do not need to drive the car.
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2. A good teacher needs to be sure the students are learning.
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3. King Creon needs to listen before he takes action.
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4. Antigone needs to obey the law.
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5. Brothers do not need to be jealous of each other.
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6. Eurydice needs to wait before she makes a big decision.
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7. Haimon does not need to hurt himself.
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8. Students need to learn some important lessons from Antigone’s story.
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9. The people of Thebes need to find a new king.
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10. King Creon needs to learn to take the advice of others.
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