English II Through ESOL
Drama: Lesson 3: Antigone, by Sophocles: Scenes 2 and 3
(Translated by Dudley Fitts, & Robert Fitzgerald)
Supplemental Readings: “Life and Works of Sophocles” & “The Chorus in Greek Plays”
FCAT Reading/Writing Focus:
FCAT Support Skills:
Language Focus:
Text: Prentice Hall Literature:
Platinum Level 10
Methods of Persuasion
Historical Setting & Author’s Purpose; Setting;
Author’s Purpose; Point of View
Adverbs (*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)
Vocabulary
English
barefaced
bitterly
boasting
boyishly
brazen
completely
contempt
damnation
dangerously
darkly
deference
distasteful
drowsy
dutiful
endure
equally
finally
folly
headstrong
immortal
insolence
ironically
joyless
malicious
passionate
piety
proclamation
Spanish
descarado
mordazmente
jactándose
infantilmente
atrevido
completamente
desprecio
maldición
peligrosamente
sombríamente
deferencia, respeto
desagradable
somnoliento
obediente, sumiso
resistir
equitativamente
finalmente
locura, insensatez
terca, testaruda
inmortal,
insolencia, atrevimiento
irónicamente
sin alegría
maliciosa
apasionado
santidad
proclamación, edicto
Haitian Creole
san wont
ak raj
djòlè, vantadiz
tankou tigason
pa wont, pa jennen
konplètman
mepri
danasyon
danjerezman
sinistreman
deferens, respè
degoutan, deplezan
soule
obeyisan, konsyansye
andire
egalman
finalman
foli
tètdi
imòtèl
ensolans
iwonikman
sanjwa
malisye
pasyone
pitye
pwoklamasyon
English II Through ESOL: Drama
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(Continued) Drama: Antigone Lesson 3: Antigone, by Sophocles: Scenes 2 and 3
English
quickly
quietly
rage
raving
rebel
severely
slowly
softly
somberly
stealthily
suddenly
unprofitable
unreasonably
vanish
waver
Spanish
rápidamente
silenciosamente
cólera
maldiciendo
rebelde
gravemente
lentamente
suavemente
lúgubremente
a hurtadillas
inesperadamente
infructuoso
irrazonablemente
desaparecer
dudar, vacilar
Haitian Creole
rapidman
toudousman
raj
firye
rebèl
sevèman
dousman
tandreman
sonbreman
anchatpent
toudenkou
pa pwofitab
san rezon
disparèt
vasiye
English II Through ESOL: Drama
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LIST OF CHARACTERS
Antigone, by Sophocles
Major Characters
Antigone
The daughter of Oedipus, the former King of Thebes; Her mother, Jocasta, was Creon’s sister.
She is willing to risk her life in order to bury Polyneices, her dead brother, thereby defying King
Creon’s edict. She is sentenced to death, but commits suicide by hanging herself.
Creon
The brother of Jocasta, who was the wife and mother of Oedipus; Creon becomes ruler of
Thebes after the deaths of Oedipus’ two sons in the recent civil war. He orders a state funeral
for Eteocles, but denies the rites of burial to Polynices. He is compelled to sentence Antigone to
death when she defies his law. In the end, he accepts that he has acted wrongly and repents.
The Chorus
The voice of the elders of the city of Thebes; They are the main victims of the recently fought
civil war and hence long for peace and stability. They comment on the major events that occur
in the play and provide the audience with the public reaction to the private struggles of the ruling
family of Thebes.
Minor Characters
Haimon (or Haemon)
The only surviving son of Creon; He is in love with Antigone, to whom he is engaged. He pleads
in vain with his father for her life. He commits suicide in Antigone’s tomb after he discovers that
Antigone has taken her own life.
Ismene
The elder sister of Antigone, who initially has reservations about helping Antigone to bury the
body of their brother, Polyneices; She later claims a share in Antigone’s guilt and punishment;
Creon refuses to punish her as he considers her temporarily insane.
Teiresias (or Tiresias)
The blind prophet of Thebes, who also appears in Sophocles’ Oedipus Rex; He comes to warn
Creon that dire consequences will follow if he stands by his decision to leave Polyneices’ body
unburied.
Eurydice
The wife of Creon. She appears only once in the play, when she hears the news of her son’s
(Haemon’s) death. She commits suicide at the end of the play.
The watchman
Comes to inform Creon that someone has attempted to bury Polyneices during the night;
Threatened with severe punishment for what Creon feels is neglect of duty, the watchman
returns to his watch and succeeds in arresting Antigone. He hands her over to Creon for
sentencing.
The first Messenger
Comes to inform Eurydice about the death of Haemon; He accompanies Creon to the tomb and
later gives a first- hand account of the deaths of Antigone and Haemon.
The Second Messenger
Comes to inform Creon about the death of Eurydice
Choragos-The leader of the Chorus
Occasionally speaks a few lines addressed mainly to the audience. He is given the final lines of
the play, in which he draws a moral from the sequence of tragic events the audience has just
witnessed.
English II Through ESOL: Drama
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Personajes
Antígona, de Sófocles
Personajes principales
Antígona
Hija de Edipo, el antiguo rey de Tebas y de Yocasta, hermana de Creontes. Antígona está decidida
a arriesgar su vida por darle sepultura a su hermano muerto Polinices, desafiando así el edicto del
rey Creontes. Es sentenciada a muerte, pero se suicida ahorcándose.
Creontes
Hermano de Yocasta, quien era la esposa y madre de Edipo; llegó a ser el rey de Tebas tras la
muerte de los dos hijos de Edipo en la guerra civil. Ordenó que Eteocles fuera enterrado con
honores de jefe de estado, pero negó los ritos funerarios a Polinices. Se vio obligado a sentenciar a
muerte a Antígona cuando ésta desafió su autoridad. Al final, aceptó que había actuado
equivocadamente y se arrepintió.
El coro
La voz de los ancianos de la ciudad de Tebas, quienes son las principales víctimas de la recién
concluida guerra civil y por eso anhelan que haya paz y estabilidad. Hacen comentarios acerca de
los acontecimientos más importantes de la trama y le presentan al público la reacción popular a las
disputas internas de la familia reinante de Tebas.
Personajes secundarios
Hemón
El único sobreviviente de los hijos de Creontes; enamorado de Antígona, con quien está
comprometido. Suplica en vano a su padre por la vida de la joven. Cuando se entera que Antígona
se ha quitado la vida, se suicida sobre la tumba de ella.
Ismene
Hermana mayor de Antígona, quien, al principio, tenía sus reservas en cuanto a ayudarla para que
enterrara el cadáver de su hermano Polinices. Más tarde reclamó su parte de la culpa y del castigo
de su hermana; Creontes rehusó castigarla ya que consideró que sufría de una locura pasajera.
Tiresias
El profeta ciego de Tebas, que aparece también en la obra Edipo Rey de Sófocles. Viene a
advertirle a Creontes acerca de las espantosas consecuencias que tendrá si se mantiene aferrado a
su decisión de dejar el cadáver de Polinices sin sepultar.
Eurídice
Esposa de Creontes. Aparece solo una vez en la obra. Al final, cuando oye la noticia de la muerte
de su hijo Hemón, se suicida.
El guardián
Viene a decirle a Creontes que alguien ha intentado sepultar a Polinices durante la noche.
Amenazado con un grave castigo, por lo que Creontes considera incumplimiento de su deber, el
guardián regresa a su puesto, logra arrestar a Antígona y la entrega a Creontes para ser
sentenciada.
El primer mensajero
Viene a comunicarle a Eurídice la muerte de Hemón; acompaña a Creontes a la tumba y más tarde
le hace un relato de primera mano sobre la muerte de Antígona y Hemón.
El segundo mensajero
Viene a contarle a Creontes acerca de la muerte de Eurídice
Corifeo, director del coro
Declama ocasionalmente unas breves estrofas, dirigidas principalmente al público. Se le dan
las últimas frases de la obra, de donde extrae una moraleja sobre la secuencia de trágicos
acontecimientos de los cuales los espectadores acaban de ser testigos.
English II Through ESOL: Drama
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English Summary
Lesson 3: Antigone, by Sophocles: Scenes 2 and 3
(Translated by Dudley Fitts & Robert Fitzgerald)
Scene 2
The sentry quickly returns to the palace with Antigone. Choragus is shocked to hear that
the sentry caught Antigone burying her dead brother. The sentry informs Creon that he saw
Antigone with his own eyes in the act of breaking the law.
Fearlessly, Antigone admits that she dared to defy Creon’s law, in spite of the
proclamation. According to Antigone, the king’s proclamation was not God’s proclamation and
that final justice comes from God. The immortal laws of God are more powerful and eternal than
the law of a mortal king. Antigone knows she must die and somberly speaks of death as her
friend.
Creon says Antigone is headstrong like her father Oedipus. He says Antigone is guilty of
the double insolence of breaking the law and then boasting about it. For Creon, a woman is
challenging his manhood and his authority. He accuses Ismene equally and sends for her to be
arrested.
Creon unreasonably accuses both sisters of barefaced anarchy and Antigone of
dishonoring Eteocles. Antigone says her two brothers are equal in blood, and honors are due in
death to both. It is Antigone’s nature to join in love, not in hate. Creon declares bitterly that
Antigone will find her love in hell with her brothers.
Ismene enters, and Creon accuses them both of trying to take his throne. Ismene
suddenly confesses her guilt and sincerely wants to take her share of the punishment. Antigone
rejects her sister angrily, and does not let Ismene lessen her own death. Ismene reminds Creon
that Antigone is the bride of his own son Haimon. On Ode 2, the Chorus responds by pointing
out the curse on the royal family. The cost of Antigone’s defiance is her own freedom.
Scene 3
Haimon enters and dutifully defers to his father’s will and authority. Creon does not want
to show himself weak before his people. Haimon believes his father has reasoned badly.
Haimon tries to persuade father to get advice from others. Haimon knows that Creon’s bad
temper terrifies everyone. He informs his father that the people support Antigone and they think
she is generous and brave. He encourages Creon to overcome anger and be flexible. Choragus
agrees. He advises Creon to listen to his son and Haimon to listen to his father.
Creon accuses Haimon of selling out to a woman. Haimon insists that Creon has no right
to trample on God’s right. Haimon threatens Creon that someone else will die if Antigone dies.
Haimon finally leaves saying his father will never see him again. Creon decides to spare Ismene
and to lock up Antigone alive in a stone vault eventually to die. In Ode 3, the Chorus responds
in a song about glorious but destructive love.
English II Through ESOL: Drama
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Spanish Summary
Lección 3: Antígona, de Sófocles: Escenas segunda y tercera
(Basado en la traducción del griego al inglés de Dudley Fitts y Robert Fitzgerald)
Escena segunda
El centinela regresa rápidamente al palacio con Antígona. El corifeo se sorprende al escuchar
que el centinela la sorprendió enterrando a su hermano muerto, y que le había comunicado a
Creontes que vio con sus propios ojos cómo Antígona transgredía la ley.
Sin ningún temor, Antígona reconoce que se ha atrevido a desafiar la ley de Creontes, a
pesar de la proclamación. Según Antígona, el decreto del Rey no era un edicto divino y que la
justicia final venía de Dios. Las leyes inmortales de Dios son más poderosas y eternas que la
ley de un rey mortal. Antígona sabe que tiene que morir y habla de un modo lúgubre acerca de
la muerte como si fuera su amiga.
Creontes dice que Antígona es terca igual que su padre Edipo, y que es doblemente
culpable de la insolencia de quebrantar la ley y de luego jactarse de sus actos. Para Creontes,
esta mujer está retando su hombría y su autoridad. Él acusa igualmente a Ismene y la manda
a buscar para que sea arrestada.
Creontes acusa irrazonablemente a ambas hermanas de anarquía descarada y a
Antígona de deshonrar a Eteocles. Antígona replica que sus dos hermanos tienen la misma
sangre y a ambos se les debe honrar en su muerte. La naturaleza de Antígona está inclinada
al amor, no al odio. Creontes declara con amargura que Antígona encontrará su amor en el
infierno junto a sus hermanos.
Ismene entra en escena, y Creontes las acusa a ambas de querer arrebatarle su trono.
Inesperadamente, Ismene confiesa su culpabilidad y manifiesta sinceramente que quiere recibir
su parte del castigo. Antígona rechaza a Ismene airadamente, y no la deja que rebaje el valor
de su propio sacrificio. Ismene le recuerda a Creontes que Antígona es la prometida de su
propio hijo Hemón. En la segunda oda, el coro responde señalando la maldición sobre la
familia real. El precio del desafío de Antígona es su propia libertad.
Escena tercera
Hemón entra en escena y sumisamente discrepa de la voluntad y autoridad de su
padre. Creontes no quiere mostrarse débil ante su pueblo. Hemón cree que su padre ha
razonado de mala manera y trata de persuadirlo para que busque el consejo de otras personas.
Hemón sabe que el mal carácter de Creontes espanta a todo el mundo. Le comunica a su
padre que el pueblo apoya a Antígona y piensan que ella es generosa y valiente. Lo anima a
que se sobreponga a la ira que siente y sea flexible. El corifeo está de acuerdo y le aconseja a
Creontes que escuche a su hijo y a Hemón que le preste atención a su padre.
Creontes acusa a Hemón de venderse a una mujer, éste le insiste a su padre que no
tiene derecho a pisotear los derechos divinos. Hemón lo amenaza con que alguien morirá si
Antígona muere, por último sale diciéndole a su padre que jamás lo volverá a ver. Creontes
decide dejar con vida a Ismene y encerrar viva a Antígona en una bóveda de piedra para que
finalmente muera. En la tercera oda, el coro responde con una canción
acerca del glorioso pero destructivo amor.
English II Through ESOL: Drama
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Haitian Creole Summary
Leson 3: Antigone, selon Sophocles: Sèn 2 e 3
(Translated by Dudley Fitts & Robert Fitzgerald)
Sèn 2
Santinèl la retounen tousuit nan palè a ak Antigone. Choragus choke pou l tande
santinèl la arete Antigone k ap antere frè l la ki mouri. Santinèl la enfòme Creon li te wè
Antigone ak de je l k ap dezobeyi lalwa.
San pè san krent, Antigone admèt se limenm menm ki te defye lwa Creon an, malgre
pwoklamasyon an. Dapre Antigone, pwoklamasyon wa a se pa pwoklamasyon papa Bondye epi
jistis final la se nan Bondye l ap sòti. Lwa imòtèl Bondye yo pi puisan ak etènèl pase lwa yon wa
mòtèl. Antigone konnen li dwe mouri epi, malgre tristès anvayi kè li, li pale sou lanmò tankou se
zanmi l.
Creon di Antigone gen tèt di tankou papa l Oedipus. Li di Antigone koupab pou yon
ensolans doub, li vyole lalwa epi l ap bat lestonmak li pou sa. Dapre Creon, yon fanm ap mande
si l gen gason sou li, si l gen otorite. Li akize Ismene pou menm bagay la epi li voye arete l.
San rezon Creon akize toulede sè yo pou anachi san wont epi li akize Antigone poutèt li
dezonore Eteocles. Antigone di de frè l yo benyen an san, epi se lanmò toude merite kòm onè.
Se nòmal pou Antigone tonbe damou, men se pa pou l rayi. Creon deklare ak raj se nan lanfè
Antigone ak frè l yo ap jwenn lanmou.
Ismene antre, epi Creon akize toude kòm moun k ap eseye vòlè twòn li. Soudènman
Ismene konfese li koupab epi ak senserite li te vle resevwa pòsyon pinisyon pa l. Antigone rejte
sè l la ak anpil kòlè, epi li pa pèmèt Ismene redui pwòp lanmò l. Ismene fè Creon sonje
Antigone se fiti marye pwòp pitit li Haimon. Nan Od 2, koral la reponn ak yon madichon yo
pwononse sou fanmi wayal la. Rekonpans rezistans Antigone se pwòp libète l.
Sèn 3
Haimon antre epi konsyàmman li soumèt li anba volonte ak otorite papa l. Creon pa vle
parèt pou yon nonm ki fèb devan pwòp pèp li. Haimon kwè papa l te rezone trè mal. Haimon
eseye pèsyade papa l pou l aksepte konsèy lòt moun. Haimon konnen move tanperaman Creon
tèrifye tout moun. Li enfòme papa l pèp la sipòte Antigone epi yo panse li se yon fi ki jenere epi
brav. Li ankouraje Creon pou kalme kolè li epi vin fleksib. Choragus dakò. Li konseye Creon
pou tande pitit li epi Haimon pou tande papa l.
Creon akize Haimon kòm moun ki vann tèt li bay yon fanm. Haimon ensiste Creon pa
gen dwa pyetine jistis Bondye. Haimon menase Creon yon lòt moun ap mouri tou si Antigone
mouri. Finalman Haimon ale, li di papa l pa gen dwa janm wè l ankò. Creon deside pou l epaye
lavi Ismene epi li fèmen Antigone tou vivan nan yon kavo pou li mouri alafen. Nan Od 3, koral
la reponn ak yon chan osijè lanmou glorye ki anmenm tan destriktif.
English II Through ESOL: Drama
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Supplemental Readings
The Life and Works of Sophocles (496-406 B.C.)
Sophocles was a great playwright, born a peasant in Athens, Greece in 496 B. C. He
was ninety years old when he died 406 B. C. after writing his last play. Sophocles’ father was
wealthy, making armor for a living. When Sophocles was a boy, he won prizes for music and
wrestling. As a teenager, he was the lead singer for the celebration of the famous Greek victory
over the Persians in 480 B. C. His teacher was Aeschylus, another famous writer of tragedies.
In 468 B. C., Sophocles won first prize in a writing contest competing against his teacher
Aeschylus with his first set of plays when he was twenty-eight years old. Sophocles was a
handsome and talented man and even acted in some of his plays. Sophocles wrote Antigone in
441 B.C.
Sophocles wrote over 100 plays in his lifetime, but only seven of his tragedies survived
until today. Sophocles won almost 20 drama festival competitions. These competitions were
very popular and held in the famous Greek theater of Dionysus in Athens about 450 B.C.
Sophocles never produced his own plays except in the competitions. Five years after the death
of Sophocles, his grandson (also named Sophocles) was the first to produce the plays for the
public. Sophocles is famous for increasing the size of the chorus from 12 to 15 members, the
actors from two to three, and painting scenery in his plays. Sophocles married twice, and his
two sons became writers of tragedies like their father. The people elected Sophocles to serve as
a general in the war from 441-438 B.C., the government treasurer from 441-410 B.C., and in
413 B.C., a special commissioner because of his popularity. In 409 B.C., Sophocles wrote
Philoctetes, another famous tragedy.
The Greek people thought that Sophocles was the favorite of the Greek gods. After
Sophocles died, the people honored him with state sacrifices. People believe that Sophocles
was handsome, wealthy, and charming. There are two stories about how Sophocles died. Some
people say that he choked while eating grapes and others say that Sophocles died because he
recited too many lines from his play Antigone. .The plays of Sophocles have a common theme,
the struggles of determined characters to overcome fate. Sophocles wrote single plays about
his characters instead of trilogies. A trilogy is a story told in a series of three separate parts or
plays. However, Sophocles did write three different plays, including Antigone, about Oedipus,
the famous legend from Greek mythology. Mythology is the study of myths. Myths are popular
stories about past heroes that people in the culture believe and tell each other from one
generation to the next generation. Myths have a hero or an ideal and tell about the history of a
people. Sometimes myths are part truth and part fiction, and sometimes myths are untrue,
fictitious, and imagined.
Supplemental Readings Note: The supplemental readings provide background material to be used at the
teacher’s discretion for listening/speaking activities, and are included as “following directions” activities.
The supplemental readings may be reinforced later as a text for any of the reading activities provided in
the lesson: (Pre Reading, Total Recall, True-False, Judgment, Scan, Story Grammars, Total Recall, TrueFalse, Judgment, Scan) or writing activities (Language Experience, Indirect Speech, Framed Paragraphs,
Opinion/Proof, Spool Writing, RAFT, Florida Writes)
English II Through ESOL: Drama
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Supplemental Readings (Continued from previous page)
The Chorus in Greek Plays
There were two different parts to the Greek play, the spoken dialogue between
two or three actors and the choral song. The flute and the lyre made the music for the
chorus. Later it was popular for the Chorus to do some dance steps when they chanted,
sang, or recited their parts. Originally, the ancient Greek Chorus performed dances for
public or religious events. Later, the Chorus also sang or chanted to the Greek god
Dionysus during religious festivals.
In Greek plays, the chorus performed dances and “choral lyric poetry” in public
plays. “Choral lyric poetry” means that the chorus sang about thoughts and feelings in a
poem or song. The word “lyrical” comes from “lyre”, the musical instrument. “Lyrical”
poetry means that the lyre accompanied the words of the poem. Sophocles used the
choral lyric as part of his drama. The chorus and the music of the lyre and flute made
the drama musical drama.
The Greek Chorus sang or chanted while performing a serious and dignified
dance for the tragedy. The Chorus wore masks just as the main actors of the play wore
masks. Masks were originally part of the religious habit of giving up individual identity to
the god Dionysus during religious ceremonies. For this reason, masks also became part
of the Greek drama and Greek tragedies. In a tragedy, the Chorus performed as a
group representing a character in the play. The Chorus commented on the action and
actors in the story. In the play Antigone, the Chorus represents the common people of
Thebes. The Chorus showed the public reaction to the story events and actions of the
main characters in the play. The Chorus reacted as the people of Thebes would have
reacted, wanting peace and security in their city. The leader of the Chorus sometimes
sang alone or talked with actors on the stage. Sometimes the leader made a speech to
the Chorus or to the audience.
Supplemental Readings Note: The supplemental readings provide background material and to be used at
the teacher’s discretion for listening/speaking activities, and are included as “following directions”
activities. The supplemental readings may be reinforced later as a text for any of the reading activities
provided in the lesson: (Pre Reading, Total Recall, True-False, Judgment, Scan, Story Grammars, Total
Recall, True-False, Judgment, Scan) or writing activities (Language Experience, Indirect Speech, Framed
Paragraphs, Opinion/Proof, Spool Writing, RAFT, Florida Writes)
English II Through ESOL: Drama
Page 9
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 3: Minimal Pairs Activity:
boasting/posting
bitter/butter
folly/volley
raving/waving
rage/wage
quick/wick
dutiful/beautiful
vanish/banish
shocked/chocked
law/raw
death/debt
throne/drone
father/fodder
Antigone Lesson 3: Minimal Pairs Activity: Continued on next page
Reproducibles provided on following pages.
English II Through ESOL: Drama
Page 10
Antigone Lesson 3: Minimal Pairs Activity: Continued from previous page
Team Viewing Sheet
Minimal Pairs: Listening Activity,
“…1 or 2…?”
The teacher pronounces one word in the pair, without indicating which. Teams take turns
guessing which word they heard, #1, or #2.
Teacher pronounces both words in or out of order. Teams guess the order they heard (1-2, 2-1).
Teams call out number #1, or #2.
1
2
1
boasting
posting
2
bitter
butter
3
folly
volley
4
raving
waving
5
rage
wage
6
quick
wick
7
dutiful
beautiful
8
vanish
banish
9
shocked
chocked
10
law
raw
11
death
debt
12
throne
drone
13
father
fodder
Antigone Lesson 3: Minimal Pairs Activity: Continued on next page
English II Through ESOL: Drama
Page 11
Antigone Lesson 3: Minimal Pairs Activity: Continued from previous page
Use the sentences below as a teacher script for listening practice to develop auditory
discrimination of confusing sounds/words, and later as a follow-up activity for reading practice.
Students will circle the word that they hear the teacher read, not necessarily the word the think
fits the correct meaning of the sentence. The teacher will select one sentence in the pair to read
aloud. The sentence should be read twice.
1
2
3
4
5
6
7
8
9
10
11
12
13
Minimal
Pair
boasting
posting
bitter
butter
folly
volley
raving
waving
rage
wage
quick
wick
dutiful
beautiful
vanish
banish
shocked
chocked
law
raw
death
debt
throne
drone
father
fodder
Sentence Pairs (Teacher reads ONE……)
Creon is posting his loyalty to the state over his family.
Creon is boasting his loyalty to the state over his family.
Antigone is bitter that Creon dishonors Polyneices.
Antigone is butter that Creon dishonors Polyneices.
Ismene thinks Antigone’s plan is a dangerous volley.
Ismene thinks Antigone’s plan is a dangerous folly.
Creon is raving mad when Polyneices’ body is missing.
Creon is waving mad when Polyneices’ body is missing.
The King’s wage will cause the death of Antigone.
The King’s rage will cause the death of Antigone.
The sentry is wick to take Antigone to be arrested.
The sentry is quick to take Antigone to be arrested.
Antigone wants to be a beautiful sister and bury him with honor.
Antigone wants to be a dutiful sister and bury him with honor.
The body of Polyneices will vanish before Creon finds out.
The body of Polyneices will banish before Creon finds out.
Choragus is shocked that the sentry caught Antigone.
Choragus is chocked that the sentry caught Antigone.
Antigone is guilty of breaking the raw and boasting about it.
Antigone is guilty of breaking the law and boasting about it.
Antigone does not let Ismene lessen her own death.
Antigone does not let Ismene lessen her own debt.
Creon accuses the sisters of trying to take his throne.
Creon accuses the sisters of trying to take his drone.
Choragos advises Haimon to listen to his fodder.
Choragos advises Haimon to listen to his father.
Circle
answer
boasting
posting
bitter
butter
folly
volley
raving
waving
rage
wage
quick
wick
dutiful
beautiful
vanish
banish
shocked
chocked
law
raw
death
debt
throne
drone
father
fodder
English II Through ESOL: Drama
Page 12
Bingo
Objective: Auditory comprehension of vocabulary from the lesson
Procedure: Choose vocabulary words/phrases from the lesson summary list or from students'
texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you
provide on the board in the spaces of their choice. Randomly select sentences from the text and
read them aloud. Teams mark Bingo spaces when they hear the word or phrase.
Antigone Lesson 3: Bingo Activity:
Read sentences (from the lesson summary) that contain vocabulary from the lesson
vocabulary list. Here is an alpha list of lesson vocabulary for your convenience.
Vocabulary List from Lesson Summary:
barefaced, bitterly, boasting, boyishly, brazen, completely, contempt, damnation,
dangerously, darkly, deference, distasteful, drowse, dutiful, endure, equally, finally,
folly, headstrong, immortal, insolence, ironically, joyless, malicious, passionate, piety,
proclamation, quickly, quietly, rage, raving, rebel, severely, slowly, softly, somberly,
stealthily, suddenly, unprofitable, unreasonably, vanish, waver
Antigone Lesson 3: Bingo Activity:
Reproducible Bingo Cards are provided on the following page
English II Through ESOL: Drama
Page 13
Antigone Lesson 3: Bingo Activity: (Continued from previous page): Bingo Cards
English II Through ESOL: Drama
Page 14
Intermediate Listening Activities
Team Spelling Test
Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly.
Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a
chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team
uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left
margin) Read the spelling words as you would during a traditional spelling test. The first team
member writes word number one with the team's help, and then passes the paper and pencil to
the second team member who will write word number two, etc. Students on each team take
turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's
tests. A team gets one point for each word spelled correctly.
Options: Ask for additional information. For example, you may ask teams to write a sentence
with the word in it. You might ask for a specific tense, plural form, opposite, etc.
An alternative technique is to have each team member complete all spelling items on his/her
own paper. Team members are allowed to help each other. On completion, collect the one
paper of your choice. The grade on that paper will count for each team member.
Antigone Lesson 3: Team Spelling Activity: Select (10) words from the list for the
test:
The teacher gives the singular noun, and teams respond with the plural form. (Example:
case – cases) Use the ½ sheet reproducible below.
folly, proclamation, rage, rebel, joy, duty, insolence, malice, piety, profit, curse,
freedom
Another variation is for the teacher to give the present tense of the verb, and teams
respond with the future tense using “will” for these verbs:
(Example:
run – will run) Use the ½ sheet reproducible below.
accuse, say, boast, send, arrest, dishonor, declare, find, take, confess, lessen,
punish, remind, rave, waver
Another variation is for the teacher to give the adjective form, and teams respond with
the adverb form of the adjective:
(Example:
quick – quickly) Use the ½ sheet reproducible below.
bitter, boyish, complete, dangerous, dark, equal, final, ironic, quiey, severe, slow,
soft, somber, stealthy, sudden, unreasonable
(Answers: Please note irregularities and spelling changes:
bitterly, boyishly, completely, dangerously, darkly, equally, finally, ironically, quickly, quietly,
severely, slowly, softly, somberly, stealthily, suddenly, unreasonably)
Antigone Lesson 3: Team Spelling Activity:
Reproducible ½ sheet answer sheet is provided on the following page
English II Through ESOL: Drama
Page 15
Antigone Lesson 3: 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: Drama
Page 16
Follow Directions
Objective: Listen for the purpose of following spoken directions.
Procedure: With one piece of paper and one pencil, team members take turns writing on paper
what the teacher directs to complete a task.
a) For example, there might be a list of dates. The teacher might say the following: Draw a
circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line.
b) The teacher might direct teams to make changes to a sentence. Example: He sailed to the
Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”.
c) Another example: Change the verb to the present tense. Add 505 years to the date.
Change the subject to the third person plural.
d) The teacher might also direct teams to complete a drawing, or draw the route of an
explorer on a map. Teams that complete the exercise correctly get a point.
Unit 2 Lesson 3: Follow Directions Activity #1: Provide students with pencil and paper.
Give the following sentences:
a) The sentry quickly returns to the palace with Antigone.
b) Antigone speaks softly about her dead brother.
c) Fearlessly, Antigone admits that she dared to defy Creon’s law,
d) Creon declares bitterly that Antigone will find her love in hell with her brothers.
e) Haimon finally leaves saying his father will never see him again.
f) Antigone is locked up alive in a stone vault to eventually die.
Give the following directions:
a) Underline the subject in each sentence. (Who does the action?)
b) Draw a circle around the verb in each sentence. (What does he/she do?)
c) Draw a box around the adverb. (How does _____(subject)_____(verb)?)
d) Now draw an arrow from the adverb to the word verb it describes.
Antigone Lesson 3: Follow Directions Activities: (Continued on following pages)
English II Through ESOL: Drama
Page 17
Antigone Lesson 3: Follow Directions Activities: (Continued from previous page)
Unit 2 Lesson 3: Follow Directions Activity #2: “Adverbs Pinwheel”
Provide teams with colored pencils and paper. Teams will follow directions to create an
“Adverbs Pinwheel”.
Use these adverbs From lesson vocabulary list:
bitterly, boyishly, completely, dangerously, darkly, equally, finally, ironically, quickly,
quietly, severely, slowly, softly, somberly, stealthily, suddenly, unreasonably
• Please note that the following adverbs only add “–ly” to the adjective form:
bitterly, boyishly, completely, dangerously, darkly, equally, finally, quickly, quietly, severely,
slowly, softly, somberly, suddenly
• Please note that the following have spelling changes from the adjective to adverb form:
ironically (ironic), stealthily (stealthy), unreasonably (unreasonable)
Directions: (Note: Teacher may use the Pinwheel Template on the next page instead of having
students draw a circle with 8 diamonds around it):
a) Draw a circle in the middle of the paper. Write the title, “Adverbs Pinwheel” in the circle.
Color the circle yellow.
OR…If using the template: In the circle in the middle of the pinwheel, write the title,
“Adverbs Pinwheel” in the circle. Color the circle yellow.
b) Draw eight diamond-shaped pins coming out from the circle (to make the shape of a
pinwheel).
OR … If using the template: Identify the eight diamond shaped pins coming out from the
circle.
c) Divide each diamond into two triangles. Color each triangle in the diamond a different
color. (Each diamond will have two different colors.)
OR … If using the template: Each of the eight diamond pins is divided into two smaller
triangles. Color each triangle in the diamond a different color. (Each diamond will have two
different colors.)
d) In the 1st diamond pin, in the first triangle, write the word “bitter”. In the other triangle, write
the adverb ending “—ly”. Now read the two parts together as one word (“bitterly”).
e) In the 2nd diamond pin, in the first triangle, write the word “boyish”. In the other triangle,
write the adverb ending “—ly”. Now read the two parts together as one word (“boyishly”).
f) In the 3rd diamond pin, in the first triangle, write the word “complete”. In the other triangle,
write the adverb ending “—ly”. Now read the two parts together as one word (“completely”).
g) In the 4th diamond pin, in the first triangle, write the word “dangerous”. In the other triangle,
write the adverb ending “—ly”. Now read the two parts together as one word
(“dangerously”).
h) In the 5th diamond pin, in the first triangle, write the word “dark”. In the other triangle, write
the adverb ending “—ly”. Now read the two parts together as one word (“darkly”).
i) In the 6th diamond pin, in the first triangle, write the word “somber”. In the other triangle,
write the adverb ending “—ly”. Now read the two parts together as one word (“somberly”).
j) In the 7th diamond pin, in the first triangle, write the word “sudden”. In the other triangle,
write the adverb ending “—ly”. Now read the two parts together as one word (“suddenly”).
k) In the 8th diamond pin, in the first triangle, write the word “severe-”. (hyphen) In the other
triangle, write the adverb ending “—ly”. Now read the two parts together as one word
(“severely”)
Antigone Lesson 3: Follow Directions Activity (Continued on next page)
(A template for a pinwheel and for drawing triangles and diamonds is provided on next pages)
English II Through ESOL: Drama
Page 18
Examples of Pinwheels:
Adverbs ending in “-ly":
Alternate Activity:
Cut out triangles, scramble, match
Compound Words:
English II Through ESOL: Drama
Page 19
Antigone Lesson 3: Follow Directions Activity (Continued)
Template for Pinwheel
(Note – Adverbs, suffixes, prefixes and compound words can be used to create pinwheels or a Word
“Quilt” to build upon as wall size for a word bank activity or construction paper size as a team activity
using the reproducibles on the following pages for pinwheel, small pinwheel, diamonds & triangles, or
quilt.)
Pinwheel
English II Through ESOL: Drama
Page 20
Antigone Lesson 3: Follow Directions Activity (Continued)
Template for drawing triangles and diamonds:
(Note – Adverbs, suffixes, prefixes and compound words can be used to create pinwheels or a Word
“Quilt” to build upon as wall size for a word bank activity or construction paper size as a team activity.)
English II Through ESOL: Drama
Page 21
Antigone Lesson 3: Follow Directions Activity (Continued)
Template for Small Pinwheel
(Note – Adverbs, suffixes, prefixes and compound words can be used to create pinwheels or a Word
“Quilt” to build upon as wall size for a word bank activity or construction paper size as a team activity.)
Small Pinwheel
English II Through ESOL: Drama
Page 22
Antigone Lesson 3: Follow Directions Activity (Continued) Template for “Word Quilt”
(Note – Adverbs, suffixes, prefixes and compound words can be used to create pinwheels or a Word
“Quilt” to build upon as wall size for a word bank activity or construction paper size as a team activity.)
Examples for a Word Quilt (blank reproducible on next page)
Compound Words:
Adverbs:
Adverbs
Prefixes:
Prefixes
Suffixes:
Suffixes
English II Through ESOL: Drama
Page 23
Word Quilt
English II Through ESOL: Drama
Page 24
Antigone Lesson 3: Follow Directions Activity: (Continued from previous page)
Unit 2 Lesson 3: Follow Directions Activity #3:
This supplemental reading for the lesson is broken into sections below for oral reading to the
teams in this activity. Teams listen and follow directions to match a sentence strip (notes strip)
below to what they hear in each section of the oral reading. Teams place the strip in the blank
template below.
Directions: (Teacher reads orally the following supplemental information to the class)
Directions to the Students: Listen carefully while I read information about the chorus in Greek
plays. When I finish reading, I will ask you to practice finding notes about what you hear.
The Chorus in Greek Plays
There were two different parts to the Greek play, the spoken dialogue between two or
three actors and the choral song. The flute and the lyre made the music for the chorus. Later it
was popular for the Chorus to do some dance steps when they chanted, sang, or recited their
parts. Originally, the ancient Greek Chorus performed dances for public or religious events.
Later, the Chorus also sang or chanted to the Greek god Dionysus during religious festivals.
In Greek plays, the chorus performed dances and “choral lyric poetry” in public plays.
“Choral lyric poetry” means that the chorus sang about thoughts and feelings in a poem or song.
The word “lyrical” comes from “lyre”, the musical instrument. “Lyrical” poetry means that the lyre
accompanied the words of the poem. Sophocles used the choral lyric as part of his drama. The
chorus and the music of the lyre and flute made the drama musical drama.
The Greek Chorus sang or chanted while performing a serious and dignified dance for
the tragedy. The Chorus wore masks just as the main actors of the play wore masks. Masks
were originally part of the religious habit of giving up individual identity to the god Dionysus
during religious ceremonies. For this reason, masks also became part of the Greek drama and
Greek tragedies. In a tragedy, the Chorus performed as a group representing a character in the
play. The Chorus commented on the action and actors in the story. In the play Antigone, the
Chorus represents the common people of Thebes. The Chorus showed the public reaction to
the story events and actions of the main characters in the play. The Chorus reacted as the
people of Thebes would have reacted, wanting peace and security in their city. The leader of the
Chorus sometimes sang alone or talked with actors on the stage. Sometimes the leader made a
speech to the Chorus or to the audience.
Antigone Lesson 3: Follow Directions Activity: (Continued on the following pages)
A teacher script, a template for cutting sentence strips (notes strips) and a blank placeholder for
the strips is provided on the following pages.
English II Through ESOL: Drama
Page 25
Antigone Lesson 3: Follow Directions Activity: (Continued from previous page)
Unit 2 Lesson 3: Follow Directions Activity #3: Follow directions for Note-taking practice
from the Supplemental Reading, “The Chorus in Greek Plays” Teams listen carefully to identify
key words they hear and identify “notes” about it. Teams will match a “notes” strip with what
they hear and place it in the blank placeholder for the 12 strips below.
a) Preparation: Teams cut the 13 sentence strips and mix them up. (OR …Teacher can
prepare (copy and cut) in advance a set of 12 strips for each team, mix them up, and place
them in a separate envelope for each team). Each team also gets a blank placeholder.
b) Second Oral Reading: The teacher slowly reads each section of the supplemental reading
(as separated by number below), pausing at the end of each section to allow teams to find
the sentence strip (notes strip) with notes about what the teacher just read.
c) Directions to students: Listen carefully while I read one more time about “The Chorus in
Greek Plays”. This time when I read, I will pause several times so that your team can find
the strip of notes about what you heard me read. When you find the strip with the notes
about what you heard, place it in the blank placeholder. Keep your notes in the order that
you hear so you can check your team
1. There were two different parts to the Greek play: the spoken dialogue between two or
three actors and the choral song. The flute and the lyre made the music for the chorus.
2. Later, it was popular for the Chorus to do some dance steps when they chanted, sang,
or recited their parts.
3. Originally, the ancient Greek Chorus performed dances for public or religious events.
Later, the Chorus also sang or chanted to the Greek god Dionysus during religious
festivals.
4. In Greek plays, the chorus performed dances and “choral lyric poetry” in public plays.
“Choral lyric poetry” means that the chorus sang about thoughts and feelings in a poem
or song. The word “lyrical” comes from “lyre”, the musical instrument. “Lyrical” poetry
means that the lyre accompanied the words of the poem. Sophocles used the choral
lyric as part of his drama.
5. The chorus and the music of the lyre and flute made the drama musical drama.
6. The Greek Chorus sang or chanted while performing a serious and dignified dance for
the tragedy.
7. The Chorus wore masks just as the main actors of the play wore masks. Masks were
originally part of the religious habit of giving up individual identity to the god Dionysus
during religious ceremonies. For this reason, masks also became part of the Greek
drama and Greek tragedies.
8. In a tragedy, the Chorus performed as a group representing a character in the play.
9. The Chorus commented on the action and actors in the story.
10. In the play Antigone, the Chorus represents the common people of Thebes. The Chorus
showed the public reaction to the story events and actions of the main characters in the
play. The Chorus reacted as the people of Thebes would have reacted, wanting peace
and security in their city.
11. The leader of the Chorus sometimes sang alone or talked with actors on the stage.
12. Sometimes, the leader made a speech to the Chorus or to the audience.
TEACHER Answer KEY: 1. Flute and lyre music; 2. Dance steps; 3. Religious events for god Dionysus;
4. Choral lyric poetry; 5. Musical drama; 6. Singing and chanting; 7. Wearing of masks; 8. Group
performances; 9. Comments about actors & events; 10. Representing the common people; 11 Leader
sings alone or talks to actors; 12. Leader makes speech to audience
Antigone Lesson 3: Follow Directions Activity #3: A template for cutting sentence strips
(notes strips) and a blank holder for the sentences is provided on the following pages.
English II Through ESOL: Drama
Page 26
Antigone Lesson 3: Follow Directions Activity #3 (Continued from previous page)
The Chorus in Greek Plays
Flute and lyre music
Dance steps
Religious events for god Dionysus
Choral lyric poetry
Musical drama
Singing and chanting
Wearing of masks
Group performances
Comments about actors & events
Representing the common people
Leader sings alone or talks to actors
Leader makes speech to audience
English II Through ESOL: Drama
Page 27
Antigone Lesson 3: Follow Directions Activity #3: (Continued from previous page- Do not
cut)
“The Chorus in Greek Plays”: Placeholder for Notes
Team Name________________________________ Date _____________________
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
English II Through ESOL: Drama
Page 28
English II Through ESOL: Drama
Page 29
Antigone Lesson 3: Follow Directions Activity (continued)
Antigone Lesson 3: Follow Directions Activity #4: Timeline for the Life of
Sophocles
Provide each team with the timeline below and colored pencils or crayons in the following
colors: yellow, black, pink, red, green, blue, purple, and brown. Students will listen to the
teacher orally read the supplemental on the Life of Sophocles, and then and follow directions
(below) to shade the timeline of the life of Sophocles, author of the drama Antigone.
Directions to the Students: Listen carefully while I read information about the chorus in Greek
plays. When I finish reading, I will ask you to find important events and dates on a timeline.
Listen carefully.
(For Oral Reading)
The Life and Works of Sophocles (496-406 B.C.)
Sophocles was a great playwright, born a peasant in Athens, Greece in 496 B. C. He
was ninety years old when he died 406 B. C. after writing his last play. Sophocles’ father was
wealthy, making armor for a living. When Sophocles was a boy, he won prizes for music and
wrestling. As a teenager, he was the lead singer for the celebration of the famous Greek victory
over the Persians in 480 B. C. His teacher was Aeschylus, another famous writer of tragedies.
In 468 B. C., Sophocles won first prize in a writing contest competing against his teacher
Aeschylus with his first set of plays when he was twenty-eight years old. Sophocles was a
handsome and talented man and even acted in some of his plays. Sophocles wrote Antigone in
441 B.C.
Sophocles wrote over 100 plays in his lifetime, but only seven of his tragedies survived
until today. Sophocles won almost 20 drama festival competitions. These competitions were
very popular and held in the famous Greek theater of Dionysus in Athens about 450 B.C.
Sophocles never produced his own plays except in the competitions. Five years after the death
of Sophocles, his grandson (also named Sophocles) was the first to produce the plays for the
public. Sophocles is famous for increasing the size of the chorus from 12 to 15 members, the
actors from two to three, and painting scenery in his plays.
Sophocles married twice, and his two sons became writers of tragedies like their father. The
people elected Sophocles to serve as a general in the war from 441-438 B.C., the government
treasurer from 441-410 B.C., and in 413 B.C., a special commissioner because of his popularity.
In 409 B.C., Sophocles wrote Philoctetes, another famous tragedy.
The Greek people thought that Sophocles was the favorite of the Greek gods. After
Sophocles died, the people honored him with state sacrifices. People believe that Sophocles
was handsome, wealthy, and charming. There are two stories about how Sophocles died. Some
people say that he choked while eating grapes and others say that Sophocles died because he
recited too many lines from his play Antigone.
.The plays of Sophocles have a common theme, the struggles of determined characters
to overcome fate. Sophocles wrote single plays about his characters instead of trilogies. A
trilogy is a story told in a series of three separate parts or plays. However, Sophocles did write
three different plays, including Antigone, about Oedipus, the famous legend from Greek
mythology. Mythology is the study of myths. Myths are popular stories about past heroes that
people in the culture believe and tell each other from one generation to the next generation.
Myths have a hero or an ideal and tell about the history of a people. Sometimes myths are part
truth and part fiction, and sometimes myths are untrue, fictitious, and imagined.
English II Through ESOL: Drama
Page 30
Antigone Lesson 3: Follow Directions Activity (continued on next page)
English II Through ESOL: Drama
Page 31
Antigone Lesson 3: Follow Directions Activity (continued)
Antigone Lesson 3: Follow Directions Activity #4: Timeline for the Life of
Sophocles
Provide teams with the timeline below and colored pencils or crayons in the following colors:
yellow, black, gray, pink, red, green, blue, purple, and brown. Students will listen and follow
directions (below) to shade the timeline of the life of Sophocles, author of the drama Antigone.
Directions:
a) Use the color yellow. Find the column in the chart that tells the birth of Sophocles
near Athens, 496 B.C. On row A, shade the box for this column.
b) Use the color yellow. Find the column in the chart that tells the death of Sophocles
near Athens, 406 B. C. On row A, shade the box for this column.
c) Use the color yellow. On row A, shade the boxes that show the years Sophocles
lived, from 496 B.C. to 406 B. C.
d) Use the color black. Find the column in the chart that tells the year the teenage
Sophocles led the singing celebration of Greek victory over Persians, 480 B.C. On
row B, shade the box for this column.
e) Use the color gray. Find the column in the chart that tells the year Sophocles won
first prize in a writing contest against his teacher. On row C, shade the box gray.
f) Use the color pink. Find the column in the chart that tells the year Sophocles staged
plays for annual wine festival at Dionysus Theater in Athens, 450 B.C. On row D,
shade the box for this column.
g) Use the color red. Find the column in the chart that tells the year Sophocles wrote
play Antigone, 441 B.C. On row E, shade the box for this column.
h) Use the color green. Find the column in the chart that tells the year Sophocles
BEGINS serving as one of ten generals to lead a war, 441 B.C. On row F, shade the
box for this column.
i) Use the color green. Find the column in the chart that tells the year Sophocles ENDS
serving as one of ten generals to lead a war, 438 B.C.. On row F, shade the box for
this column.
j) Use the color green. On row F, shade the other boxes between the year Sophocles
BEGINS serving as one of ten generals to lead a war, 441 B.C.. and the year
Sophocles ENDS serving as one of ten generals to lead a war, 438 B.C.
k) Use the color blue. Find the column in the chart that tells the year Sophocles
BEGINS as chairman of Athenian treasury, 441 B.C. On row G, shade the box for
this column.
l) Use the color blue. Find the column in the chart that tells the year Sophocles ENDS
as chairman of Athenian treasury, 410 B.C. On row G, shade the box for this
column.
m) Use the color blue. On row G, shade the boxes between the year Sophocles
BEGINS as chairman of Athenian treasury, 441 B.C. and the year Sophocles ENDS
as chairman of Athenian treasury, 410 B.C.
n) Use the color purple. Find the column in the chart that tells the year Sophocles was
special commissioner in Athens because of his fame, 413 B.C. On row H, shade the
box for this column.
o) Use the color brown. Find the column in the chart that tells the year Sophocles wrote
Philoctetes, another famous tragedy, 409 B.C.. On row I, shade the box for this
column.
Antigone Lesson 3: Follow Directions Activity #4: Timeline graphic for coloring provided on
English II Through ESOL: Drama
Page 32
the following page.
English II Through ESOL: Drama
Page 33
First-prize winner in writing contest against his teacher Aeschylus (age 28)
496
B.C.
480
B.C.
468
B.C.
450
B.C.
450
B.C.
413
B.C.
410
B.C.
409
B.C.
406
B. C.
Sophocles ENDS as chairman of Athenian treasury
Sophocles wrote Philoctetes, another famous tragedy
Death of Sophocles at Colonus near Athens
441
B.C.
438
B.C.
Sophocles was special commissioner in Athens because of his fame
441
B.C.
Sophocles ENDS serving as one of ten generals to lead a war
Sophocles wrote play Antigone.
Sophocles BEGINS serving as one of ten generals to lead a war
Sophocles BEGINS as chairman of Athenian treasury
468
B.C.
Sophocles staged plays for annual wine festival at Dionysus Theater (Athens)
480
B.C.
Teenage Sophocles led singing celebration of Greek victory over Persians
A
B
C
D
E
F
G
H
I
496
B.C.
Birth of Sophocles at Colonus near Athens
Life of Sophocles Timeline
438
B.C.
413
B.C.
410
B.C.
409
B.C.
406
B. C.
Antigone Lesson 3: Follow Directions Activity #4:
Timeline answer key on the following page.
English II Through ESOL: Drama
Page 34
Antigone Lesson 3: Follow Directions Activity #4: Continued from previous page.
TEACHER Answer KEY: Timeline: Life of Sophocles
A
B
C
D
E
F
G
H
I
496
B.C.
_____
480
B.C.
_____
_____
468
B.C.
_____
450
B.C.
_____
441
B.C.
_____
438
B.C.
_____
_____
_____
_____
_____
_____
413
B.C.
_____
410
B.C.
_____
_____
_____
_____
409
B.C.
_____
_____
_____
_____
406
B. C.
_____
Color
Key
yellow
black
gray
pink
red
green
blue
purple
brown
Answer KEY to Word SEARCH
Antigone by Sophocles, Scenes 2 & 3—WORD SEARCH (On following page)
Unused Letters Omitted (+)
Y
L
S
U
O
R
E
G
N
A
D
N
+
S
N
I
R
O
N
I
C
A
L
L
Y
O
+
T
E
+
Y
+
+
+
I
D
+
B
+
I
+
E
Z
D
+
+
L
+
E
A
M
I
R
T
E
A
A
I
E
+
+
+
B
R
C
T
M
A
E
L
R
S
C
T
B
+
H
K
A
T
N
M
O
T
B
T
+
O
A
A
L
L
E
E
N
A
E
H
R
A
E
Q
M
N
R
Y
U
R
A
L
O
I
R
S
T
U
L
P
O
E
+
L
F
C
D
L
S
T
E
I
A
+
L
I
F
Y
+
O
I
Y
S
E
A
C
F
+
L
E
S
A
+
R
L
+
T
F
T
K
E
O
E
+
T
S
C
(Over, Down, Direction)
P
+
L
+
U
U
L
R
+
R
+
D
E
A
E
+
+
Y
L
+
Y
D
+
O
P
N
+
L
P
D
D
A
M
N
A
T
I
O
N
N
+
U
Y
+
+
E
C
N
E
L
O
S
N
I
U
G
R
A
G
E
BAREFACED(5,15,E)
BITTERLY(3,8,NE)
BRAZEN(6,10,SW)
COMPLETELY(5,13,E)
DAMNATION(14,1,S)
DANGEROUSLY(1,11,N)
DARKLY(3,6,NE)
DEFERENCE(12,12,NW)
DISTASTEFUL(3,14,NE)
DUTIFUL(13,7,NW)
FOLLY(9,3,E)
HEADSTRONG(6,2,SE)
IMMORTAL(3,5,SE)
INSOLENCE(15,9,N)
IRONICALLY(2,1,S)
PASSIONATE(13,14,W)
PROCLAMATION(12,1,SW)
QUICKLY(7,12,NE)
RAGE(15,12,S)
REBEL(4,8,SE)
STEALTHILY(1,14,NE)
UNPROFITABLE(15,10,W)
UNREASONABLY(14,12,NW)
English II Through ESOL: Drama
Page 35
Answer KEYS to Puzzles
Answer Key to Crossword Puzzle (on the previous page)
(shows use of synonyms)
barefaced— bold, brazen, outright
boasting — (n) boldness, bluster
brazen — bold, barefaced, unashamed
contempt — disdain, dislike, scorn, hatred
dangerously — unsafely, hazardously, riskily
deference— respect, regard, admiration
drowse — (v) snooze, be sleepy, nap, nod off
endure — tolerate, suffer
finally — lastly, in conclusion, to end with
headstrong — willful, impulsive, stubborn
insolence — rudeness, disrespect
joyless — dismal, cheerless, without joy, miserable
passionate — fiery, fervent, zealous
proclamation — decree, public statement, declaration
quietly — silently, softly, calmly
raving — wild, raging, crazed, out of control
severely — harshly, cruelly, strictly
softly — gently, quietly, kindly
stealthily — sneakily, secretly, covertly
unprofitable— not making money, losing, loss-making
vanish — disappear, evaporate, fade away
bitterly — angrily, resentfully
boyishly — like a young man, like a child (male)
completely — totally, entirely, fully
damnation — doom, everlasting punishment
darkly — mysteriously, gloomily
distasteful — unpleasant, disgusting, offensive
dutiful — obedient, well-behaved, well-behaved
equally — evenly, uniformly, in the same way
folly — foolishness, silliness, craziness
immortal — eternal, everlasting, never-ending
ironically — paradoxically, satirically
malicious — hateful, mean, cruel
piety — goodness, faithfulness, godliness
quickly — rapidly, fast, immediately, speedily
rage — anger, fury, wrath
rebel — (n) insurgent, radical, revolutionary
slowly — gradually, little by little
somberly — seriously, sadly, gravely
suddenly — rapidly, all of a sudden, swiftly
unreasonably — unfairly, unjustly
waver — (v) hesitate, hem and haw, falter, tremble
Puzzle Solutions: (For puzzles on the following pages)
Puzzle
Answer(s)
Fallen Phrase #1
Fallen Phrase #2
The cost of Antigone’s defiance is her own freedom
The immortal laws of God are more powerful and eternal than the law of a
mortal king.
Creon declares bitterly that Antigone will find her love in hell with her brothers.
Haimon threatens Creon that someone else will die if Antigone dies.
Antigone knows she must die and somberly speaks of death as her friend.
Choragos advises Creon to listen to his son and Haimon to listen to his father.
The king’s proclamation was not God’s proclamation and final justice comes
from God.
Antigone’s nature is to join in love, not in hate.
Antigone is guilty of double insolence, breaking the law and boasting about it.
CLUE LETTERS – A, G, S
Creon unreasonably accuses Antigone of barefaced anarchy and dishonoring
Eteocles. CLUE LETTERS – F, C, L
Creon declares bitterly that Antigone will find her love in hell with her brothers.
Creon spares Ismene and locks up Antigone alive in a stone vault eventually to
die.
Adverbs: bitterly, boyishly, completely, dangerously, darkly, equally, finally,
ironically, quickly, quietly, severely, slowly, softly, somberly, stealthily,
suddenly, unreasonably
Sentence: Ismene suddenly confesses her guilt and sincerely wants her share
of the punishment.
Fallen Phrase #3
Fallen Phrase #4
Letter Tiles #1
Letter Tiles #2
Cryptogram #1
Cryptogram #2
Cryptogram #3
Cryptogram #4
Double
Puzzle #1
Double
Puzzle #2 (with
adverbs)
English II Through ESOL: Drama
Page 36
Name ____________________
Antigone, by Sophocles: Scenes 2 & 3—WORD SEARCH
Directions: Find the words below in the puzzle, horizontally, vertically, or diagonally
Y
L
S
U
O
R
E
G
N
A
D
N
J
S
N
I
R
O
N
I
C
A
L
L
Y
O
Q
T
E
E
Y
P
J
P
I
D
E
B
Q
I
N
E
Z
D
T
P
L
B
E
A
M
I
R
T
E
A
A
I
E
G
H
R
B
R
C
T
M
A
E
L
R
S
C
T
B
B
H
K
A
T
N
M
O
T
B
T
F
O
A
A
L
L
E
E
N
A
E
H
R
A
E
Q
M
N
R
Y
U
R
A
L
O
I
R
S
T
U
L
P
O
E
barefaced
damnation
distasteful
immortal
proclamation
stealthily
H
L
F
C
D
L
S
T
E
I
A
A
L
I
F
Y
C
O
I
Y
S
E
A
C
F
I
L
E
S
A
D
R
L
X
T
F
T
K
E
O
E
H
T
S
C
bitterly
dangerously
dutiful
insolence
quickly
unprofitable
P
O
L
H
U
U
L
R
F
R
A
D
E
A
E
L
T
Y
L
M
Y
D
I
O
P
N
D
L
P
D
D
A
M
N
A
T
I
O
N
N
Z
U
Y
N
E
brazen
darkly
folly
ironically
rage
unreasonably
E
C
N
E
L
O
S
N
I
U
G
R
A
G
E
completely
deference
headstrong
passionate
rebel
English II Through ESOL: Drama
Page 37
Antigone, by Sophocles: Prologue, Scenes 2 & 3 – Crossword Puzzle #1
Directions: Use a thesaurus and the lesson vocabulary to solve the puzzle.
Across
1. respect, regard, admiration
4. (v) hesitate, hem and haw, falter
8. bold, barefaced, unashamed
11. evenly, uniformly, in same way
15. fiery, fervent, zealous
18. goodness, faithfulness, godliness
20. lastly, in conclusion, to end with
21. not making money, losing
24. unsafely, hazardously, riskily
26. rapidly, all of a sudden, swiftly
29. paradoxically, satirically
30. eternal, everlasting, unending
32. bold, brazen, outright
34. totally, entirely, fully
35. angrily, resentfully
36. disdain, dislike, scorn, hatred
37. seriously, sadly, gravely
38. dismal, cheerless, miserable
Down
2. wild, raging, crazed, out of control
3. foolishness, silliness, craziness
5. anger, fury, wrath
6. disappear, evaporate, fade away
7. unfairly, unjustly
9. doom, everlasting punishment
10. silently, softly, calmly
12. unpleasant, disgusting
13. mysteriously, gloomily
14. gently, quietly, kindly
16. tolerate, suffer
17. sneakily, secretly, covertly
19. (n) boldness, bluster
22. gradually, little by little
23. rudeness, disrespect
24. (v) snooze, be sleepy, nap, nod off
25. rapidly, fast, immediately, speedily
Down (continued)
26. harshly, cruelly, strictly
27. obedient, well-behaved, wellbehaved
28. decree, declaration
31. hateful, mean, cruel
32. like a young man, like a boy
33. (n) insurgent, radical,
revolutionary
English II Through ESOL: Drama
Page 38
Name ____________________
Antigone, by Sophocles: Scene 2 & 3—LETTER TILES #1
Unscramble the tiles to reveal a message from the play.
Antigone, by Sophocles: Scene 2 & 3—LETTER TILES #2
Unscramble the tiles to reveal a message from the play.
English II Through ESOL: Drama
Page 39
Name ____________________
Antigone, by Sophocles: Scene 2 & 3—FALLEN PHRASE #1
Each letter in the grid appears in the same column, but below where it should be. Put the letters
back in the grid and rebuild the “fallen” phrase.
Antigone, by Sophocles: Scene 2 & 3—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: Drama
Page 40
Name ____________________
Antigone, by Sophocles: Scene 2 & 3—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 2 & 3—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: Drama
Page 41
Name ____________________
Antigone, by Sophocles: Scene 2 & 3—Cryptogram #1
Each letter has a number in a cryptogram. Solve the puzzle by matching letters and numbers to
complete the sentence about the play.
Parthenon
Antigone, by Sophocles: Scene 2 & 3—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: Drama
Page 42
Name ____________________
Antigone, by Sophocles: Scene 2 & 3—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 2 & 3—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: Drama
Page 43
Name ____________________
Antigone, by Sophocles: Scene 2 & 3—Double Puzzle #1
Unscramble each of the clue words. The clue words make a sentence about the play.
Then copy the letters in the numbered cells to other cells with the same number below. The
second part of the puzzle makes a second sentence about the play.
English II Through ESOL: Drama
Page 44
Name ____________________
Antigone, by Sophocles: Scene 2 & 3—Double Puzzle #2 (with adverbs)
Unscramble each of the clue words. The clue words are adverbs from the lesson vocabulary.
Then copy the letters in the numbered cells to other cells with the same number below. The
second part of the puzzle makes a second sentence about the play.
English II Through ESOL: Drama
Page 45
Dictation
Objective: Listen to discriminate words in sentences and reproduce them in writing.
Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if
listening skills allow) Team members take turns writing the sentences, assisting each other.
(Teams can write sentences on the board to correct them in class, or collect as a quiz.)
Option: An alternative technique is to have each team member complete all dictation items on his/her
own paper. Team members are allowed to help each other. On completion, collect one paper of your
choice. The grade on that paper will count for each team member.
Option: Dictate a sentence with an important word left out. Offer four choices for teams to write.
Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England
Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in
word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the
question, so teams can write them down. Then each team answers the question in the group. (What kind
of polygon has two parallel sides?)
Antigone Lesson 3: Dictation Activity: Use these sentences for dictation or any sentences
from the lesson summary:
a)
b)
c)
d)
e)
Antigone knows she must die, and somberly speaks of death as her friend.
He accuses Ismene equally and sends for her to be arrested.
The cost of Antigone’s defiance is her own freedom.
Haimon finally leaves saying his father will never see him again.
Haimon threatens Creon that someone else will die if Antigone dies
Antigone Lesson 3: TEAM DICTATION
TEAM NAME ______________________________
Score ____________
(Do not Write in this Space)
1
2
3
4
5
6
7
8
English II Through ESOL: Drama
Page 46
Proficient Listening Activities
Interview
Objective: Role play a verbal interaction in the form of an interview
Procedure: You play the role of an informative person relative to the topic of the unit.
Choose a representative from each team and distribute the questions among them. These
students play the role of journalists. Provide students with these questions to interview you in
your new role. Teams must coach their representative, and take notes of the answers for
Writing Activity #1, Language Experience Story.
Antigone Lesson 3: Interview Activities:
You play the role of King Creon. Choose several students to play the role of Haimon. Provide
these students with the questions below. They take turns asking you questions. Students not
asking questions must take notes of King Creon’s answers. Students should save notes for
Writing Activity #1, Language Experience Story.
a)
b)
c)
d)
e)
f)
g)
h)
Father, why are you so angry?
Who is it that’s talking like a boy now?
Aren’t you afraid of the wrath of God by breaking God’s laws for the dead?
Do you believe your law is the highest law of the people?
Are you afraid to show yourself weak to me, to the women, or to the people?
What will you gain by killing Antigone?
One man cannot know everything. Why don’t you get the advice of others?
Do you know that the people think Antigone is right and you are wrong?
Antigone Lesson 3: Interview Activities:
Sentence Strips for individual team members and space for additional questions and note taking
provided on the following page.
English II Through ESOL: Drama
Page 47
Antigone Lesson 3: Interview Activities: (Continued from previous page)
Interview Activity
Sentence Strips for Individual Team Members
(with Space for Note-Taking & Additional Questions)
Father, why are you so angry?
Notes:
Who is talking like a boy now?
Notes:
Are you not afraid of the wrath of God by breaking God’s laws for the dead?
Notes:
Do you believe your law is the highest law of the people?
Notes:
Are you afraid to show yourself weak to me, to the women, or to the people?
Notes:
What will you gain by killing Antigone?
Notes:
One man cannot know everything. Why do you not get the advice of others?
Notes:
Do you know that the people think Antigone is right and you are wrong?
Notes:
_________________________________________________________________?
Notes:
_________________________________________________________________?
Notes:
_________________________________________________________________?
Notes:
_________________________________________________________________?
Notes:
_________________________________________________________________?
Notes:
English II Through ESOL: Drama
Page 48
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 3: Intentional Intonation Activity:
Haimon knows Creon’s bad temper terrifies everyone. (Not Eurydice)
Haimon knows Creon’s bad temper terrifies everyone. (Not denies)
Haimon knows Creon’s bad temper terrifies everyone. (Not face)
Haimon knows Creon’s bad temper terrifies everyone. (Not pleases)
Haimon knows Creon’s bad temper terrifies everyone. (Not Choragos)
English II Through ESOL: Drama
Page 49
Backwards Build-up
Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English
Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating,
by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as
necessary) until teams can pronounce the segments well. Continue to build up to the complete
sentence. Teams completing the exercise correctly get a point. Example:
…in fourteen hundred and ninety-two
…blue in fourteen hundred and ninety-two
…the ocean blue in fourteen hundred and ninety-two
…sailed the ocean blue in fourteen hundred and ninety-two
Columbus sailed the ocean blue in fourteen hundred and ninety-two.
Antigone Lesson 3: Backward Build-up Activity: (Follow the example above)
a) Choragos is shocked to hear that the sentry caught Antigone burying her dead brother.
b) According to Antigone, the king’s proclamation was not God’s proclamation, and that
final justice comes from God.
c) Creon declares Antigone headstrong like her father Oedipus and guilty of double
insolence of breaking the law and boasting about it.
d) Ismene suddenly confesses her guilt, and sincerely wants to take her share of the
punishment.
e) Antigone rejects her sister angrily, and does not let Ismene lessen her own death.
Intermediate Speaking Activities
Charades
Objective: Oral production to determine word meaning and context of new lesson vocabulary
Procedure: Team members guess who/what the teacher (or student) is silently role-playing.
(Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point.
Antigone Lesson 3: Charades Activity: Suggestions:
drowse, headstrong, boasting, piety, dutiful, joyless, rebel, stealthily, folly, quickly,
quietly, slowly, softly, suddenly, somberly
English II Through ESOL: Drama
Page 50
Mixed-up Sentence
Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence.
Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but
scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the
class the way the sentence should read. Example sentence: A dicot seed has two parts. You
might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must
verbally give directions to make a correction after consulting with the team. The teacher follows
the exact directions given and, if correct, gives the team a point. Then s/he calls on next team.
Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at
the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in
front of the classroom. In both cases, you were not given the detailed instructions necessary to
complete the task, and you would move on to the next group without awarding a point. You are
looking for a response something like, “Remove the first capital A and replace it with a lower
case A.” Directions like these get teams points. Continue until the sentence is reorganized, with
a capital at the beginning and a period at the end.
Notes: This activity is very difficult and takes several weeks to master. Students will prefer to
show you what to do, but do not let them. The idea is to tell you, not show you. The first time
you use the activity do not spend more than five minutes. Stop and discuss the kinds of
directions they need to give in the future. Do not give up on this activity, no matter how
immature the students.
Antigone Lesson 3: Mixed-up Sentence Activity: Sentences to use from summary:
a)
b)
c)
d)
e)
Oedipus Creon father Antigone is like her says headstrong
Antigone brothers are says are equal due in, and two blood honors in both death to her
enters authority Haimon and father’s defers to his will and Dutifully
Antigone’s cost of defiance freedom is her The own.
For authority challenging woman Creon a his manhood and is his.
Proficient Speaking Activities
Twenty Questions
Objective: Ask questions about a photo or picture to determine meaning of vocabulary words.
Procedure: A student from one team selects a photo or picture without showing it to members
of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can
only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of
questions that have been asked divided by two. Ex: Is it from the fifteenth Century? Is it a boat?
Antigone Lesson 3: Twenty Questions Activity: Photo or picture suggestions:
bride, ghost, decree, wine, dust, wind, clouds, sand, rain, Mount Olympus,
Aphrodite, desert
English II Through ESOL: Drama
Page 51
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: Using Methods of Persuasion
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
What to do and what to watch for- Authors write to influence or persuade the reader to agree
with a certain opinion or take a certain action. Examples of persuasive writing include:
Newspapers
Advertisements
Magazines
Speeches
Articles+ Books
Think carefully and evaluate persuasive writing: There are ways to determine if a writer has
presented enough evidence to agree or disagree with the opinion presented. You must think
critically and skillfully before being influenced by what you read. There are two ways writers
persuade their readers, reasoning, and emotion. As a critical reader, pay attention to how
effective the writer is in making the argument. Writers often use faulty reasoning and faulty
emotional appeals to persuade you.
FAULTY REASONING
Writers appeal to your ability to reason. Be careful to study the evidence. Sometimes you are
persuaded at first. After looking again, you may discover faulty or incorrect reasoning. Here are
several kinds of faulty reasoning to look out for.
Selected Evidence: Another way to persuade is to choose only the information that makes
your opinion look good. By presenting only one part of the evidence, you can persuade.
However, the whole truth is not necessarily being presented. Example:
There are three thousand students studying seven subjects a day with homework
every night. There simply is not enough time for them to participate in
extracurricular activities. Those activities use several thousand dollars a year that
should be used to improve academics at the school.
Either/or Thinking: A suggestion that there are only two ways of looking at a problem may
be faulty or incorrect. There may really be more ways of seeing the issue. Example:
Either your assignments are turned in on time, or you fail the course.
My neighbor’s trash is making a terrible mess since he got his dog.
Circular Reasoning: Sometimes a writer tries to prove his point by stating the same point
over and over in different ways. Example:
You should be responsible because there are things you should do. You must
complete the things you are responsible for. You know this to be the truth.
Over-generalizations: A generalization is a statement that applies to many people in many
different situations. An overgeneralization is something that covers so many situations that is
impossible to prove or disprove. Example:
Every man woman and child in this country wants to have more money to enjoy.
Faulty Cause and Effect: Sometimes a writer put two events together, one following the
other. The suggestion is that the first event caused the second event. The two events may not
be in a cause and effect relationship. The writer must go on to prove this. Ex:
Two men were seen leaving the store at the time of the robbery.
English II Through ESOL: Drama
Page 52
FCAT FOCUS READING SKILL: Using Methods of Persuasion (Continued)
FAULTY EMOTIONAL APPEALS
Writers use emotion very effectively to persuade their readers. Be sure that there is solid
evidence to prove the author’s point. Don’t just be convinced by an appeal to your emotions.
There are several faulty emotional appeals to watch for below.
Loaded Language: Words are chosen based on their positive or negative connotation.
Connotation is the positive or negative feeling associated with a word. Examples:
My enemy is ignorant, immoral, and pathological.
My friend is righteous, trustworthy, and faithful.
Transfer: Transferring positive or negative feelings about someone or something that is
familiar to someone or something else that is not familiar is called transfer. Examples:
A convicted criminal goes to court dressed like a school principal with a fresh
haircut to persuade the judge not to send him to jail.
A politician attends a community center spaghetti dinner dressed in jeans and
kisses all of the babies and grandmothers to persuade common people to vote for
him.
A television commercial shows pictures of war refugees in the middle of a formal
dinner for wealthy businesspersons to persuade you that they don’t care.
Exaggeration: Making something bigger than the truth is to exaggerating. Exaggeration is
sometimes called overstatement. Writers can describe something much bigger than it really
is. Exaggeration is common in advertisements. Examples:
She has a heart as big as the world. This cream makes you look twenty years
younger.
Businesses cannot be successful without the latest XYZ computer.
Bandwagon: Sometimes writers argue that you should believe something because there are
many people who agree. Bandwagon is asking you to get on the “bandwagon” like everyone
else. Examples: Over 20 million Americans watch this game show. It must be good.
The candidate has 70% of the vote in the latest poll. You should vote for her too.
Name-calling: A way to keep from discussing the important issues is simply to call someone
or something a name. Examples:
Don’t vote for a big-spending, “more taxes” candidate.
She is a taker, not a giver, and a fair-weather friend.
English II Through ESOL: Drama
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Beginning Reading Activities
Pre-Reading
Objective: Listen to a short series of oral sentences in order to answer simple questions.
Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to
the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to
ask questions. Ask different types of questions (i.e. yes/no, either/or, and “wh-“) at a quick pace.
If the group cannot answer quickly enough, move on to the next group.
Example: Columbus sailed to America in 1492.
Sample Questions:
Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or
America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King
Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or
1942? When did he sail?
Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the
paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from
each team. Each student on the team receives the same grade.
Antigone Lesson 3: Pre Reading Activity:
The sentry catches Antigone burying her dead brother. Fearlessly, Antigone
admits she defied Creon’s law. Creon declares Antigone guilty. Creon accuses
Ismene equally. Ismene suddenly confesses her guilt. Ismene sincerely wants her
share of the punishment. Antigone is the bride of Creon’s son Haimon. Haimon
believes his father reasoned badly. Creon spares Ismene. Creon locks Antigone alive
in a stone vault. Antigone will eventually die.
English II Through ESOL: Drama
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Beginning-Intermediate-Proficient Reading Activities
Story Map/Story Grammar Activity:
(Can be used in conjunction with LANGUAGE EXPERIENCE APPROACH and/or
graphic organizers as a Beginning-Intermediate-Proficient Writing Activity)
Objective: Identify a common organizational pattern or “grammar” of a reading text.
Procedure: Introduce story grammars by using the Language Experience Approach. (See
Beginning- Writing Activities Language Experience Story). The second time, have each group
prepare one. Once groups have mastered story grammars, individuals can prepare their own,
but include incentives for the group to help individual members. For example, you might want to
give a team a point for each member who receives a grade of B or higher.
Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal
(list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves
problem, character learns to live with problem, problem defeats character)
Note: Story grammars help students understand that most stories have a common
organization. Story grammars help students to write reports, evaluate the quality of stories, find
answers to their questions about stories, and write their own stories.
Antigone Lesson 3: Story Map/Story Grammar Activity:
a) Use graphic organizers such as the Plot Maps (Story Maps, Story Grammars) on the
following pages to assist students in organizing ideas for Antigone, by Sophocles:
Prologue & Scene 1
b) Use question prompts as starters to identify key story elements (Who; What, Where,
When, Why, How. Review key story elements/objectives below with the key questions.
Key Story Elements – Objectives
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 3: Story Map/Story Grammar Activity: (Continued on next pages )
(Use graphic organizers on following pages)
English II Through ESOL: Drama
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Antigone Lesson 3: Story Map/Story Grammar Activity: (Continued from previous page)
Name ______________________________________
STORY GRAMMAR
STORY MAP
PLOT MAP
TITLE/TOPIC/TEXT ______________________________________________
Literary Element – Plot:
The series of events that make up a story are the plot.
Use the chart to plot the reading.
STORY PLOT
Exposition/Beginning: ____________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Conflict: External /Internal: ________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Rising Action: __________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Climax: _______________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Resolution/End: ________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Antigone Lesson 3: Story Map/Story Grammar Activity: (Continued from previous page)
Name ______________________________________
STORY GRAMMAR
STORY MAP
PLOT MAP
TITLE/TOPIC/TEXT ______________________________________________
Literary Element – Plot:
The series of events that make up a story are the plot. 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: Drama
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Antigone Lesson 3: Story Map/Story Grammar Activity (Continued from previous page)
Name ________________________
STORY GRAMMAR/ MAP/ PLOT MAP: Turning Point / Climax
TITLE/TOPIC/TEXT __________________________________ Author _____________
Literary Element – Plot:
The series of events that make up a story are the plot. The four
(4) main elements of the plot are Exposition, Rising Action (Conflict), Climax (or Turning Point),
and Resolution. Use the chart to plot the reading.
4. Climax (Turning Point)
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
2. Rising Action
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
3. Conflict
External /Internal
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
1. Exposition/Beginning
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
5. Conflict
External /Internal
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
6. Resolution/End
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
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Antigone Lesson 3: 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 _________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Antigone Lesson 3: Map/Story Grammar Activity: (Continued from previous page)
Name ________________________
STORY MAP / Rising Action Narration Map
Complete the chart below with information from the reading: Title, Author, Characters, Setting,
Beginning Action, Events, Turning Point (Climax), Events, and Resolution / /Conclusion. Use the
text or lesson summary and identify all of the literary elements listed below).
Title _____________________________________________ Author ____________________
Characters __________________________________________________________________
Setting:
Time __________________________
Place: _______________________
Beginning Action
____________________________________________________________________________
____________________________________________________________________________
Events
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Events
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Turning Point (Climax)
____________________________________________________________________________
____________________________________________________________________________
Events
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Events
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Conclusion
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Antigone Lesson 3: Story Map/Story Grammar Activity: (Continued from previous page)
Name ________________________
STORY GRAMMAR/ MAP/ PLOT MAP: Turning Point/ Climax
TITLE/TOPIC/TEXT _____________________________________________________
Literary Elements: The series of events that make up a story are the plot. The elements of the
plot are exposition, rising action, internal/external conflicts, climax (or turning point), and
resolution. Complete the boxes with information from the reading.
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).
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
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Antigone Lesson 3: Map/Story Grammar Activity: (Continued from previous page)
Name ________________________
LITERARY ELEMENTS: STORY MAP
Complete the chart with the story elements. Use the text or lesson summary.
TITLE/TOPIC/TEXT___________________________ Author _____________
CHARACTERS
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
SETTING
TIME
________________
________________
________________
________________
PLACE
________________
________________
________________
________________
THEME
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
TITLE/TOPIC/TEXT
____________________
____________________
AUTHOR
____________________
PLOT EVENTS
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
CONFLICT
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
RESOLUTION
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
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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
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Page 63
Judgment
(Can be used with Judgment Intermediate-Proficient Presenting and Viewing Activities)
Objective: Read a text for the purpose of identifying facts and opinions.
Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the
text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and
swap their sentences. Teams read the sentence strips they have, and place them in either a fact
basket or opinion basket in front of the room. The teacher reads each sentence strip from the
two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the
team with its name on the strip gets a point. If not correct, that team loses a point. (This
encourages effective writing.)
Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.
Notes on Distinguishing Facts and Opinions
A FACT is information that can be verified or PROVEN. You cannot argue facts. An OPINION is
information that CANNOT BE PROVEN or verified. Opinions are someone’s belief or personal
judgment. You can agree or disagree with an opinion.
1. Recognizing facts: Just because something is in print (i.e. on the FCAT test), it does not
make it a fact! A FACT CAN BE PROVEN. A fact is either true or false. You cannot argue facts.
Decide if the statement can be proven or verified. Can you check it out in a reference book?
Can you prove it? Is your source a reliable or scientific source? Individual feelings or emotions
do not influence facts. That means it does not make a difference if you agree or disagree. It is a
FACT. That also means it does not matter if you like or do not like the fact it is still a FACT! If
the fact is proven false, it is still a statement of untrue FACT!
2. Recognizing opinions: Opinion statements are different from facts. If the writer is trying to
convince you of his point of view, it may sound like a fact, but it is still just an opinion, because
you can agree or disagree. OPINIONS CANNOT BE PROVEN or verified by an impartial
source, because they only express an individual the point of view. Opinions argue one point of
view, and you can disagree with an opinion. Opinions evaluate, judge or express feelings and
emotions. Statements about the future are always opinions, because you cannot prove the
future. It did not happen yet!
Antigone Lesson 3: Judgment Activity: (Continued on following pages)
English II Through ESOL: Drama
Page 64
Antigone Lesson 3:: Judgment Activity: (Continued from previous page)
Antigone Lesson 3: Judgment Activity: Important Note: Statements about the future are
always opinions, because you cannot prove the future. It did not happen yet! (See notes abovedistinguishing between facts and opinions)
Here are some starters for Opinions:
Choragus is shocked to hear that the sentry caught Antigone burying her dead brother.
Fearlessly, Antigone admits that she dared to defy Creon’s law, in spite of the proclamation.
According to Antigone, the king’s proclamation was not God’s proclamation and that final justice
comes from God.
The immortal laws of God are more powerful and eternal than the law of a mortal king.
Antigone knows she must die and somberly speaks of death as her friend.
Creon says Antigone is headstrong like her father Oedipus.
Creon says Antigone is guilty of the double insolence of breaking the law and then boasting
about it.
For Creon, a woman is challenging his manhood and his authority.
Creon unreasonably accuses both sisters of barefaced anarchy and Antigone of dishonoring
Eteocles.
Antigone thinks her two brothers are equal in blood, and honors are due in death to both.
Antigone will find her love in hell with her brothers.
It is Antigone’s nature to join in love, not in hate.
Creon thinks Ismene and Antigone are trying to take his throne.
Ismene sincerely wants to take her share of the punishment.
Antigone and does not let Ismene lessen her own death.
The cost of Antigone’s defiance is her own freedom.
People believe that there is a curse on the royal family.
Creon will show himself weak before his people if he changes his mind.
Haimon thinks his father should get advice from others.
Haimon thinks that the people support Antigone.
Haimon thinks that Creon should overcome anger and he should be flexible.
Haimon believes that someone else will die if Antigone dies.
Haimon believes his father has reasoned badly.
Haimon thinks that Creon’s bad temper terrifies everyone.
The people think that Antigone is generous and brave.
Choragos thinks Creon should listen to his son and Haimon should listen to his father.
Haimon is selling out to a woman.
Haimon insists that Creon has no right to trample on God’s right.
Someone else will die if Antigone dies.
Creon will never see Haimon again.
(Please see following page for starters for FACTS)
Antigone Lesson 3: Judgment Activity: (Use sentence strips on following pages)
English II Through ESOL: Drama
Page 65
Antigone Lesson 3:: Judgment Activity: (Continued from previous page)
Antigone Lesson 3: Judgment Activity:
(Please see previous page for starters for Opinions)
Here are some starters for Facts:
The sentry quickly returns to the palace with Antigone.
The sentry informs Creon that he saw Antigone with his own eyes breaking the law.
Creon accuses Ismene equally and sends for her to be arrested.
Antigone says her two brothers are equal in blood, and honors are due in death to both.
Creon declares bitterly that Antigone will find her love in hell with her brothers.
Ismene enters, and Creon accuses them both of trying to take his throne.
Ismene suddenly confesses her guilt and offers to take her share of the punishment.
Antigone rejects her sister angrily.
Antigone is the bride of Creon’s own son Haimon.
On Ode 2, the Chorus sings about the curse on the royal family.
Haimon enters and dutifully defers to his father’s will and authority.
Haimon tries to persuade father to get advice from others.
Haimon tells his father that the people support Antigone.
Haimon encourages Creon to overcome anger and be flexible.
Choragus agrees with Haimon.
Creon accuses Haimon of selling out to a woman.
Haimon threatens Creon that someone else will die if Antigone dies.
Haimon finally leaves saying his father will never see him again.
Creon decides to spare Ismene.
Creon decides to lock up Antigone alive in a stone vault eventually to die.
In Ode 3, the Chorus sings about glorious but destructive love.
Antigone Lesson 3: Judgment Activity: (Continued on following pages)
Use the sentence strip starters on the following pages for beginning/intermediate students. Use
the sentence strip blanks for proficient students to create their own fact opinion sentences.
Cut opinion and fact sentence strips, and mix them up. Students draw a sentence and work with
members of their team to identify each sentence as fact or opinion. Beginning students may
need sentence strip starters. Proficient students should write their own opinion and fact
sentence strips using the blanks provided below.
English II Through ESOL: Drama
Page 66
Antigone Lesson 3: Judgment Activity: (Continued from previous page)
Here are Starters for Opinions: Cut into strips for beginning/intermediate students
Choragus is shocked to hear that the sentry caught
Antigone burying her dead brother.
Fearlessly, Antigone admits that she dared to defy
Creon’s law, in spite of the proclamation.
According to Antigone, the king’s proclamation was
not God’s proclamation and that final justice comes
from God.
The immortal laws of God are more powerful and
eternal than the law of a mortal king.
Antigone knows she must die and somberly speaks
of death as her friend.
Creon says Antigone is headstrong like her father
Oedipus.
Creon says Antigone is guilty of the double
insolence of breaking the law and then boasting
about it.
For Creon, a woman is challenging his manhood
and his authority.
Antigone Lesson 3: Judgment Activity: (Continued on following pages)
Sentence strip starters on the following pages
English II Through ESOL: Drama
Page 67
Antigone Lesson 3: Judgment Activity: (Continued from previous page)
Here are Starters for Opinions: Cut into strips for beginning/intermediate students
Creon unreasonably accuses both sisters of
barefaced anarchy and Antigone of dishonoring
Eteocles.
Antigone thinks her two brothers are equal in blood,
and honors are due in death to both.
Antigone will find her love in hell with her brothers.
It is Antigone’s nature to join in love, not in hate.
Creon thinks Ismene and Antigone are trying to take
his throne.
Ismene sincerely wants to take her share of the
punishment.
Antigone and does not let Ismene lessen her own
death.
The cost of Antigone’s defiance is her own freedom.
Antigone Lesson 3: Judgment Activity: (Continued on following pages)
Sentence strip starters on the following pages
English II Through ESOL: Drama
Page 68
Antigone Lesson 3: Judgment Activity: (Continued from previous page)
Here are Starters for Opinions: Cut into strips for beginning/intermediate students
People believe that there is a curse on the royal
family.
Creon will show himself weak before his people if he
changes his mind.
Haimon thinks his father should get advice from
others.
Haimon thinks that the people support Antigone.
Haimon thinks that Creon should overcome anger
and he should be flexible.
Haimon believes that someone else will die if
Antigone dies.
Haimon believes his father has reasoned badly.
Haimon thinks that Creon’s bad temper terrifies
everyone.
Antigone Lesson 3: Judgment Activity: (Continued on following pages)
Sentence strip starters on the following pages
English II Through ESOL: Drama
Page 69
Antigone Lesson 3: Judgment Activity: (Continued from previous page)
Here are Starters for Opinions: Cut into strips for beginning/intermediate students
The people think that Antigone is generous and
brave.
Choragos thinks Creon should listen to his son and
Haimon should listen to his father.
Haimon is selling out to a woman.
Haimon insists that Creon has no right to trample on
God’s right.
Someone else will die if Antigone dies.
Creon will never see Haimon again.
Antigone Lesson 3: Judgment Activity: (Starters for Facts continued on next page)
English II Through ESOL: Drama
Page 70
Antigone Lesson 3: Judgment Activity: (Continued from previous page)
Here are some starters for Facts:
The sentry quickly returns to the palace with
Antigone.
The sentry informs Creon that he saw Antigone with
his own eyes breaking the law.
Creon accuses Ismene equally and sends for her to
be arrested.
Antigone says her two brothers are equal in blood,
and honors are due in death to both.
Creon declares bitterly that Antigone will find her
love in hell with her brothers.
Ismene enters, and Creon accuses them both of
trying to take his throne.
Ismene suddenly confesses her guilt and offers to
take her share of the punishment.
Antigone rejects her sister angrily.
Antigone Lesson 3: Judgment Activity: (Continued on next page)
English II Through ESOL: Drama
Page 71
Antigone Lesson 3: Judgment Activity: (Continued from previous page)
Here are some starters for Facts:
Antigone is the bride of Creon’s own son Haimon.
On Ode 2, the Chorus sings about the curse on the
royal family.
Haimon enters and dutifully defers to his father’s will
and authority.
Haimon tries to persuade father to get advice from
others.
Haimon tells his father that the people support
Antigone.
Haimon encourages Creon to overcome anger and
be flexible.
Choragus agrees with Haimon.
Creon accuses Haimon of selling out to a woman.
Antigone Lesson 3: Judgment Activity: (Continued on next page)
English II Through ESOL: Drama
Page 72
Antigone Lesson 3: Judgment Activity: (Continued from previous page)
Here are some starters for Facts:
Haimon threatens Creon that someone else will die
if Antigone dies.
Haimon finally leaves saying his father will never see
him again.
Creon decides to spare Ismene.
Creon decides to lock up Antigone alive in a stone
vault eventually to die.
In Ode 3, the Chorus sings about glorious but
destructive love.
Antigone Lesson 3: Judgment Activity: (Continued on next page)
English II Through ESOL: Drama
Page 73
Antigone Lesson 3: Judgment Activities: (Continued from previous page)
Sentences Strips: Cut into strips. Proficient students write their own Fact or Opinion
Sentences:
SENTENCE STRIPS
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
English II Through ESOL: Drama
Page 74
Antigone Lesson 3: Judgment Activities: (Continued from previous page)
Sentences Strips: Cut into strips. Proficient students write their own Fact or Opinion
Sentences:
SENTENCE STRIPS
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
English II Through ESOL: Drama
Page 75
True or False
(Can be used with True-False Intermediate-Proficient Presenting and Viewing Activities)
Objective: Read a text passage for the purpose of making true and false statements about it.
Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is
for false). Teams make three true or false statements about the text. A representative from the
first team reads one statement aloud. The other teams listen and place their token on the
appropriate side of their True/False chart. The questioning team decides which choices are
correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules
of Total Recall.
Antigone Lesson 3: True or False Activity:
Here are some true statements to use as starters:
The guard swears to the king that he did not do it.
Polyneices was King Creon’s nephew.
King Creon promises the people that he will treat everyone the same.
Creon thinks that he should not listen to an adolescent.
Creon thinks Antigone is an anarchist.
Haimon threatens his father that if Antigone is killed, someone else will die.
Creon tells Haimon that they can’t let women make fools of them.
Creon accuses Ismene equally and sends for her to be arrested.
Antigone says her two brothers are equal in blood, and honors are due in death to both.
Creon accuses both Ismene and Antigone of trying to take his throne.
Ismene suddenly confesses her guilt and offers to take her share of the punishment.
Antigone is the bride of Creon’s own son Haimon.
Creon accuses Haimon of selling out to a woman.
Haimon threatens Creon that someone else will die if Antigone dies.
Creon decides to spare Ismene.
Haimon finally leaves saying his father will never see him again.
Antigone knows she must die and somberly speaks of death as her friend.
The Chorus sings that It is Antigone’s nature to join in love, not in hate.
The Chorus sings about a curse on the royal family.
Creon says that the cost of Antigone’s defiance is her own freedom.
Antigone Lesson 3: True or False Activity: (Continued on next page)
False statements provided on the next page.
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Antigone Lesson 3: True or False Activity: (Continued from previous page)
Antigone Lesson 3: True or False Activity: (True statements provided on previous page)
Here are some false statements to use as starters:
Antigone obeys King Creon’s law.
King Creon believes that Eteocles deserves no praise.
The guards thought there was enough earth on the body to give the ghost some peace.
Suddenly Ismene gives Antigone credit for burying her brother.
King Creon quickly returns to the palace with Antigone.
Creon saw Antigone with his own eyes breaking the law.
Ismene declares bitterly that Antigone will find her love in hell with her brothers.
Choragus sings about the curse on the royal family.
Polyneices enters and dutifully defers to his father’s will and authority.
Haimon persuades his father not to listen to advice from others.
Antigone is fearful when she admits that she defied Creon’s law.
The laws of a mortal king are more powerful and eternal than the immortal laws of God.
The people think that Ismene is generous and brave.
Creon thinks Haimon is trying to take his throne.
For Haimon, a woman is challenging his manhood and his authority.
Creon will show himself weak before his people if he does not change his mind.
Haimon believes his father has reasoned well.
Choragus tells his Creon that the people support Antigone.
Creon reasonably accuses both sisters of barefaced anarchy
Antigone is dishonoring Eteocles and Polyneices.
Ismene sincerely does not want to take her share of the punishment.
Creon encourages Haimon to overcome anger and be flexible.
Creon decides to lock up Ismene alive in a stone vault eventually to die.
Antigone Lesson 3: True or False Activity: (Continued on next page)
A Team question record and a “T-Chart” for this activity are provided on the next page.
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Antigone Lesson 3: True or False Activity: (See previous page for procedure)
My Team’s Sentences
True False
1
2
3
T-CHART
TEAM ______________
True Statements
False Statements
about the Reading
about the Reading
Points
1
2
3
4
5
6
7
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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
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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 3: Indirect Speech Activity: Use the dialog in this lesson written for
the Presenting Activity “Dialog”.
Example:
Antigone to Creon: It is my nature to join in love, not in hate.
Antigone tells Creon that it is her nature to join in love not in hate.
Beginning-Intermediate-Proficient Writing Activities
Language Experience Approach
Language Experience Story
Objective: Use student-created writing as a text as a model for individual student writings, for
rereading or other written activities, including Story Grammars, RAFT, and Spool Writing.
General Procedures: Language Experience instruction involves asking students to talk about
some item of relevance to the class. You may use information from Listening Activity “Interview”
or information learned in other unit activities. Individual team members and teams take turns
offering sentences to be added to the text. You write individual contributions on the board,
including non-standard forms or word order. Then ask teams to correct or change the text to
standard English grammar and syntax and to decide on an organizational format. Assist teams
in making necessary adjustments. After the text is corrected, students copy it in their notebooks,
or you can type and distribute it.
See the detailed description of Language Experience Approach for ESOL students on the
following pages.
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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)
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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)
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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)
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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)
English II Through ESOL: Drama
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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
•
•
•
•
•
•
•
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)
English II Through ESOL: Drama
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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
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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 3: Framed Paragraph Activities:
Resources for the teacher are provided on the following pages:
1. Suggested topics for writing paragraphs about literary elements and devices
2. Framed paragraph organizers provided below for each skill (Practice and Pre-writing)
3. Sample writing format(s) provided below for paragraph frames to guide students
Framed Paragraph Sample #1: Historical Setting & Author’s Purpose
Notes:
Historical Setting—“Where” the events occur (the place), and “When” they occur (the time or
era—year, month, day, historical timeframe, era, etc.);
Author’s Purpose—The author’s purpose in a reading can be to entertain, inform, or persuade
a reader, or any combination of these purposes. Why did the author write this?
Antigone Lesson 3: Framed Paragraph Activities Sample #1:
Historical Setting & Author’s Purpose (Suggested topics, paragraph organizers, and writing
templates continued on the following pages)
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Antigone Lesson 3: Framed Paragraph Activities Sample #1 (Continued from previous page)
Framed Paragraph Sample #1: Historical Setting & Author’s Purpose
Sample #1: (Historical Setting & Author’s Purpose): Use the details below as starters for
historical setting and author’s purpose in Scenes 2 and 3 of the play Antigone, by Sophocles.
Historical setting and author’s purpose can be interrelated or used separately for paragraph frames.
Historical Setting (Where and When): City-state of Thebes in ancient Greece, during the
Oedipus legend, many centuries before the time of the play. Setting: Background & Details:
Place (where): The play is set in Thebes, a powerful city-state north of Athens in ancient Greece.
There has just been a war in Thebes between armies led by the two sons of Oedipus who killed
each other over the King’s throne. All scenes in the play occur in front of the royal palace at Thebes.
Time (when): The play takes place in the mythical past of ancient Greece, part of the Oedipus
legend from early Greek culture, many centuries ago. The drama begins at dawn, the night after
Antigone’s two brothers died in the war. The whole play takes place is a little more than 24 hours,
beginning to end. (Note: Greek theater was in the open air, and the first performances of the day
would begin at daybreak. Thus, time of day of the setting is identical to the performance time).
Author’s purpose(s)(inform, entertain, or persuade):
Inform— Sophocles does the following to inform his audience:
• re-tells cultural heritage of the Theban people and their connection to the legend of Oedipus
• shows historical cultural tension of the time and place (setting), namely the historical struggle
for power and territory over the Theban city of and its people, the audience of the play.
• shows the cultural conflict in human relationships between men and women, between royalty
and the ordinary people (social classes), and between family members
• shows the similarities in human emotions of all people of every time and place, and to create a
personal connection between the reader and the characters
Entertain— Sophocles does the following to entertain his audience:
• Sophocles gives the public a voice for their point of view, through the character(s) of the
chorus, and Antigone’s whose position exposes the hypocrisy of the king’s law
• Sophocles provides choral lyric poetry appealing to the audience’s cultural heritage and
religious beliefs (god Dionysus and legend of Oedipus)
• Sophocles provides live drama for sheer entertainment and pleasure with masks, songs,
chants, suspense, dilemma, and tragedy
Persuade— Sophocles does the following to persuade his audience:
• Sophocles exposes social injustice and advocates for freedom of ordinary people who suffer at
the hands of an autocratic king. In an historic period of emerging democracy in ancient Greece,
this is both a personal and a political message.
• Sophocles represents the voice of the ordinary people through the voice of the Chorus. He
shows public reaction to the crises of unfolding events, especially how actions of leaders affect
people’s lives. The Chorus is concerned with public welfare, peace, and security in Thebes, to
ensure the survival of the people.
• Sophocles is a politician himself, and portrays leadership sympathetically. Creon needs political
expediency to restore peace and stability to Thebes after war. He cannot allow a young girl to
defy him, making him appear weak as a leader. Creon justifies his actions to Haimon by
believing that he must protect the interests of Thebes.
• Sophocles shows public concern that the state must take second place to the family,
persuading the audience by showing difficulties in family relationships between father and son,
and between the fiancés, Haimon and Antigone. In the end, Sophocles convinces the audience
that family love is greater than love for the state and the king.
• Sophocles hates dictatorship and portrays Haimon’s rebellion against the wrath of the state,
even if the king is his own father.
English II Through ESOL: Drama
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Antigone Lesson 3: Framed Paragraph Activities
Sample #1: Historical Setting & Author’s Purpose (Continued from previous page)
Paragraph Frame for Historical Setting and Author’s Purpose:
In the _____ (novel, story, play) _____ (title), _____ (author),
uses the setting of the story to tell readers the truth about _____
(Topic Sentence). The time in history of the story/play is _____
(describe the 1st aspect of the setting-Detail #1). The location of
the play is _____ (describe the 2nd aspect of the setting-Detail
#2). The author uses the setting to show the reader _____ and
_____ (Author’s purpose- Detail #3). The reader has a real
sympathy for the characters that lived in this time and place in
history because _____ and _____ (Author’s purpose –Detail #4).
The setting of the story _____ (restate key points 1 & 2) is very
important to the author, because she/he wants to inform the
reader (or tell us) about _____ (restate key points 3 & 4).
Paragraph Frame for Setting:
The details of the setting of _____, by _____, are important
for several reasons (Topic Sentence). The author has set the
story in _____ (place) during ____ (time). The time of the story is
important because_____, _____ and _____ (Detail #1). The
location (place, setting) where the story occurs is also important
to understanding the story. During this time period, life was _____
and people____ (Detail #2). Some other important details about
the setting include _____ and _____ (Detail #3). In addition,
_____ (Detail #4) In conclusion, the author, _____, uses the
setting of the story to make his/her characters interesting and the
plot of the story come to life (Conclusion).
Antigone Lesson 3: Framed Paragraphs Activities and organizers (Continued on next
page).
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Page 93
Sample #1: Historical Setting & Author’s Purpose (Continued from previous page)
Paragraph Frames for Author’s Purpose
Author’s Purpose—Inform, Entertain, & Persuade-Paragraph Frame #1
In the essay/novel/poem/story/drama _____ (title), by _____, (author)
the writer has three purposes, to inform the reader, entertain, and to
persuade the reader to think _____ (Topic Sentence). The author informs
the reader about _____ by using (describing, explaining, showing) _____
and _____ (Author’s purpose- Detail #1) In addition, the author _____
intends to entertain the reader. This is evident in _____, and _____ (Detail
#2).
Another purpose of the author is to persuade the reader. The author
tries to persuade the reader to believe _____ and _____ (Author’s purposeDetail #3). In conclusion, it is evident in the selection that the author has at
least three purposes, to inform the reader about _____, entertain the
reader by _____, and persuade the reader to _____ (Conclusion).
Author’s Purpose to Inform- Paragraph Frame #2
In the essay/novel/poem/story/drama _____ (title), by _____, (author)
the writer’s purpose is to inform the reader about _____, _____, and _____
(Topic Sentence). The author informs the reader about _____ by using
(describing, explaining, showing) _____ and _____ (Author’s purposeDetail #1). In addition, the reader makes a connection with the author and
his/her purpose to inform when the reader learns about _____ because/and
_____. (Detail #2) Third, the author informs the reader about _____ by
providing details about _____ and _____, such as _____ and _____
(Author’s purpose- Detail #3) In conclusion, it is evident in the selection that
one of _____’s (author) purposes is to inform the reader about _____,
_____, and _____ (Conclusion).
Antigone Lesson 3: Framed Paragraph Activities: (Continued next pages—Graphic organizers for
historical setting and author’s purpose, setting, and author’s purpose on the following pages)
English II Through ESOL: Drama
Page 94
Sample #1: Historical Setting & Author’s Purpose (Continued from previous page)
Author’s Purpose to Entertain- Paragraph Frame #3
In the essay/novel/poem/story/drama _____ (title), by _____, (author)
the writer’s purpose to entertain the reader is evident in three ways, _____,
_____, and _____ (Topic Sentence). The author entertains the reader by
_____ and _____ (Author’s purpose- Detail #1) In addition, the reader
makes a connection with the author and his/her purpose to entertain
because _____ and _____ (Detail #2). Third, the author entertains the
reader by providing details about _____ and _____, such as _____ and
_____ (Author’s purpose- Detail #3). In conclusion, it is evident in the
selection that one of _____’s (author) purposes is to entertain the reader in
three ways, _____, _____, and _____ (Conclusion).
Author’s Purpose to Persuade- Paragraph Frame #4
In the essay/novel/poem/story/drama _____ (title), by _____, (author)
the writer’s purpose is to persuade the reader concerning _____, _____,
and _____ (Topic Sentence). The author tries to convince the reader that
_____ by using (describing, explaining, showing) _____ and _____
(Author’s purpose- Detail #1) In addition, the author’s purpose to persuade
the reader is evident because/when_____ because/and _____ (Detail #2)
Third, the author intends to persuade the reader that _____ by providing
details about _____ and _____, such as _____ and _____ (Author’s
purpose- Detail #3). In conclusion, it is evident in the selection that one of
_____’s (author) purposes is to persuade or convince the reader in three
ways, _____, _____, and _____ (Conclusion).
Antigone Lesson 3: Framed Paragraph Activities: (Continued next pages—Graphic organizers for
historical setting and author’s purpose, setting, and author’s purpose on the following pages)
English II Through ESOL: Drama
Page 95
Antigone Lesson 3: Framed Paragraph Sample #1: Historical Setting & Author’s Purpose
Continued from previous page)
Name _______________
LITERARY ELEMENT: SETTING
TITLE/TOPIC/TEXT: ____________________________ Author: _____________
The setting of a story tells the time (when) and the place (where) the story takes place. A story
that takes place during a time of war, rebellion, prosperity, or social conflict will have the mood,
events, and characters. A story that takes place over a short period of time and in a more limited
location like a house will be intense and focus more on the characters and their feelings.
SETTING
WHEN (TIME): The “time” of the story can be a time in history, a year, a time of the year, or a
time of the day. The “time” of the story includes everything in the story, from beginning to end.
WHERE (PLACE): The “place” of the story can be a country, region, city, town, or even a
building (like a courthouse or a home).
How does the setting provide the background for the characters, events, and plot?
Explain the importance of the setting to understanding the reading. Is it specific and detailed?
How important is the setting of the reading?
Explain how the setting helps you understand a character, the theme, or plot. Be specific.
Explain how the setting contributes to the tone or mood of the story
English II Through ESOL: Drama
Page 96
(Continued from previous page)
Antigone Lesson 3: Framed Paragraph Sample #1: Historical Setting and Author’s
Purpose
Name ____________________________
LITERARY ELEMENTS: SETTING
TITLE/TOPIC/TEXT: ____________________________ Author: _____________
WHERE (PLACE)
The place of the story
can be a country,
region, city, town, or
even a building, like a
courthouse or a home.
WHEN (TIME)
The time of the story
can be a time in
history, a time of the
year, or a time of day.
How does the setting provide the background for the characters, events, and
plot?
Explain the importance of the setting to understanding the reading. Is it specific
and detailed?
How important is the setting of the reading?
Explain how the setting helps you understand a character, the theme, or plot. Be
specific.
Explain how the setting contributes to the tone or mood of the story
English II Through ESOL: Drama
Page 97
Antigone Lesson 3: Framed Paragraph Sample #1: (Continued from previous page) Historical Setting
Name _____________________________________
TITLE/TOPIC/TEXT: ____________________________ Author: _____________
Compare the setting of the drama, Antigone, by Sophocles, to the time and place you live.
English II Through ESOL: Drama
Page 98
Antigone Lesson 3: Framed Paragraph Activities (Continued from previous page)
Name _________________________
AUTHOR’S PURPOSE
TITLE/TOPIC/TEXT: ____________________________ Author: _____________
The author’s purpose in a reading can be to entertain, inform, or persuade a reader, or any
combination of these purposes. Use the chart to Identify evidence of the author’s purpose(s).
English II Through ESOL: Drama
Page 99
Name _______________________________
AUTHOR’S PURPOSE
TITLE/TOPIC/TEXT: ____________________________ Author: _____________
The author’s purpose in a reading can be to entertain, inform, or persuade a reader,
or any combination of these purposes. The author may inform you and entertain you at
the same time. The author may try to persuade you and inform you or persuade you
and entertain you. Use the chart to Identify evidence of the author’s purpose(s).
INFORM
ENTERTAIN
PERSUADE
IN MY OWN WORDS…
Why did the author write this? _____________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
English II Through ESOL: Drama
Page 100
Name ____________________
AUTHOR’S PURPOSE: “WHY?” (“Y”) CHART
TITLE/TOPIC/TEXT: ____________________________ Author: _____________
The author’s purpose in a reading can be to entertain, inform, or persuade a reader, or any
combination of these purposes. Use the “Y” chart (“Why Chart” – Why did the author write this?)
to identify evidence in the reading of the author’s purposes.
1
2
3
4
1
1
2
2
3
3
4
4
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Antigone Lesson 3: Framed Paragraph Activities (Continued from previous page)
Framed Paragraph—Sample #2: Point of View
Point of view includes beliefs, biases, and assumptions. This is the character’s own personal
way of looking at the event or subject. A character may have an opinion about something or
someone. From the character’s point of view, an event may help or hurt their opinion. The way a
character speaks, thinks, or reacts to events or other characters comes from their point of view.
A character’s beliefs, opinions, positions, or biases influence story events or other characters.
Antigone Lesson 3: Framed Paragraph Activities Sample #2: (Point of View):
Use the starters below for writing about point of view in Scenes 2, 3 of Antigone, by Sophocles.
The sentry’s point of view: (the sentry’s description of the scene of Polyneices’ burial):
a) The audience sees the scene through a common person’s eyes. The sentry looks at
everything the way a common person might.
b) The sentry’s point of view places in doubt whether the people will support the king or
have sympathy for Antigone and support her.
c) The audience can visualize and experience the problem with details the sentry provides.
d) The sentry shows Antigone’s despair, guilt, and grief to the audience to experience.
Antigone’s point of view:
a) The audience sees Antigone as a sympathetic character. She honestly admits that she
broke the law, and will stand up for what she believes is right. Justice is important.
b) She thinks that Creon’s law is unjust and cruel, but she is not afraid of him. She believes
that God’s law is higher than Creon’s law. This point of view is admirable to the audience
c) She is not afraid of death because final justice comes from God, not the king.
d) She must do her duty as a sister and bury her brother with honor so he will rest in peace.
She is a dutiful and loving sister.
e) Antigone thinks she must honor both brothers equally because they are from equal
blood. Justice is blind.
f) Her nature is to join in love, not in hate. This mirrors the audience’s highest goal.
King Creon’s point of view:
a) Creon thinks Antigone is headstrong and is trying to take his throne and his power.
b) Creon unreasonably accuses both sisters Ismene and Antigone of barefaced anarchy.
c) Creon thinks Antigone is dishonoring her brother Eteocles by honoring Polyneices.
d) He compares Antigone to her father Oedipus. She is guilty of double insolence, breaking
the law and boasting about it.
e) His nature is to love the state and his power as king more than he loves his family.
f) Creon believes that a woman is challenging his manhood and his authority and the
people will no longer respect him if he allows this.
Haimon’s point of view: (Haimon is conflicted between his father and his fiancé)
a) Haimon dutifully defers to his father’s will and authority.
b) Haimon believes his father has reasoned badly.
c) Haimon tries to persuade father to get advice from others
d) Haimon knows that Creon’s bad temper terrifies everyone, so he tries to warn Creon to
do the right thing.
e) Haimon believes that the people support Antigone and that she is generous and brave.
f) Haimon encourages Creon to overcome anger and be flexible.
g) Haimon insists that Creon has no right to trample on God’s right.
h) Haimon threatens Creon that someone else will die if Antigone dies.
i) Haimon finally leaves saying his father will never see him again.
Antigone Lesson 3: Framed Paragraph Activities (Continued on following pages with organizers)
English II Through ESOL: Drama
Page 102
Antigone Lesson 3: Framed Paragraph Activities Sample #2: Point of View (Continued from
previous)
Paragraph Frame—Point of View #1
In the _____ (novel/poem/story/play) _____ (title), by _____
(author), it is interesting to experience the events from a different point
of view. _____ (character) has an important point of view for the
audience (reader) to hear (experience) for several reasons (Topic
Sentence). First, this point of view is important because _____. For
example _____, and _____ (Detail #1) Another important reason for
_____ (author) to include this point of view is _____. Examples of this
include _____ and _____ (Detail #2). Finally, this point of view
provides an opportunity for the people (reader) to _____. Some vivid
details include _____ and _____ (Detail #3). The audience feels
(experiences, sees, hears, understands) what _____ (character’s
name) feels (experiences, sees, hears, understands) when _____. It is
clear that through _____ (character), _____ (the author) is able to
show _____ to the audience (reader) to experience (Conclusion).
Paragraph Frame—Point of View #2
_____’s (character) point of view in the play (poem, piece, story
or novel) _____ (title), by _____ (author), provides the reader
(audience) with important (interesting) details (Topic Sentence). One
example of _____’s (character) unique point of view is _____ (Detail
#1). Another example is _____ (Detail #2). Finally, _____’s point of
view is evident in (when) _____ (Detail #3). In conclusion, the
perspective or point of view of the character _____ adds important
and interesting details to the reading. Different points of view add the
author’s message/story. (Conclusion)
Paragraph Frame—Point of View #3
_____, the author of _____, writes from _____’s (the character’s)
point of view. The writer speaks through _____’s (a character’s) eyes.
This point of view in the story is evident in _____. For example, _____
Another example is _____. Another example is _____. _____’s (a
character’s his/her own) point of view is subjective because _____. In
conclusion, the author uses _____’s (a character’s, his/her point of
view to show _____.
Antigone Lesson 3: Framed Paragraph Activities (Continued on following pages with organizers)
English II Through ESOL: Drama
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Antigone Lesson 3: Framed Paragraph Activities Sample #2: Point of View (Continued)
Name _______________________________
The author’s point of view is his/her particular opinion or position on the topic. Point of view
includes beliefs, biases, and assumptions. This is the writer’s own personal way of looking at
the subject. The writer’s personal judgments may be evident in the reading.
Author’s Point of View
Topic/Title/Text _______________________________________
Author(s) ______________________________________
The writer has an opinion about…
The writer takes the point of view that…
From this point of view, the author assumes (thinks, believes) that…
Writing from this point of view shows a bias against (in favor of)…
The same writer has a strong opinion or bias against (in favor of)…
This is how the author’s beliefs, opinions, positions and biases influence the writing:
As I read, I have my own opinion. My reaction to the reading is…
IN MY OWN WORDS, the author’s point of view is…
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Antigone Lesson 3: Framed Paragraph Activities Sample #2: Point of View (Continued)
Name _______________________
Topic/Title/Text _____________________________ Author _______________
AUTHOR’S POINT OF VIEW (or a Character’s Point of View)
The author’s point of view is his/her particular way of looking at something, and his/her opinion
or position on the topic. Point of view includes beliefs, biases, and assumptions. This is the
writer’s own personal way of looking at the subject. The writer’s personal judgments may be
evident in the reading. The point of view of each character or person in a reading is also
important, and shows how that individual thinks, feels, or believes about something.
Directions:
State the author’s point of view or a character’s point of view on a topic, opinion, or position of
your choice. You must provide evidence from the reading that supports what you believe the
author’s point of view to be.
Name of Author or Character: ___________________________
Author’s or Character’s Point of View ________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
EVIDENCE
1_____________________________________________________________________
______________________________________________________________________
2_____________________________________________________________________
______________________________________________________________________
3_____________________________________________________________________
______________________________________________________________________
4_____________________________________________________________________
______________________________________________________________________
5_____________________________________________________________________
______________________________________________________________________
6_____________________________________________________________________
______________________________________________________________________
Antigone Lesson 3: Framed Paragraphs Activities and Organizers Continued on next page
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Antigone Lesson 3: Framed Paragraph Activities Sample #2: Point of View (Continued)
Name __________________________
Methods of Persuasion: Identifying Point Of View (Opinion)
Text Topic/ Title ______________________________________________ Author ________________
Authors write to influence or persuade a reader to agree with an opinion or take a certain action.
Examples of persuasive writing can be found in newspapers, advertisements, magazines,
speeches, articles, and books. Use the organizer for your research to identify opinions in
these resources.
OPINION FOUND
OPINION FOUND
OPINION FOUND
OPINION FOUND
OPINION FOUND
SOURCE
SOURCE
SOURCE
SOURCE
SOURCE
ARGUMENT GIVEN
ARGUMENT GIVEN
ARGUMENT GIVEN
ARGUMENT GIVEN
ARGUMENT GIVEN
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Antigone Lesson 3: Framed Paragraph (Continued from previous page)
Name __________________________
Paragraph Organizer
Text Topic/ Title ______________________________________________ Author ________________
Antigone Lesson 3: Framed Paragraphs Activities and Organizers (Continued on next
page)
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Antigone Lesson 3: Framed Paragraph (Continued from previous page)
Name __________________________
Paragraph Organizer
Text Topic/ Title ______________________________________________ Author ________________
Antigone Lesson 3: Framed Paragraphs Activities and Organizers (Continued on next
page)
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Antigone Lesson 3: Framed Paragraph (Continued from previous page)
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 3: Framed Paragraphs Activities and Organizers (Continued on next
page)
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Antigone Lesson 3: Framed Paragraph (Continued from previous page)
Name __________________________
Paragraph Organizer
Text Topic/ Title ______________________________________________ Author ________________
DETAIL_________________________
________________________________
________________________________
________________________________
DETAIL________________________
______________________________
______________________________
______________________________
DETAIL_________________________
________________________________
________________________________
________________________________
MAIN IDEA (Topic Sentence)
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________
____________________________________________________
Concluding Sentence (Restate the topic Sentence using different words):
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Antigone Lesson 3: Framed Paragraphs Activities and Organizers (Continued on next
page)
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Antigone Lesson 3: Framed Paragraph Samples #1-6: (Continued from previous page)
Name __________________________
Paragraph Organizer
Text Topic/ Title ______________________________________________ Author ________________
Main Idea (Topic Sentence)
_______________________________________________
___________________________________________________
_________________________________________________________
___________________________________________________________
____________________________________________________________
____________________________________________________________
DETAIL: ____________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
DETAIL: ____________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
DETAIL: ____________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Concluding Sentence (Restate Topic
Sentence using different words)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Antigone Lesson 3: Framed Paragraphs Activities and Organizers (Continued on next
page)
English II Through ESOL: Drama
Page 113
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!
believe
feel
may/may not
my perspective is..
possibly
should not
OPINION SIGNAL WORDS
best/worst
in my opinion
might/might not
my point of view is...
probably
think
expect
least/most
my impression is…
my sense is…
should
Put it to the test! Can you prove or disprove the statement? Can you verify the statement with
a reliable source? Can you check it out in a reference book? Can you prove it? Is your source a
reliable or scientific source? Does it express an individual’s feelings, thoughts, beliefs,
judgments, argument, agreement, disagreement, or advice?
Antigone Lesson 3: Fact and Opinion: (Continued on next page)
English II Through ESOL: Drama
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Antigone Lesson 3: Fact and Opinion: (Continued from previous page)
Antigone Lesson 3: Opinion/Proof Activity #1: Opinion/Proof may be used for
several written activities described in this document, including Story Grammars, RAFT,
and Spool Writing. Students can also use it as a format for note taking from books,
videos, and lectures. Allow teams to write their own opinion to support with proof if they
are at a proficient level. This can be used as a think/pair/share activity. Use the
following as a starter for less proficient students:
Opinion
Antigone is wrong because she is disrespectful and insolent.
Proof
Antigone shows no respect for Creon’s position or authority.
Antigone defies the king’s law openly and without discussing it with Creon first.
Antigone disrespects the feelings of her sister by forcing her to agree.
Antigone calls the king names like weak and a fool.
Antigone dares Creon to do something about her breaking the law.
Antigone does not try to see Creon’s point of view.
Antigone does not try to resolve the problem with Creon.
Antigone Lesson 3: Opinion/Proof Activity (Continued on next page)
Use the organizers and examples on the following pages for opinions and facts.
English II Through ESOL: Drama
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Antigone Lesson 3: Opinion/Proof Activity #2: (Continued from previous page)
Use the organizer on the following page for opinions and facts. Groups should brainstorm.
Examples of Negative Opinions:
Antigone thinks the king’s proclamation was
not God’s proclamation.
Antigone thinks somberly of her own death.
Antigone is headstrong like her father
Oedipus.
Creon will show himself weak before his
people if he changes his mind.
Creon thinks Antigone is guilty of barefaced
anarchy and of trying to take his throne.
Creon unreasonably accuses Antigone of
dishonoring Eteocles.
Ismene goes against her sister and is untrue
to Antigone and her dead brothers.
Antigone rejects her sister Ismene’s
confession angrily.
Choragus is shocked that the sentry caught
Antigone burying her dead brother.
Antigone fearlessly admits she defied
Creon’s law and will take his punishment
Creon will never see his son again.
Creon thinks that a woman is challenging his
manhood and his authority.
Creon believes Antigone will find her love in
hell with her brothers.
Creon’s bad temper terrifies everyone.
Haimon is selling out to a woman.
Haimon thinks he must die if Antigone dies.
Examples of Positive Opinions:
Antigone thinks that final justice comes from
God.
Antigone thinks that death is her friend.
It is Antigone’s nature to join in love, not in
hate.
Creon will show himself strong before his
people if he changes his mind.
The people think that Antigone is generous
and brave.
Antigone thinks her brothers are equal and
honors are due to both in death.
Ismene thinks Antigone should obey the king,
and sincerely will take her own punishment.
Antigone does not let her sister’s confession
lessen the value of Antigone’s own death.
On Ode 2, the Chorus thinks there is a curse
on the royal family.
The immortal laws of God are more powerful
and eternal than the law of a mortal king.
Creon will show the people he is a fair king.
Ismene thinks Creon should be merciful since
Antigone is the bride of his own son Haimon.
The cost of Antigone’s defiance is her own
freedom.
Creon should listen to his son and Haimon
should listen to his father.
Creon should punish Antigone and Haimon
should obey his father.
Creon should punish Antigone because she Creon should spare Ismene because she
refused to obey her king’s law.
confesses her guilt.
Creon should leave Antigone alive in a stone Creon should overcome his anger and be
vault eventually to die.
flexible.
Creon should punish Antigone for her
Creon should listen to Haimon and Choragos
insolence and disobedience.
when they think the people disagree with him.
Haimon thinks Creon’s bad temper terrifies At first, Haimon dutifully defers to his father’s
everyone.
will and authority.
Haimon is selling out to a woman.
Creon has reasoned badly.
Creon has no right to trample on God’s right. Creon should get advice from others.
Haimon is selling out to a woman.
Haimon is trying to save his future wife’s life.
The Chorus thinks that love is destructive.
The Chorus thinks that love is glorious.
Antigone Lesson 3: Opinion/Proof Activity (Continued on next page)
Use the organizers and examples on the following pages for opinions and facts.
English II Through ESOL: Drama
Page 116
Antigone Lesson 3: Fact and Opinion: (Continued from previous page)
Antigone Lesson 3: Opinion/Proof Activity #1: Use the opinion starters and fact starters
with the organizers on the following pages to practice distinguishing between opinions and facts.
(Note: Statements in the future tense are always opinions, because you cannot prove the future.
It did not happen yet!)
Here are some facts to use as starters:
The sentry quickly returns to the palace with Antigone.
The sentry informs Creon that he saw Antigone with his own eyes breaking the law.
Creon accuses Ismene equally and sends for her to be arrested.
Antigone says her two brothers are equal in blood, and honors are due in death to both.
Creon declares bitterly that Antigone will find her love in hell with her brothers.
Ismene enters, and Creon accuses them both of trying to take his throne.
Ismene suddenly confesses her guilt and offers to take her share of the punishment.
Antigone rejects her sister angrily.
Antigone is the bride of Creon’s own son Haimon.
On Ode 2, the Chorus sings about the curse on the royal family.
Haimon enters and dutifully defers to his father’s will and authority.
Haimon tries to persuade father to get advice from others.
Haimon tells his father that the people support Antigone.
Haimon encourages Creon to overcome anger and be flexible. Choragus agrees with Haimon.
Creon accuses Haimon of selling out to a woman.
Haimon threatens Creon that someone else will die if Antigone dies.
Haimon finally leaves saying his father will never see him again.
Creon decides to spare Ismene.
Creon decides to lock up Antigone alive in a stone vault eventually to die.
In Ode 3, the Chorus sings about glorious but destructive love.
Here are some opinions to use as starters:
Choragus is shocked to hear that the sentry caught Antigone burying her dead brother.
Fearlessly, Antigone admits that she dared to defy Creon’s law, in spite of the proclamation.
Antigone thinks the king’s proclamation was not God’s, and that final justice comes from God.
The immortal laws of God are more powerful and eternal than the law of a mortal king.
Antigone knows she must die and somberly speaks of death as her friend.
Creon says Antigone is headstrong like her father Oedipus.
Creon says Antigone is guilty of double insolence of breaking the law and boasting about it.
For Creon, a woman is challenging his manhood and his authority.
Creon unreasonably accuses them of barefaced anarchy and Antigone of dishonoring Eteocles.
Antigone thinks her two brothers are equal in blood and honors are due in death to both.
It is Antigone’s nature to join in love, not in hate.
Creon thinks Ismene and Antigone are trying to take his throne.
Ismene sincerely wants to take her share of the punishment.
Antigone and does not let Ismene lessen her own death.
The cost of Antigone’s defiance is her own freedom.
People believe that there is a curse on the royal family.
Creon will show himself weak before his people if he changes his mind.
Haimon believes his father has reasoned badly.
Haimon thinks that Creon’s bad temper terrifies everyone.
The people think that Antigone is generous and brave.
Choragos thinks Creon should listen to his son and Haimon should listen to his father.
Haimon is selling out to a woman.
Haimon insists that Creon has no right to trample on God’s right.
Someone else will die if Antigone dies. Creon will never see Haimon again.
Unit 3: Lesson 3: Opinion/Proof Activity (Continued next page with organizers and examples)
English II Through ESOL: Drama
Page 117
Antigone Lesson 3: Opinion/Proof Activity (Continued from previous next page)
EXPRESSING OPINIONS
Title/Topic/Text ____________________________________ Author _____________
Use the organizer as a starter for more proficient students. Teams use the signal words to state
positive/negative opinions about the reading. (Is the glass half-full, or half empty?) For each
opinion, teams must find factual statements from the text that support it.
OPINION SIGNAL WORDS:
Think
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…
Unit 3: Lesson 3: Opinion/Proof Activity (Continued next page with organizers and examples)
English II Through ESOL: Drama
Page 118
Antigone Lesson 3: 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 _________________________________________________________
___________________________________________________________________________
Unit 3: Lesson 3: Opinion/Proof Activity (Continued next page)
English II Through ESOL: Drama
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Antigone Lesson 3: 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 ___________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Unit 3: Lesson 3: Opinion/Proof Activity (Continued next page)
English II Through ESOL: Drama
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Antigone Lesson 3: Fact and Opinion: (Continued from previous page)
Name ____________________________
Fact or Opinion
Title/Topic/Text _______________________________________
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: Drama
Page 121
Spool Writing: Methods of Persuasion
Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of
supporting arguments with evidence, and a concluding paragraph.
Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan
prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first
paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the
body of the essay. Each of these paragraphs begins with an argument sentence to support the
thesis and has three supporting sentences for the argument sentence. The weakest argument
should be presented in the first paragraph of the body, and the strongest argument in the last
paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with
a restatement of the thesis sentence, and is followed by a restatement of the three argument
statements of the body. Introduce the spool essay by creating a story collectively using the
Language Experience Approach. The second time you use spool writing, each group prepares
one. Once the groups have mastered the spool essay, each student prepares his/her own, but
include incentives for the team to help individual members. For example, you might want to give
a team one point for each member who receives a grade of B or higher.
Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion
Resources: Use the Sample Formats on the following pages for Spool Writing
1. suggested topics provided below,
2. graphic thinking organizers provided below, for each skill (Practice and Pre-writing)
3. sample writing format(s) provided below for a spool (5-paragraph composition)
4. spool writing organizers for a 5-paragraph composition first draft idea organizer
Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion (Continued next
page)
English II Through ESOL: Drama
Page 122
Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion (Continued from previous page)
Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion
Suggested Topic(s): Use these starters for persuasive techniques used by Sophocles to
appeal to the audience (reader) in Scenes 2 and 3 of his tragic drama, Antigone.
REASONING ( and Faulty Reasoning):
a) Selected Evidence: Sophocles limits and selects very carefully the evidence (actions, events,
and positions) on the issues he presents in the play. Sophocles uses his characters to present
“black and white” narrow views of each side of the issue. There is no room for compromise, no
“gray” area, for ether character. This makes the conflict more persuasive because it is very clear,
dramatic, and uncompromising, as are his characters. By using the persuasive technique of
selected evidence, Sophocles defines his issues clearly and concisely. He convinces the
audience that no "gray” area exists, no room for compromise, making outcomes more
predictable, as if pre-ordained by fate. Selected evidence makes fate a more plausible
explanation for the outcomes. In addition, he clearly portrays his issues and views, placing them
in direct conflict so the reader can easily compare and contrast these black and white viewpoints.
Perhaps his audience was not very intelligent, or perhaps they were gullible. Clearly, placing
clear viewpoints in direct confrontation is very entertaining.
b) Either/or Thinking: A suggestion that there are only two ways of looking at a problem may be
faulty or incorrect thinking. There may be more ways of seeing the issue. However, Sophocles
uses this device to convince his audience that fate or the gods are really in control, not the
characters. For example, Sophocles leads the reader to believe that Creon only has two choices,
to put Antigone to death, or to spare her as he spared Ismene. Likewise, Antigone only has two
choices, either obey Creon or dishonor her dead brother.
c) Circular Reasoning: Sophocles uses circular reasoning as a device to ensure sympathy from
the audience for his characters and views on the issues. He tries to prove his point by stating the
same point repeatedly in different ways. For example, Antigone repeats her beliefs to Ismene,
Creon, sentry, Chorus, and Choragos, in different scenes, repeating the same point. Creon
reiterates his views several times as well. They make the same points over again. For example,
Antigone is always defiant in every scene. Second, Antigone’s two reasons for breaking the law
appear more than once or twice in the play: (1) God’s law to bury her brother is higher than the
law of King Creon and (2) she has a family duty to honor him in death. Third, Creon attributes her
action to (1) trying to take his throne, (2) offending his male authority, and (3) her defiance and
insolence. He calls her an anarchist, seeing her as his opponent. If there can be only one winner,
he will win. She is a lowly woman, etc.
d) Over-generalizations: A generalization is a statement that applies to many people in many
different situations. An overgeneralization is generalizes to so many people and situations that it
is impossible to prove or disprove. An example is Sophocles’ (and the ancient Greek) habit of
crediting fate for every good or bad event in the play (or in life). For example, the Choragos
blames Antigone’s preordained future for her problem (being headstrong like her father), and the
Chorus blames a family generational curse.
e) Cause and Effect: Cause and effect is a powerful persuasive technique Sophocles uses in these
scenes. Events are the direct cause of other events, and once an event occurs, the next event is
inevitable. The reason is that fate controls the actions of the characters, not the characters
themselves. Faulty cause and effect relationships place one event before a second event,
suggesting that the first caused the second. Sophocles places many events in cause effect
relationships with the only evidence being that fate has controlled them. For example, the cause
of Antigone’s sentence to death is her disobedience. The cause of her disobedience is death of
her brothers. The cause of their deaths is the family curse. The fact that she is a strong-willed
woman may be a cause, but this too is part of her family inheritance and her culture, both out of
her own control.
Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion (Continued next page with
starters for persuasive techniques using EMOTIONAL APPEALS)
English II Through ESOL: Drama
Page 123
Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion (Continued from
previous page) (See the previous page for persuasive techniques using REASONING)
Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion
Suggested Topic(s): Use these starters for persuasive techniques used by Sophocles to
appeal to the audience (reader) in Scenes 2 and 3 of his tragic drama, Antigone.
EMOTIONAL APPEALS:
a) Loaded Language: Sophocles uses loaded language throughout the play, with strong
and dramatic verbiage. Loaded language consists of words chosen based on their
positive or negative connotation and strong feelings associated with the word.
b) Transfer: The transfer of positive or negative feelings about someone or something
familiar to the unfamiliar characters in the play occurs and is a device Sophocles uses to
persuade his audience. These words cause very powerful emotions, and create an
images in the reader’s mind. Sophocles uses transfer very successfully to pull the
audience into the characters’ emotions in these scenes. The audience (reader) identifies
closely with the characters, their motivation, and their choices. Some of these
expressions that are either loaded with connotative meanings or transfer strong
emotions include:
Examples of Loaded Language and Transfer:
soft stinking flesh, insolence, severely, expansively, immortal unrecorded laws of
God, bitterly, coldly, dazzle, transcends, malicious, shameful, darkly, somberly,
merciless, unconquerable, piety, rage, dangerous, completely out of control,
wilderness, in vain, perverse, unchangeable, anarchist, desert, fool, swear, silence,
stubborn, instinct, earnest, indecent, plead, deference, evil
c) Exaggeration: Sophocles uses exaggeration to persuade and convince the audience of
the seriousness and desperation of the events. Both the Choragos and the Chorus
provide opportunities for the author to add background details that place real events into
a supernatural realm of fate where the gods control the universe and every detail
therein. The characters believe they have no choices when events occur and they have
no control over their futures. For example, King Creon thinks he must kill Antigone, and
she feels she must bury her brother and accept death. Making something bigger than
the truth is exaggeration or overstatement. Sophocles describes his characters as much
bigger than they really are. One example is putting Antigone alive and alone in a vault to
die and even putting her to death at all. Sophocles leaves no room for anything but the
most drastic extremes in his characters. Antigone is not only willing to die to keep her
brother’s honor, but she invites death as a friend. Sophocles uses exaggeration
effectively to maintain a dramatic effect and make his point clearly and undisputedly.
d) Name-calling: Sophocles uses this device to keep Antigone and Creon from discussing
the important issues. Examples of name-calling between Antigone and Creon in Scenes
2 and 3 include: lawbreaker, fool, malicious, evil, hellcat, anarchist, the toughest iron, the
wildest horses, the inflexible heart, traitor, wicked
Antigone Lesson 3: Spool Writing Activities: Methods of Persuasion (Continued next
page)
Graphic organizers and spool templates for methods of persuasion on the following pages
English II Through ESOL: Drama
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Antigone Lesson 3: Spool Writing Activities (Continued from previous page)
Sample Spool Writing Format for Methods of Persuasion
In the chapter/passage/story/piece/poem _____, by _____, (the
author, name a character) _____ tries to persuade _____ (the reader
or another character) to _____ (take a certain action, agree or
disagree with an opinion, etc. - Topic sentence/introduction). He/she
uses several methods to persuade, including _____, _____ and _____
(briefly state methods chosen – faulty reasoning or emotional appeal selected evidence, either/or thinking, circular reasoning, overgeneralizations, faulty cause and effect, loaded language, transfer,
exaggeration, bandwagon, name-calling).
The first method of persuasion used is_____ (indicate type #1
chosen). An example is that (the author, character) _____ (does,
says, etc). Using this kind of persuasion, he/she tries to convince
_____ to _____. Another example is ______. (Explain it here.) _____.
This reasoning (or emotion) is faulty because _____.
Another type of persuasion used is _____ (indicate type #2
chosen). For example, the character (or author) is (does) ______
(Explain here). The reader can figure out that _____. Another example
is _____ (Explain). It is clear that this reasoning (emotion) is faulty
because_____.
A third type of persuasion used by _____ to persuade _____ is
_____ (type #3 chosen). (Explain it here.) _____. In addition, _____.
This method of persuasion is effective because it appeals to _____.
The author uses _____ (type #1), _____ (type #2, and _____
(type #3) methods of persuasion in this reading. The reader (or
character) is convinced (or not convinced) to _____. These methods
of persuasion in the reading prove to be effective (or not effective)
because _____.
Antigone Lesson 3: Spool Writing Activities (Continued on next page)
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Antigone Lesson 3: Spool Writing Activities: (Continued)
Name ____________________________
Thinking Organizer
METHODS OF PERSUASION: FAULTY REASONING
SELECTED EVIDENCE
Writers appeal to the ability to reason using several kinds of faulty or incorrect reasoning.
Selected Evidence chooses only the information that makes your opinion look good.
Presenting only one part of the evidence is persuasive because the whole truth is not
presented. Example: If 500 students failed the state test, the schools must be bad.
Directions: Identify a point of view or an opinion in the reading and the supporting evidence.
Select only the “good” evidence in favor of the viewpoint. Separate all other evidence.
TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________
POINT OF VIEW OR OPINION: ________________________________________
FAULTY REASONING
SELECTED EVIDENCE—Makes the
ALL OTHER EVIDENCE
(Not Used to Persuade)
opinion “look good” (Used to Persuade)
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Antigone Lesson 3: Spool Writing Activities (Continued on next page)
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Antigone Lesson 3: Spool Writing Activities: (Continued)
Name _______________________________
Thinking Organizer
METHODS OF PERSUASION: FAULTY REASONING
EITHER/OR THINKING
TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________
Writers appeal to your ability to reason using several kinds of faulty or incorrect reasoning.
Either/or Thinking suggests that there are only two ways of looking at a problem. There may
really be more ways of seeing the issue. Example: Either someone admits the truth, or you will
all serve a detention!
Directions: Identify a point of view or an opinion in the reading and the supporting evidence.
Write the 2 ways of looking at the issue (Either…Or) that are the most persuasive.
Then indicate separately other possible information/viewpoints that may be relevant.
OR
EITHER
POINT OF VIEW
or OPINION:
OTHER INFORMATION/VIEWPOINTS NOT PRESENTED
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Antigone Lesson 3: Spool Writing Activities (Continued on next page)
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Antigone Lesson 3: Spool Writing Activities: (Continued)
Name _______________________
Thinking Organizer
METHODS OF PERSUASION: FAULTY REASONING
CIRCULAR REASONING
TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________
Writers appeal to your ability to reason using several kinds of faulty or incorrect reasoning.
Circular Reasoning tries to prove a point by stating the same point “over and over” in different
ways. Example: Take your time and don’t rush. Go slowly and don’t hurry.
Directions: Identify a point of view or opinion in the reading and the supporting evidence.
Write the same viewpoint over & over in 8 different ways. Be persuasive.
POINT OF VIEW OR OPINION __________________________________
1_______________________________
2________________________________
________________________________
________________________________
________________________________
________________________________
__________________________________
__________________________________
__________________________________
__________________________________
3_______________________________
4________________________________
________________________________
________________________________
________________________________
________________________________
__________________________________
__________________________________
__________________________________
__________________________________
5_______________________________
6________________________________
________________________________
________________________________
________________________________
________________________________
__________________________________
__________________________________
__________________________________
__________________________________
7_______________________________
8________________________________
________________________________
________________________________
________________________________
________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Antigone Lesson 3: Spool Writing Activities (Continued on next page)
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Antigone Lesson 3: Spool Writing Activities: (Continued)
Name _______________________
Thinking Organizer
METHODS OF PERSUASION: FAULTY REASONING
OVERGENERALIZATIONS
TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________
Writers appeal to your ability to reason using several kinds of faulty or incorrect reasoning.
Over-generalizations cover so many situations that they are impossible to prove or disprove.
Example: People who pay taxes believe in the American dream.
Directions: Identify a point of view or opinion in the reading and the supporting evidence.
Identify specific information used to persuade, and write it as broad overgeneralizations.
POINT OF VIEW OR OPINION ___________________________
OVERGENERALIZATION
SPECIFIC INFORMATION
OVERGENERALIZATION
SPECIFIC INFORMATION
OVERGENERALIZATION
SPECIFIC INFORMATION
OVERGENERALIZATION
SPECIFIC INFORMATION
Antigone Lesson 3: Spool Writing Activities (Continued on next page)
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Antigone Lesson 3: Spool Writing Activities: (Continued)
Thinking Organizer
Name _______________________
METHODS OF PERSUASION: FAULTY REASONING
FAULTY CAUSE & EFFECT
TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________
Writers appeal to your ability to reason using several kinds of faulty or incorrect reasoning.
Faulty Cause and Effect puts two events together, one following the other, suggesting that the
first event caused the second event. The two events may not be in a cause and effect
relationship. The writer must go on to prove this. Example: Student government voted
unanimously. The rule was changed that day.
Directions: Identify a point of view or opinion in the reading and the supporting evidence.
Identify one event that follows another event, but the two events DO NOT have a cause & effect
relationship. Rewrite the two events persuasively to suggest a cause & effect relationship that is
FAULTY REASONING. Remember, the relationship is incorrect (faulty), so your cause and
effect statement is incorrect or faulty. Write three examples of faulty cause & effect reasoning.
POINT OF VIEW OR OPINION___________________________
EVENT # 1
(not a cause or effect of
#2)
EVENT #2
(not a cause or effect of
#1)
FAULTY (INCORRECT)
CAUSE & EFFECT
Statement
Example 1
Example 2
Example 3
Antigone Lesson 3: Spool Writing Activities (Continued on next page)
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Antigone Lesson 3: Spool Writing Activities: (Continued)
Name _______________________
Thinking Organizer
METHODS OF PERSUASION:
FAULTY EMOTIONAL APPEALS: LOADED LANGUAGE & TRANSFER
TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________
Appealing to emotions and feelings is an effective form of persuasion, even when there is no
evidence to prove the point. Without the evidence, it is a faulty emotional appeal.
Loaded Language chooses words because of the positive or negative connotation (feeling)
associated with a word. Example: My enemy is ignorant, immoral, and pathological.
Transfer is giving positive or negative feelings about someone or something that is familiar to
someone or something else that is not familiar. Example: A criminal gets a haircut and suit for
court to persuade the judge he is not guilty.
Directions: Identify a point of view or opinion in the reading and the supporting evidence.
Rewrite the evidence using a faulty emotional appeal with loaded language and transfer.
POINT OF VIEW OR OPINION___________________________
EVIDENCE
FAULTY EMOTIONAL APPEAL
LOADED LANGUAGE & TRANSFER
Antigone Lesson 3: Spool Writing Activities (Continued on next page)
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Antigone Lesson 3: Spool Writing Activities: (Continued)
Thinking Organizer
Name _______________________
METHODS OF PERSUASION: FAULTY EMOTIONAL APPEALS:
EXAGGERATION, BANDWAGON, & NAME-CALLING
TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________
Appealing to the emotions is an effective form of persuasion, even when there is no evidence to
prove the point. Exaggeration is overstatement that makes something bigger or better than the
truth. Example: This cream makes you look younger. Bandwagon is agreeing because many
other people already agree. Therefore, you get on the “bandwagon” with them. Example: I will
vote for whoever is popular. Name-calling is a simple way to keep from discussing the
important issues. Example: You are so mean!
Directions: Identify a point of view or opinion in the reading and its supporting evidence. Rewrite
the evidence using faulty emotional appeal with exaggeration, bandwagon, and name-calling.
POINT OF VIEW OR OPINION___________________________
EVIDENCE
EXAGGERATION, BANDWAGON,
& NAME- CALLING
Antigone Lesson 3: Spool Writing Activities (Continued on next page)
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Antigone Lesson 3: Spool Writing Activities: (Continued)
Thinking Organizer
Name _____________________________
METHODS OF PERSUASION: EXPRESSING AN OPINION
TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________
Identify an opinion from the reading (or your own opinion) and provide 3 reasons for the opinion.
Identify the method of persuasion each reason is uses.
METHODS OF PERSUASION
Faulty Emotional Appeals
Faulty Reasoning
Exaggeration Loaded Language Faulty Cause & Effect Selected Evidence
Bandwagon
Transfer
Overgeneralization
Circular Reasoning
Name-Calling
Either or Thinking
Opinion or Point of View
OPINION
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
REASON #1
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
REASON #2
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
REASON #3
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Antigone Lesson 3: Spool Writing Activities (Continued on next page)
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Antigone Lesson 3: Spool Writing Activities: (Continued)
Name _____________________________
Thinking Organizer
METHODS OF PERSUASION: EXPRESSING AN OPINION
TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________
Identify an opinion from the reading (or your own opinion) and provide 3 reasons for the opinion.
Identify the method of persuasion each reason is uses.
METHODS OF PERSUASION
Faulty Emotional Appeals
Faulty Reasoning
Exaggeration Loaded Language Faulty Cause & Effect Selected Evidence
Bandwagon
Transfer
Overgeneralization
Circular Reasoning
Name-Calling
Either or Thinking
Opinion or Point of View
REASON #1
REASON #2
MY OPINION
REASON #3
REASON #4
Antigone Lesson 3: Spool Writing Activities (Continued on next page)
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Antigone Lesson 3: Spool Writing Activities: (Continued)
Thinking Organizer
Name ____________________
METHODS OF PERSUASION: DEBATE PLANNER
TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________
Identify a point of view from the reading (or your own opinion) and provide four arguments in
favor of the point of view. List them in the order of most persuasive to least persuasive. Identify
the method of persuasion each reason is uses.
METHODS OF PERSUASION
Faulty Emotional Appeals
Faulty Reasoning
Exaggeration Loaded Language Faulty Cause & Effect Selected Evidence
Bandwagon
Transfer
Overgeneralization
Circular Reasoning
Name-Calling
Either or Thinking
Opinion or Point of View
Point of View or Opinion ______________________________________
PERSUASIVENESS OF ARGUMENT
LEAST
PERSUASIVE
ARGUMENT
MOST
PERSUASIVE
ARGUMENT
Antigone Lesson 3: Spool Writing Activities (Continued on next page)
English II Through ESOL: Drama
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Antigone Lesson 3: Spool Writing Activities: (Continued)
Name ____________________
Thinking Organizer
METHODS OF PERSUASION: POINT OF VIEW COLUMN
TITLE/TOPIC/TEXT: ___________________________ AUTHOR: ______________
Identify a point of view from the reading (or your own opinion) and provide three reasons for the
point of view. Provide two details for each reason. Refer to the “methods of persuasion” list to
help identify the reasons and details that are persuasive of the point of view.
Faulty Emotional Appeals
Exaggeration Loaded Language
Bandwagon
Transfer
Name-Calling
Faulty Reasoning
Faulty Cause & Effect Selected Evidence
Overgeneralization
Opinion or Point of View
Either Or Thinking
Circular Reasoning
POINT OF VIEW:
REASON #1
Detail
Detail
REASON #2
Detail
Detail
REASON #3
Detail
Detail
CONCLUSION:
Antigone Lesson 3: Spool Writing Activities (Continued on next page)
English II Through ESOL: Drama
Page 136
Antigone Lesson 3:
Spool Writing First Draft: Spool Organizer (Continued)
Name: _________________________________
THINKING & WRITING ORGANIZER: EXPOSITORY ESSAY
Essay Title: _____________________________________________
Paragraph #1 – Introduction
Topic Sentence (Introduce and state Main Idea #1, Main Idea #2, and Main Idea #3):
________________________________________________________________________________
Main Idea #1: ___________________________________________________________________
Main Idea #2: ___________________________________________________________________
Main Idea #3: ___________________________________________________________________
Transition Sentence: _____________________________________________________________
________________________________________________________________________________
Paragraph #2 – Main Idea #1 Discuss completely and with evidence.
Topic Sentence (Main Idea #1): ____________________________________________________
________________________________________________________________________________
Detail #1: _______________________________________________________________________
Detail #2: _______________________________________________________________________
Detail #3: _______________________________________________________________________
Closing Sentence: _______________________________________________________________
________________________________________________________________________________
Paragraph #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: ____________________________________________________________
________________________________________________________________________________
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Antigone Lesson 3: 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
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: Drama
Page 138
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 3: RAFT Activities: For each RAFT Activity below use the writing templates
and instructional materials on the following pages for students to practice writing personal and
business letters, recipes, memos, journals, speeches, and newspaper columns and article.
Practice with genres of writing expands knowledge of applicability of writing as an important
form of communication.
Antigone Lesson 3: RAFT Activities: (Continued on following pages)
Writing Formats and suggested topics for a variety of genres on following pages
English II Through ESOL: Drama
Page 139
R.A.F.T. WRITING TOPICS
Antigone Lesson 3: RAFT Activities: Students write according to role, audience, format, &
topic. Review the RAFT topics and use the instructional pages with writing formats that follow:
RAFT Activity #1:
R-Your role as a writer is Haimon.
A-Your audience is King Creon.
F-The format of your writing is a personal letter.
T-Your topic is to implore Creon to see his error and change his decision to the right one
RAFT Activity #2:
R: Your role as writer is Ismene
A: Your audience is King of Creon
F: The format of your writing is a business letter to the King of the city-state of Thebes.
T: Your topic is to write to implore Creon to spare the life of your sister Antigone.
RAFT Activity #3:
R: Your role as writer is Antigone
A: Your audience is newspaper readers of Thebes
F: The format of your writing is a classified advertisement in the Theban newspaper (scroll)
T: Your topic is to write a classified ad to sell your wedding dress now that you will no longer
need the dress. **(Note: obituary-published notice of a death; usually includes a brief biography)
RAFT Activity #4:
R: Your role as writer is a Haimon
A: Your audience is your father King Creon
F: The format of your writing is a recipe for becoming a better king
T: Your topic is to list what the king needs to do and the steps to follow to be a better king
RAFT Activity #5:
R-Your role as a writer is King Creon.
A-Your audience is your people and the Chorus.
F-The format of your writing is a political speech.
T-Your topic is to explain to your followers the crime and the punishment of your niece
Antigone. You must explain the punishment and tell why you have decided on it.
RAFT Activity #6:
R: Your role as writer is Antigone
A: Your audience is the people of Thebes
F: The format of your writing is a memo
T: Your topic is to say goodbye to your family, friends, and the people of Thebes before you
go to the vault to die.
RAFT Activity #7:
R: Your role as writer is the sentry
A: Your audience is yourself and close friends or family who might read it someday
F: The format of your writing is a journal entry in your personal journal or diary.
T: Your topic is to write about catching Antigone and taking her to King Creon for
punishment. Tell what happened, why, who said what, and how it ended.
RAFT Activity #8:
R: Your role as writer is a writer for the Theban newspaper.
A: Your audience is the citizens of Thebes.
F: The format of your writing is a newspaper article.
T: Your topic is to write to explain Antigone’s crime and Creon’s decision. Tell what
happened to whom, when, where, why, how it ended and why it ended that way.
Antigone Lesson 3: RAFT Activities: (Writing Formats on following pages)
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Antigone Lesson 3: RAFT Activity: (Continued from previous page) Personal Letter
RAFT Activity #1: Use the following information and writing template.
R-Your role as a writer is Haimon.
A-Your audience is King Creon.
F-The format of your writing is a personal letter.
T-Your topic is to implore Creon to see his error and change his decision to the right one
The Personal (or Friendly) Letter Has (5) Parts:
1. The Heading: In a friendly letter, the left edge of the heading begins in the center top of the
page. Always indent to the middle of the page. The heading has three lines in a “block” shape,
and contains the return address and the date. The return address is the writer’s address
(usually two lines), and the third line in the heading is the date the writer writes the letter. Skip a
line after the heading. Example:
1234 Main Street
Paradise, FL 33443
January 14, 2005
2. The Greeting (Salutation): The greeting of a friendly letter is on the left below the heading.
The greeting usually begins with the word, “Dear”, in front of a person’s name. If the person has
a title such as “aunt, uncle, Dr., Mrs., etc., use it. Always capitalize the first word in the greeting,
and end the greeting with a comma. Skip a line after the greeting. Examples:
Formal: Dear Uncle John, Dear Aunt Mary, Dear Miss Brown, Dear Linda,
Informal (person the writer knows very well): Hi Joe, Greetings
3. The Body: The body of the letter contains the main text or the writer’s message. Indent each
new paragraph. Skip a line after the greeting, and skip a line between paragraphs. Skip a line
after the body and before the closing of the letter.
4. The Complimentary Closing: In a friendly letter, the closing is on the right bottom of the
letter. The left edge of the closing and signature lines begins in the center, lined up with the
heading (indented the same amount as the heading). Always indent to the middle of the page.
The closing and signature lines (two lines, skipping one line in between) are in a “block” shape,
like the heading. The complimentary closing is always a few words on a single line, beginning
with a capital letter and ending with a comma. Skip two spaces after the closing, and before the
signature line. Examples of Closings:
Sincerely,
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 3: RAFT Activity: Personal (or Friendly) Letters (Continued on next page)
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Antigone Lesson 3: RAFT Activity: Personal (or Friendly) Letters (Continued)
PERSONAL (FRIENDLY) LETTERS – IMPORTANT NOTES
POSTSCRIPTS
Postscript: A postscript is an afterthought that the writer adds at the end of the friendly letter.
If the letter contains a postscript, it begins with “P.S.”, and it ends with the writer’s initials.
Skip a line after the signature line to begin the postscript
PUNCTUATION
Commas in a Personal Letter: Use commas after the greeting (also called the salutation)
and after the complimentary closing in all letters. Examples:
Salutation: Dear Franco, My dearest Hung,
Closing: Sincerely, Truly yours,
Capital Letters in a Personal Letter: There are two extra rules for capitalizing in letter-writing:
1. Capitalize the first word and all nouns in the salutation (or greeting).
Examples: Dear Sir: My dearest Aunt, Greetings!
2. Capitalize the first word in the complimentary closing.
Examples: Sincerely, Truly yours, With best wishes,
Personal (or Friendly) Letters:
Practice Activity: Writing a Personal Letter: Write a personal letter to a friend or relative.
Follow these guidelines:
a) Use the Personal Letter format provided, observing margins to make block shapes.
b) The letter must have four paragraphs in the body.
c) Be sure to sign your name after the complimentary closing.
d) Use today’s date and your own address in the heading.
Topic Suggestions:
a) Write about a recent holiday.
b) Describe your favorite vacation destination.
c) Write about your favorite sports team.
d) Describe your plans for a future time (next weekend, month, next summer, etc.)
e) Write about what is happening with you at your school.
Antigone Lesson 3: RAFT Activity: Personal (or Friendly) Letters (Continued on next page)
English II Through ESOL: Drama
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Personal or Friendly Letter Format
_________________________
_________________________
_________________________
_________________________
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_________________________
_________________________
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Antigone Lesson 3: RAFT Activities: (Continued) Business
Letter
RAFT Activity #2:
R: Your role as writer is Ismene
A: Your audience is King of Creon
F: The format of your writing is a business letter to the King of the city-state of Thebes.
T: Your topic is to write to implore Creon to spare the life of your sister Antigone.
BUSINESS LETTERS
A business letter is more formal than a personal letter, and it looks and sounds more formal. A
business letter has equal margins on all edges of unlined paper. The margins should be at least
one inch on all four edges, and standard paper for a business letter is (8½"x11").
The business letter usually has six (6) parts.
1. The Heading
In a business letter, the heading appears on the left edge (block style or semi-block style). In a
modified-block style, the heading the left edge of the heading begins in the center top of the
page, indenting to the middle of the page. The heading has three (or four) lines in a “block”
shape. The first two lines contain the return address. The return address is the writer’s address.
The third line of the writer’s return address is for a phone number, extension number, fax
number, and/or email address or webpage of the writer. Skip a line between the return address
(ends on 3rd line) and the date (4th line). The fourth line in the heading is the date the writer
writes the letter. (If using printed business stationery, the return address is already there.
Remember to type in the date!). Skip a line after the heading, before the inside address.
2. The Inside Address
The inside address is “inside” the letter, and shows the address of the individual or business the
writer is addressing in the letter. Include as much information as possible in the business
address, including the names and the titles of the persons receiving the letter (If you know them)
Remember to skip a line before the inside address. Remember to skip a line after the inside
address and before the greeting.
3. The Greeting (Salutation)
The greeting of a business letter is on the left below the heading. The greeting in a business
letter always ends in a colon. The greeting in a business letter is always formal, beginning with
the word "Dear", and always including the person's title and last name. Always capitalize the
first word in the greeting. Only use a person’s first name if the title is unclear and it is difficult to
decide the title. For example, a business letter to Aaron Smith could be to a male or female. In
this case, the title is unclear (Mr., Mrs., Miss, etc). Omit a title, and use the full name in the
greeting. Skip a line after the greeting. Examples of Titles: Mr., Mrs., Miss, Ms., Dr., Professor,
Senior Editor, Chairperson, Chief Executive Officer,
4. The Body
The body of the letter contains the main text or the writer’s message. A business letter should
not be hand-written. It is always typed or keyboarded. A block or semi-block style business letter
does not indent paragraphs in the body. A modified block style indents each new paragraph.
Whichever format the writer uses, skip a line between paragraphs in a business letter. Skip a
line between the greeting and the body, and skip a line between the body and the closing of a
business letter.
Antigone Lesson 3: RAFT Activity: Business Letters (Continued on next page)
English II Through ESOL: Drama
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Antigone Lesson 3: RAFT Activity: Business Letters (Continued)
5. The Complimentary Closing
The closing of a business letter is short, polite, and ends with a comma. Skip a line after the
body of the letter before the closing. The closing and signature lines (two lines, skipping one line
in between) are in a “block” shape, like the heading. The complimentary closing is always a few
words on a single line, beginning with a capital letter and ending with a comma. Skip two spaces
after the closing, and before the signature line. (Examples of Closings for a Business Letter:
Sincerely, Truly, Regards, Respectfully, Thank you for your time, Thank you for your
consideration, etc…) In the block style, the closing is at the left margin. In the modified block or
semi-block styles, the left edge of the closing starts in the center. The left edge of the closing
and signature lines begins in the center, lined up with the heading (indented the same amount
as the heading). Always indent to the middle of the page. Note: In a business letter, the
signature line appears two times, once for the typewritten signature of the writer, and
handwritten just below the typed name.
6. The Signature Line
Skip two spaces after the closing for the signature line. Type the writer’s name on the signature
line, and hand sign the name in blue or black ink in the space between the closing and the typed
signature. The left edge of the signature line begins directly under the closing, and should be
lined up with the closing. The closing and signature lines, skipping one line in between, are in a
“block” shape, like the heading. Example:
Truly yours,
Alma Gonzales Patel (Handwritten Signature goes here)
Ms. Alma Gonzales Patel
In a business letter, a signature should be as complete as possible, and can include a middle
initial or the writer’s title if the writer chooses. (If a title is included, a second line may be
included under the typed signature.) Business letters should not contain postscripts (P.S.).
Notes
Business Letter Punctuation:
Colon: In a Business Letter, use a colon at the end of the greeting (salutation)
Examples:
Dear Sir:
Dear Ms. Fleming:
Dear Dr. Melendez:
Comma: In a Business Letter, use a comma at the end of the complimentary closing.
Examples:
Sincerely,
Regards,
Capitalization: There are two extra rules for capitalizing in business letters:
1. Capitalize the first word and all nouns in the salutation (or greeting).
Examples:
Dear Sir:
Dear Dr. Pierce:
2. Capitalize the first word in the complimentary closing.
Examples:
Sincerely,
Thank you,
Antigone Lesson 3: RAFT Activity: Business Letters (Continued on next page)
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Antigone Lesson 3: RAFT Activity: Business Letters (Continued from previous page)
Business Letter Envelopes:
The envelope for a business letter should be a standard size business envelope (4"x9½" fits
standard 8½"x11" paper). Fold the letter twice bottom to top, into thirds, and to fit neatly into the
envelope. The writer’s address (return address) goes in the upper left hand corner of the
envelope. The recipient’s address is in the center middle of the envelope. If the business
requests the letter be sent to the “attention” of a particular individual or department, add an
“attention line” in the bottom left corner of the envelope. Write the word “Attention:” Then write
the department or person’s name.
Examples:
Attention: Sales Department
Attention: Shawn Miller
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Attention: _________________
Antigone Lesson 3: RAFT Activity: Business Letters (Additional Practice)
Business Letters: Practice Activities for Writing Sample Business Letters:
Practice #1:
Write a business letter complaining about the service in a restaurant. Write an envelope for your
letter. Be sure to include all parts of the business letter (heading, date, inside address,
salutation, closing, and signature). Write the letter to the manager of the restaurant complaining
about the poor service you received. Write three paragraphs in the body of the business letter
describing the problems your family had at this restaurant. You are writer, so use your address
in the heading. The letter should be professional and business-like. Spelling and grammar are
important in a business letter, so have someone proofread your letter for errors.
Practice #2:
Write a business letter to Mr. Stephen Marrone, Store Manager at “CD’s Plus” music store at
5536 Washington Street, West Palm Beach, Florida 33444. Write an envelope for your letter. Be
sure to include all parts of the business letter (heading, date, inside address, salutation, closing,
and signature). In the body of the business letter, write three paragraphs to complain about the
stereo system you purchased that has never worked since you bought it. Use today’s date, and
your own home address.
Practice #3:
Write a business letter from your company to another company asking for information on a
product your company wants to purchase. Write an envelope for your letter. Be sure to include
all parts of the business letter (heading, date, inside address, salutation, closing, and signature).
Make up a name for your company and use your own address with today’s date. Make up a
name for the other company or use a company you know about, and make up the address (or
look up an address in the phone book).
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Antigone Lesson 3: RAFT Activity: (Continued) Use ONE of the following THREE business
letter formats: (block, modified block, and semi-block styles.) All three formats are acceptable.
Business Letter Format: Block Style
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_________________________
_________________________
English II Through ESOL: Drama
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Business Letter Format: Modified Block Style
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_________________________
_________________________
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Business Letter Format: Semi-Block Style
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_________________________
_________________________
English II Through ESOL: Drama
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Antigone Lesson 3: RAFT Activities (Continued): Examples of Recipes
Recipe for MAKING FRIENDS
Serving Information: One serving of
friendship is enough
Preparation time: As long as it takes to
develop trust. Total time: A lifetime
Ingredients: 6 cups of kindness, 1 cup of love,
2 cups of sincerity, 2 cups of honesty, one ton
trust
Directions: Mix one ton of trust with 6 cups of
kindness, 1 cup of love, 2 cups of sincerity, and
2 cups of honesty. Add respect. Remember
that everyone is a different, unique, and special
person. Respect the way other people are, and
get to know them. They will respect you, and
want to get to know you too. Next, to make a
friend, be a friend. If someone needs you, be
there. Be a friend to someone you do not
know. Finally, always to be kind to everyone,
no matter what.
Nutritional Information: You will be surprised
how many great friends are waiting for you.
Friendship is very good for your health.
Recipe for ORANGE SORBET
Serving Information: Serves 6
Preparation time: 15 minutes
Total time: 2 hours 45 minutes
Ingredients:
5 or 6 oranges (3 cups juice); ½ cup of sugar
Directions:
Squeeze 5 to 6 oranges to yield 3 cups of juice.
In a small saucepan, combine 1/4 cup orange
juice and 1/2 cup sugar. Boil over high heat,
stirring, until sugar dissolves, about 1 minute.
Transfer mixture to a shallow 2-quart dish, and
add remaining orange juice. Freeze until solid, 2
to 2 1/2 hours. With a fork, break into small
pieces. Working in batches if needed, process in
a food processor until smooth; Transfer to an
airtight container; store in freezer. Before
serving, let soften in refrigerator, 10 to 15
minutes.
Nutritional Information:
Per serving: 120 calories; 0.2 gram fat; 0.9 gram
protein; 29.5 grams carbohydrates; 0.2 gram
fiber
Recipe for 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: Drama
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Antigone Lesson 3: 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 a Haimon
A: Your audience is your father King Creon
F: The format of your writing is a recipe for becoming a better king
T: Your topic is to list what the king needs to do and the steps to follow to be a better king
Recipe for ________________________________________
Serving Information:
Time:
Ingredients:
Directions:
Nutritional Information:
Antigone Lesson 3: RAFT Activities: (Continued on next page)
English II Through ESOL: Drama
Page 151
Antigone Lesson 3: RAFT Activities: (Continued) Memorandum
A memorandum or memo is a communication (note, information, message, announcement,
mandate, or notice)
RAFT Activity #6:
R: Your role as writer is Antigone
A: Your audience is the people of Thebes
F: The format of your writing is a memo
T: Your topic is to say goodbye to your family, friends, and the people of Thebes before you
go to the vault to die.
MEMORANDUM
TO:
_____________________________________________________________________________
FROM:
_____________________________________________________________________________
DATE:
_____________________________________________________________________________
RE:
_____________________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Antigone Lesson 3: RAFT Activities: (Continued) Journal Entry
A journal is a record (or chronicle, a history, an account, a record, a narrative) of events.
RAFT Activity #7:
R: Your role as writer is the sentry
A: Your audience is yourself and close friends or family who might read it someday
F: The format of your writing is a journal entry in your personal journal or diary.
T: Your topic is to write about catching Antigone and taking her to King Creon for
punishment. Tell what happened, why, who said what, and how it ended.
JOURNAL ENTRY
DATE ____________
LOCATION _______________
TIME _____________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Antigone Lesson 3: RAFT Activities: (Continued) Newspaper
Writing
Newspaper Writings Newspapers contain many varieties of news, through articles (or
columns), wedding, birth, graduation, or death announcements (obituary)
Antigone Lesson 3: RAFT Activities: Use the writing template that follows to practice styles of
newspaper writing for the lesson.
RAFT Activity #3:
R: Your role as writer is Antigone
A: Your audience is newspaper readers of Thebes
F: The format of your writing is a classified advertisement in the Theban newspaper (scroll)
T: Your topic is to write a classified ad to sell your wedding dress now that you will no longer
need the dress.
RAFT Activity #8:
R: Your role as writer is a writer for the Theban newspaper.
A: Your audience is the citizens of Thebes.
F: The format of your writing is a newspaper article.
T: Your topic is to write to explain Antigone’s crime and Creon’s decision. Tell what
happened to whom, when, where, why, how it ended and why it ended that way.
RAFT Activities: NEWSPAPER Announcement or Classified FORMAT
News Announcement or Classified Advertisement
Date ___________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Antigone Lesson 3: RAFT Activities: Continued on next page
English II Through ESOL: Drama
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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: Drama
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Antigone Lesson 3: RAFT Activities: (Continued) Speech
Writing
RAFT Activity #5:
R-Your role as a writer is King Creon.
A-Your audience is your people and the Chorus.
F-The format of your writing is a political speech.
T-Your topic is to explain to your followers the crime and the punishment of your niece
Antigone. You must explain the punishment and tell why you have decided on it.
Speech Writing in 5-Steps
There are five (5) steps to writing a good speech.
First, identify your Thesis. Second, identify the Body Headings. Third, fill in the Body Details.
Fourth, write an Introduction and Conclusion. Fifth, give the speech a Title.
STEP #1 – Thesis (Main Idea)
Write one sentence that presents the thesis or main idea of your speech. Ask yourself:
• What one idea do you want your audience to take home with them?
• What one sentence expresses the action you want the audience to take when they leave?
• If they ignored everything else what one idea do you want them to hear and remember?
Your topic and your audience's interest in your idea control the main idea of the speech. For
example, a speech to students on how to improve the school would be very different from a speech
to the parents or school board members. Tailor your thesis to the audience's interests.
STEP #2 – Headings
After you clearly identify the thesis, write headings related to the thesis. Headings add to and
support the thesis. Organize headings in a sequence. Examples of possible sequences include:
problem-cause-solution
step-by-step
past-present-future
they-me-you
far-closer-near
Inference-conclusion-generalization
STEP #3 – Details
1. Fill in details under each heading. Draw on experience and research. Collect details such as
examples, stories, statistics, definitions of headings, etc.
2. Identify transitions from one point to the next point, to connect details to your thesis topic.
STEP #4 – Introduction and Conclusion
Now place the details between an Introduction and Conclusion. By writing the Introduction and
Conclusion after writing the thesis and body, you will have a balanced, interesting speech.
The Introduction presents and supports the thesis, “warms up” the audience to you, and tells the
audience where you are taking them in the speech. The Introduction should:
• peak the curiosity and interest of the audience (Be careful not to be trite and boring)
• clearly introduce your thesis, and
• paint a road map for the audience to follow
The Conclusion supports the thesis, drives it home to the audience, and makes the speech
memorable. The Conclusion should:
• Wrap up the entire presentation
• Repaint the road map to confirm what you covered;
• Reinforce the thesis by restating it in different words.
• Encourage or inspire the audience, and give the audience an action to take
STEP – #5 Title
The title may occur to you at anytime while writing the speech and it may change several times
before you settle on one. Make the title short, creative and catchy, peaking audience curiosity. It
should point to the thesis without giving it away. Try to mention the title in your speech (once in the
introduction, once in the conclusion and once during each body section)
Antigone Lesson 3: RAFT Activities: Speech Writing Continued on next page
English II Through ESOL: Drama
Page 156
Antigone Lesson 3: 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 3: RAFT Activities: Speech Writing Continued on next page
English II Through ESOL: Drama
Page 157
Antigone Lesson 3: RAFT Activities: (Continued) Speech Writing
(Note: DELIVERING A SPEECH in not part of RAFT, but can be paired with presenting and
viewing, and/or used as a culminating activity, or an informal practice)
Delivering a Speech
After writing a speech, prepare to deliver the speech. If you are nervous or inexperienced, you
may want to read the speech from a script or notes instead of reciting it from memory.
• Reading from a Script: When you read from a script, it is difficult to connect with the audience or
make eye contact, but reading gives confidence that you will not forget anything.
• Using Notes: Individuals afraid to recite a speech from memory should make notes until they gain
confidence. Notes are like a skeleton that shows key words and points you want to make. Refer to
notes to keep the main theme of your speech and cover all main points, but speak directly to the
audience most of the time. You must have a good memory to speak from notes, and you will need
to practice as much as possible before the speech.
• Reciting from Memory: Individuals comfortable with public speaking should recite a speech from
memory. If you tend to lose your concentration or memory, this is not a good choice. Be careful
not to recite a speech in a monotonous way (like reading). Connect with the audience.
Speech “Do’s and Don’ts” – Delivery Tips
• Appearance is important. Present yourself well.
• Speak clearly and be sure everyone hears you. Adjust your voice up or down accordingly. Do not
shout and do not whisper. Tune in to your audience.
• Slow down and take your time. If you are nervous, you may tend to speak too rapidly.
• Make eye contact with the audience. Eye contact helps to create a relationship with your
audience. Eye contact makes you a better speaker, and your audience better listeners.
• Pauses in a speech are important. Use a pause to emphasize a point or to allow the audience to
think and react to an important point, a story, or a joke.
• Use your hands to make gestures that go with what you are saying. Do not fidget, make nervous
gestures or keep hands in your pockets. Many speakers prefer a podium to rest their hands and to
avoid nervous gestures with their hands.
• Enjoy being yourself when speaking publicly. Allow your personality to come through.
Tips for Nervousness:
1.
Know the room. Be familiar with the place where you will speak. Arrive early, walk around the
speaking area, sit in different locations in the room, and practice using the microphone or any
visuals aids you will be using.
2. Know the audience. Greet some of your audience when they arrive to “break the ice”.
3. Know your material. If you are not familiar enough with your material, or if you are
uncomfortable with it, your nervousness will increase. Practice your speech and revise it until
you are familiar and comfortable with the material.
4. Visualize success. Visualize yourself giving your speech, confident and successful.
5. People want you to succeed. Remind yourself that the audience most of all wants you to
succeed. The audience wants to be interested, entertained, and informed.
6. Do not apologize. If you make a mistake in your speech, do not apologize or talk about your
nervousness. This draws attention to it, and probably no one noticed but you.
7. Concentrate on the message and the audience, Turn your focus outward, not inward on
yourself. Take your focus off yourself, and the nervousness will go away.
8. Relax. Stretch or do tension-releasing exercises for relaxation before your speech.
9. Turn nervous energy into positive energy. Take charge of that nervous energy and transform
it into enthusiasm and vitality, even if you have to pretend at first. (Oh! I am so excited to be
here with such a wonderful group of listeners! You really energize me!)
10. Get more experience. The key to effective speeches and speaking publicly is practice.
Experience builds confidence.
English II Through ESOL: Drama
Page 158
FCAT Writing
FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets
and writing folders containing the prompts to the students. Provide students with the writing
situation and directions for writing. Remind the students to budget their time: approximately ten
minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing.
Record the time and give students the command to begin. After 45 minutes, ask the students to
stop writing and place their planning sheets inside their folders.
Antigone Lesson 3: FCAT Writing Activity (Expository Prompt): (Use organizer
below)
Writing Situation:
Have you ever had a time when doing the right thing meant you would have to make a serious
sacrifice?
Directions for Writing
Before you write, think of a decision you made because it was the right thing to do, even if you
knew you would suffer because of your decision. What were the circumstances? What were
your choices? What was your decision? How did your decision come about? How did you suffer,
or what did you have to sacrifice (give up) for doing the right thing? Why did you think it was the
right thing to do? Are you glad you did the right thing? Was it worth the sacrifice you made?
Why? Would you make the same decision again? Why?
Now write to explain why you did the right thing even when it hurt you.
Antigone Lesson 3: FCAT Writing Activity (Persuasive Prompt): (Use organizer
below)
Writing Situation: A person that you respect and care about has treated you badly. You value
the relationship, and do not want to lose that person’s affection, friendship, or respect. However,
you want to persuade that person to respect your feelings, treat you better, and show that
she/he cares about you too.
Directions for Writing:
Think of a time when a friend or family member you respected and cared about treated
you badly. Perhaps it was intentional or the person was upset with you. Maybe the person did
not mean to treat you badly, but hurt your feelings anyway. Maybe the person said or did
something that embarrassed or shamed you. What was the situation? What happened? Why did
it make you feel badly? What would you change?
What do you say to this person to convince him/her to treat you better in the future? Why
do you feel this way? Is there something you can change? How important is your personal
relationship and why? What specific actions can this person take to treat you better?
Now write to your friend or family member to persuade him/her to treat you better. Express
details and use techniques of persuasion to convince him/her.
(Note: Examples of persuasive techniques include emotional appeals and reasoning, such as the
language you use, showing cause & effect, evidence, transfer, generalization, circular reasoning,
name-calling, , either or thinking, and your point of view)
Antigone Lesson 3: FCAT Writing Activities: Continued next pages with Writing Templates
English II Through ESOL: Drama
Page 159
Antigone Lesson 3: FCAT Writing Activity (Expository Prompt): (Continued)
(Please see the organizers and writing templates located above in “spool writing”. Students
practice organizing their thinking as well as the format of a five-paragraph composition)
Writing Situation:
Have you ever had a time when doing the right thing meant you would have to make a
serious sacrifice?
Directions for Writing
Before you write, think of a decision you made because it was the right thing to do, even
if you knew you would suffer because of your decision. What were the circumstances?
What were your choices? What was your decision? How did your decision come about?
How did you suffer or what did you have to sacrifice in order to do the right thing? Are
you glad you did the right thing? Was it worth the sacrifice you made? Why? Would you
make the same decision again? Why?
Now write to explain why you did the right thing even if it hurt you.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Antigone Lesson 3: FCAT Writing Activity (Persuasive Prompt): (Continued)
(Please see the organizers and writing templates located above in “spool writing”. Students
practice organizing their thinking as well as the format of a five-paragraph composition)
Writing Situation: A person that you respect and care about has treated you badly. You value
the relationship, and do not want to lose that person’s affection, friendship, or respect. However,
you want to persuade that person to respect your feelings, treat you better, and show that
she/he cares about you too.
Directions for Writing:
Think of a time when a friend or family member you respected and cared about treated
you badly. Perhaps it was intentional or the person was upset with you. Maybe the person did
not mean to treat you badly, but hurt your feelings anyway. Maybe the person said or did
something that embarrassed or shamed you. What was the situation? What happened? Why did
it make you feel badly? What would you change?
What do you say to this person to convince him/her to treat you better in the future? Why
do you feel this way? Is there something you can change? How important is your personal
relationship and why? What specific actions can this person take to treat you better?
Now write to your friend or family member to persuade him/her to treat you better. Express
details and use techniques of persuasion to convince him/her.
(Note: Examples of persuasive techniques include emotional appeals and reasoning, such as the
language you use, showing cause & effect, evidence, transfer, generalization, circular reasoning,
name-calling, , either or thinking, and your point of view)
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Summary of Presenting Activities
Beginning:
Intermediate:
Proficient:
Dialog
Show and Tell
Making the News
Beginning Presenting Activities
Dialog
Objective: Write a short dialog of 4-6 lines between two familiar characters.
Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story,
novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The
topic of the dialog should be related to the subject being studied, and the grammar and
vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit.
Model each line of the dialog, having the entire class repeat after you. Then, say each line and
call on whole teams to repeat the line. Then say each line and call on individual students to
repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until
students can know the lines of the dialog. Example:
Character A: These items are expensive. We are not selling very many.
Character B: We need to sell more of them.
Character A: But, then the price will decrease!
Character B: But, we will still get more money because the volume will increase.
Character A: We do not have enough money to make more than we do now.
Character B: Then we will borrow some money by issuing bonds.
Option 1: You take the part of A and the class takes the part of B. Then you take part B and the
class takes A. Then work with whole teams and you, then individuals and you, then groups and
groups, then individuals and individuals. Move back and forth among these combinations until
you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two
words at random from each line during repetition. Then erase two more, two more, and so on
until there are no words left on the board. Option 3: Each group chooses a member to
represent them by presenting the dialog with a member from another group in front of the class.
If the representative can say his/her lines correctly then the group gets a point. Option 4: Have
each group rewrite the dialog from memory. Groups are to use one piece of paper and one
pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members
can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper
and grade it. Each member of the team gets the same grade.
Antigone Lesson 3: Dialog Activity:
Creon:
Antigone:
Creon:
Antigone:
Creon:
Antigone:
You with your head hanging, do you confess this thing?
I do. I deny nothing.
You dared defy the law.
There is no guilt in reverence for the dead.
Go join them then. If you must have your love, join them in hell!
It is my nature to join in love, not in hate.
English II Through ESOL: Drama
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Antigone Lesson 3: Dialog Activity: Reproducible Script for Practice and
Memorization
Creon:
You with your head hanging, do you confess this
thing?
Antigone:
I do. I deny nothing.
Creon:
You dared defy the law.
Antigone: There is no guilt in reverence for the dead.
Creon:
Go join them then. If you must have your love, join
them in hell!
Antigone: It is my nature to join in love, not in hate.
English II Through ESOL: Drama
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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: Drama
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Proficient Presenting Activities
Making the News
Objective: Present orally to a group on a familiar academic topic in a news format.
Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject
being studied. There may be several related stories. There must be one story (no matter how
short) for each member of the group. The reporting group may refer to notes but not to the text.
Other teams can refer to their texts, and have the opportunity to each ask two questions of the
reporting team. The reporting team members take turns answering questions, but other team
members may help them. The questioning group gets two points for each question the reporting
group cannot answer. The reporting group gets a point for each question it can answer. Follow
the rules for Total Recall when there is a challenge. Examples of news titles: “Columbus Gets
Jewels From Queen of Spain”, “The Long Voyage”, “Hispaniola Landing”
Antigone Lesson 3: Making the News Activities:
Princess Defies King
King Creon Rules Royal Family
Antigone’s Death Imminent
“Making the News” Activity Note-Taking Guide
Reporting
Team
Member
Name
Notes for News Report
Reporting
Team
Points
English II Through ESOL: Drama
Page 167
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 3: Total Recall, True or False, Judgment Activities:
Refer to Reading Activities section of this lesson (above) for directions, activities, and
templates/handouts to use with Total Recall, True or False, and Judgment activities. These
materials are very effective for viewing activities after oral presentations, role-play, or minidramas.
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 3: Line of Fortune Activity: Lesson Vocabulary:
barefaced, bitterly, boasting, boyishly, brazen, completely, contempt, damnation,
dangerously, darkly, deference, distasteful, drowse, dutiful, endure, equally, finally, folly,
headstrong, immortal, insolence, ironically, joyless, malicious, passionate, piety,
proclamation, quickly, quietly, rage, raving, rebel, severely, slowly, softly, somberly,
stealthily, suddenly, unprofitable, unreasonably, vanish, waver
English II Through ESOL: Drama
Page 168
Concentration
Objective: Identify vocabulary words and their meanings.
Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card.
Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one
word per card, 10 vocabulary items from the Lesson 3 times each. Shuffle these cards and
place them behind the numbered cards.
Procedure: Teams will match the vocabulary words with their meanings. Choose one team to
go first. A member of that team picks two numbers. Remove those cards from the chart, leaving
the words behind them visible to the class. The student reads the words, with the team’s
assistance if needed. If the words match, leave them showing and give the team a point. If they
do not match, replace the numbers and call on the next team.
Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural.
When working with verbs, write one in the present tense and one in the past. Matching
variations such as these helps the students understand that, despite certain differences in the
visible spelling of two words, they are still semantically related at a deeper level.
Antigone Lesson 3: Concentration Activity:
Matching:
headstrong
vanish
deference
proclamation
piety
stealthily
rage
waver
malicious
stubborn
disappear
respect
decree
faithfulness
quietly and deliberately
extreme anger
show doubt or uncertainty
mean
Antigone Lesson 3: Concentration Activity: Matching: (Continued on next page)
(Reproducible provided on next pages for Small Group Team Concentration)
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Antigone Lesson 3: Concentration Activity: Matching – Reproducible Format
(Small Group/Team Concentration (matching) – Cut and lay out numbers in order on each team’s table.
Vocabulary is already scrambled as it is printed. Cut and place the words under the numbers.)
1
4
7
10
13
16
19
2
5
8
11
14
17
20
3
6
9
12
15
18
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Antigone Lesson 3: Concentration Activity: Matching – Reproducible (Continued)
stealthily
vanish
stubborn
mean
rage
show doubt or
uncertainty
deference malicious
respect
decree
piety
proclamation
disappear
quietly and
deliberately
waver
headstrong
faithfulness
extreme
anger
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Intermediate Vocabulary Activities
Jeopardy
Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story.
Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on
it, the second with B, and the third with C. Down the left side of the chart (one per line), place
three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not
visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more
difficult words on line 2 in the same manner, place three of the most difficult words on line three.
Procedure: Choose one team to go first. A member of that team picks the word s/he wants to
guess (“2-C” for example). Give the student a definition or clue for the word (This animal barks.)
The student, with the help of his team, responds with the word presented in question format
(What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the
word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for
one point less than the previous team. For example, if the first team guessed incorrectly for a
word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too
guessed incorrectly, the next team would get one point if it answered correctly. If no team can
answer correctly before the points are reduced to zero, then all teams lose 1 point.
Antigone Lesson 3: Jeopardy Activity:
Question
a) synonym for prophecy
a) synonym for adolescent
a) caught Antigone burying her brother
b) confessed to breaking the law
b) For whom Antigone sprinkled wine 3 times
b) accused equally of the crime
c) antonym of anarchy
c) synonym for dead body
c) tells Creon not to trample on God’s law
Answer
oracle
teenager
sentry
Antigone
Polyneices’ ghost
Ismene
law and order
corpse
Haimon
Antigone Lesson 3: Jeopardy Activity:
(Jeopardy Reproducible provided on following page)
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Antigone Lesson 3: Jeopardy Activity Reproducible (See previous page)
Points
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.
a
CLUES
b
c
2
synonym
for
prophecy
3
synonym
for
adolescent
4
caught
Antigone
burying her
brother
confessed antonym of
to breaking
anarchy
the law
for whom
Antigone
sprinkled
wine 3
times
accused
equally of
the crime
synonym
for dead
body
tells Creon
not to
trample on
God’s law
Antigone Lesson 3: Jeopardy Activity Reproducible (Continued next page)
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Antigone Lesson 3: Jeopardy Activity Reproducible (Continued from previous page)
Points
Answers: ……… (What/Who is …?)
a
b
c
oracle
Antigone
law and
order
teenager
Polyneices’
ghost
corpse
sentry
Ismene
Haimon
2
3
4
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Wrong Word
Objective: Identify, analyze, and correct errors in vocabulary usage.
Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each
correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how
the government will operate. (should be Constitution) Many people have moved to Florida for
the arctic climate (should be tropical). When teams get good at this activity, embed an incorrect
sentence among other correct sentences. Teams can make sentences with incorrect words for
other teams to correct (“Wrong Sentences”)
Antigone Lesson 3: Wrong Word Activity:
The correction for the wrong word (the answer) is in parentheses.
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
Creon is posting his loyalty to the state over his family.(boasting)
Antigone is butter that Creon dishonors Polyneices.(bitter)
Ismene thinks Antigone’s plan is a dangerous volley. (folly)
Creon is waving mad when Polyneices’ body is missing. (raving)
The King’s rage will cause the death of Antigone. (wage)
The sentry is wick to take Antigone to be arrested. (quick)
Antigone wants to be a dutiful sister and bury him with honor. (beautiful)
The body of Polyneices will banish before Creon finds out. (vanish)
Choragus is chocked that the sentry caught Antigone. (shocked)
Antigone is guilty of breaking the raw and boasting about it. (law)
Antigone does not let Ismene lessen her own debt. (death)
Creon accuses the sisters of trying to take his drone. (throne)
Choragos advises Haimon to listen to his fodder. (father)
Use Reproducible “Wrong Word” Sentence Strips below
Wrong Word Sentence Strips
Antigone does not let Ismene lessen her own debt.
Find the wrong word:
Creon accuses the sisters of trying to take his drone.
Find the wrong word:
Choragos advises Haimon to listen to his fodder.
Find the wrong word:
Antigone Lesson 3: Wrong Word Activity:
Reproducible “Wrong Word” Sentence Strips continued on next page
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Antigone Lesson 3: Wrong Word Activity: (Continued from previous page)
(Reproducible “Wrong Word” Sentence Strips)
Wrong Word Sentence Strips
Creon is posting his loyalty to the state over his family.
Find the wrong word:
Antigone is butter that Creon dishonors Polyneices.
Find the wrong word:
Ismene thinks Antigone’s plan is a dangerous volley.
Find the wrong word:
Creon is waving mad when Polyneices’ body is missing.
Find the wrong word:
The King’s rage will cause the death of Antigone.
Find the wrong word:
The sentry is wick to take Antigone to be arrested.
Find the wrong word:
Antigone wants to be a dutiful sister and bury him with honor.
Find the wrong word:
The body of Polyneices will banish before Creon finds out.
Find the wrong word:
Choragus is chocked that the sentry caught Antigone.
Find the wrong word:
Antigone is guilty of breaking the raw and boasting about it.
Find the wrong word:
English II Through ESOL: Drama
Page 176
Classification
Objective: Classify vocabulary into two or three (or more) groups.
Procedure: Model the activity, beginning with several words for teams to classify into groups.
Ask students to identify an appropriate label for the groups they create. Discuss other words
that could go into each group. Each team gets out one pencil and one sheet of paper. The
captain writes team name and divides the paper into the appropriate number of columns
(groups). The captain labels columns for classifications and sets timer for 5 minutes. Team
members take turns writing words in appropriate columns (as in the Team Spelling Test). Note
that words do not have to come from the lesson vocabulary. When the timer rings, collect
papers. Teams get one point for each word they place correctly. Spelling should not count.
Antigone Lesson 3: Classification Activities: (Using lesson vocabulary)
1. Use the lesson vocabulary list below for quick reference.
2. Classification is a team activity. Once teams understand the activity, they make up their
own classification headers, and can deviate from lesson vocabulary to include other words
from the text, synonyms, etc.
3. Getting Started—Use Activity #1 and Activity #2 classification activities on the following
pages, with Teacher’s Answer Keys and reproducible graphic organizers to model for the
students. Then in Activity #3, have teams decide on their own classification headings to
classify their vocabulary (from vocabulary list, lesson summary, or textbook). Be sure teams
provide an answer key to their original classification activity when completed. In this and all
classification activities using vocabulary, teams must provide a correct reason for each
classification decision. Answers and reasons may vary.
Activity #1: Classify Lesson
Vocabulary into (4) groups
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 Ismene
3. Words relating to King Creon
4. Words relating to Haimon
5. Other words
Antigone Lesson 3: Vocabulary List for Quick Reference:
barefaced, bitterly, boasting, boyishly, brazen, completely, contempt, damnation,
dangerously, darkly, deference, distasteful, drowse, dutiful, endure, equally, finally,
folly, headstrong, immortal, insolence, ironically, joyless, malicious, passionate, piety,
proclamation, quickly, quietly, rage, raving, rebel, severely, slowly, softly, somberly,
stealthily, suddenly, unprofitable, unreasonably, vanish, waver
Antigone Lesson 3: Classification Activities (Continued on the following pages)
English II Through ESOL: Drama
Page 177
Antigone Lesson 3: Classification Activity: Continued from previous page
Nouns (people,
place, thing, idea
words)
Antigone Lesson 3: Classification: Activity #1: Organizer
Verbs (action or
Adjectives
Adverbs (describe
Other Words
“being” words)
(describe nouns)
verbs, adjectives, other
adverbs)
(Do not fit my other
categories)
Antigone Lesson 3: Classification Activity #2: Organizer
Words relating to
Words relating to
Words relating to
Words relating to
Other Words
Antigone
Ismene
King Creon
Haimon
(Do not fit other
categories)
Antigone Lesson 3: Classification Activities: Continued on next page
English II Through ESOL: Drama
Page 178
Antigone Lesson 3: Classification Activity #1: TEACHER’S ANSWER KEY
(Variations allowed only if teams state a correct rationale)
Nouns (people,
place, thing, idea
words)
contempt
damnation
deference
folly
insolence
piety
proclamation
rage
rebel
Verbs (action or
“being” words)
boasting
drowse
endure
raving
vanish
waver
Adjectives
(describe nouns)
barefaced
brazen
distasteful
dutiful
headstrong
immortal
joyless
malicious
passionate
unprofitable
Adverbs (describe
verbs, adjectives,
other adverbs)
Other Words
(Do not fit my
other categories)
bitterly
boyishly
completely
dangerously
darkly
equally
finally
ironically
quickly
quietly
severely
slowly
softly
somberly
stealthily
suddenly
unreasonably
Antigone Lesson 3: Classification Activity #2: TEACHER’S ANSWER KEY
(Variations allowed only if teams state a correct rationale)
Words relating to
Antigone
contempt
boasting
brazen
damnation
darkly
endure
folly
headstrong
insolence
joyless
malicious
passionate
piety
quickly
quietly
rebel
softly
somberly
stealthily
Words relating to
Ismene
deference
dutiful
suddenly
waver
Words relating to
King Creon
proclamation
barefaced
bitterly
distasteful
ironically
rage
raving
severely
unreasonably
equally Words
relating to Haimon
boyishly
unprofitable
Other Words
(Do not fit other
categories)
drowse
completely
dangerously
finally
immortal
slowly
vanish
Antigone Lesson 3: Classification Activities: Continued on next page
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Antigone Lesson 3: Classification Activities (Continued from previous page)
Classification Organizer
(Use for Activities #3, #4, and #5 and additional practice)
Write the name of each category the team selects at the top of the column. Then find words in
the text, the summary, the vocabulary list, word wall, thesaurus, or dictionary that fit each
category. Include other related words that do not fit the team’s categories in “Other words”.
Category Name:
_______________
Category Name:
_______________
Category Name:
_______________
Other Words (Do not
fit other categories)
Antigone Lesson 3: (Additional Classification Activities continued on the following pages)
English II Through ESOL: Drama
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Antigone Lesson 3: Classification Activities: Continued from previous pages
Antigone Lesson 3: Classification Activities
a) Antigone Lesson 3: Classification Activity #4: Classify words spoken by each
character in the play script (refer directly to textbook lines)
b) Antigone Lesson 3: Classification Activity #5: Classify words that describe each
character’s personality or actions (adjectives, adverbs)
c) Antigone Lesson 3: Classification Activity #6: (Proficient students): Provide teams
with a thesaurus and the classification organizer on the following page. Teams will classify
each set of 3 adverbs by degree of meaning on a scale of 1 to 3.
Directions for Activity #6: Study the examples and classify each adverb in the set by degree
on a scale of 1 to 3. Proficient students discuss using a thesaurus to determine the degree
of description, intensity of meaning, or strength that each word communicates. Students
should be able to defend logically their choices to others.
Example of adjective sets: unhappy, sad, joyless — On a scale of 1 to 3, sad is stronger
(more descriptive) than unhappy, but joyless is the strongest of the three. On a scale of 1-3,
unhappy is scale 1, sad is scale 2, and joyless is scale 3. Answers may vary based on the
rationale the team provides for choices after consulting a thesaurus, discussing example,
etc. (see table below)
Example of adverb sets: carefully, cautiously, suspiciously— On a scale of 1 to 3, cautiously
is stronger (more descriptive) than carefully, but suspiciously is the strongest of the three.
On a scale of 1-3, carefully is scale 1, cautiously is scale 2, and suspiciously is scale 3.
Answers may vary based on the rationale the team provides for choices after consulting a
thesaurus, discussing example, etc. (see table below)
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 the list of adverb sets from Classification Activity #6 Organizer (on the following page)
and a Teacher’s Suggested Answer Key (Answers vary based on team rationale provided)
Adverb Sets from Classification Activity #6 Organizer
bitterly, furiously, angrily ultimately, finally, lastly
absolutely, totally, completely
equally, evenly similarly
ironically, oddly, strangely
quickly, instantly, suddenly
silently, quietly ,softly
seriously, critically, severely irrationally, foolishly, unreasonably
somberly, sadly darkly
stealthily, gradually, slowly
fatally, unsafely, dangerously
TEACHER’S Suggested ANSWER KEY** for Classification Activity #6:
angrily, furiously, bitterly
lastly, finally, ultimately
completely, totally, absolutely
similarly, evenly, equally
strangely, oddly, ironically
quickly suddenly, instantly
quietly ,softly silently
seriously severely critically
sadly somberly, darkly
unsafely dangerously fatally unreasonably foolishly irrationally slowly gradually stealthily
(**Note: There will be differences of opinion as to degree, so teams must be ready to defend choices)
Antigone Lesson 3: Classification Activity: Continued on next page
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Classification Organizer (Activity #6)
Team Name _________________________________________
Directions: Study the examples. Then use adverb sets to classify by degree. Use a thesaurus to
study, compare, and discuss each set of adverbs. On a scale of 1-3, determine the degree of
description, meaning, or strength. For example, for the adverbs unhappily, sadly, joylessly, on a
scale of 1 to 3, sadly is stronger (more descriptive) than unhappily, but joylessly is the strongest.
Adverb
Set
1
Strong
2
Stronger
(Descriptive)
(More Descriptive)
Example:
unhappily
sadly
Example:
slowly
gradually
bitterly,
furiously,
angrily
ultimately,
finally,
lastly
absolutely,
totally,
completely
equally,
evenly
similarly
ironically,
oddly,
strangely
quickly,
instantly,
suddenly
silently,
quietly
,softly
seriously,
critically,
severely
somberly,
sadly
darkly
fatally,
unsafely,
dangerously
irrationally,
foolishly,
unreasonably
Antigone Lesson 3: Classification Activity: Continued on next page
3
Strongest
(Most Descriptive)
joylessly
stealthily
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Antigone Lesson 3: Classification Activities: Continued from previous pages
Antigone Lesson 3: Classification Activities 7, 8, 9, 10, 11, 12: Here are some starters
to find and classify other information in the lesson. Use these suggested categories and the
graphic organizers provided on the following pages: Find words in the summary or text that tell:
a) Tell Characters, setting, events, conflicts, problem/solution
b) Tell Where, When, Who, What
c) Tell jobs, occupations, or titles (what a person does-king, sentry, student, writer, singer, etc)
Tell the condition of someone/something (looks like, sounds like, acts like, etc)
Can be a verb or a noun- (Examples: boss, sense, film, etc.)
Express emotions (feelings: happy, sad, jealous, angry, etc.)
Express sounds (objects that make sounds or the sounds themselves)
Express thoughts or ideas (abstract nouns)
Tell what someone heard, saw, felt, or did
d) Find words in the lesson summary, vocabulary or text that are:
Words/phrases I do not know yet.
Words/phrases I just learned and I like.
Words/phrases I just learned and I do not like.
e) Identify an abstract concept (authority, love, happiness, respect, help, etc) Different kinds of
_____ (something) Use an abstract concept tightly connected to the lesson
Antigone Lesson 3: Classification Activity: Abstract Concept: Authority
Different kinds of authority:
God’s Authority—God’s laws, divine laws, spiritual laws
Government’s Laws—King Creon, the sentry
Age (Seniority)—authority that comes the wisdom of the years
Family Duty— and responsibility gives Antigone authority
Parental and Social Authority—guardian or caretaker authority (teacher, officer, judge)
OTHER EXAMPLES:
Different kinds of respect:
Self-respect (Respecting oneself) – Saying no to drugs and alcohol, making good choices about
healthy behavior that does not demean, degrade, or make one feel ashamed
Respecting others – Respecting the belongings of others, not bullying or teasing, respecting
different viewpoints
Respecting authority – Respecting parents, teachers, police officers, office workers, judges, etc.
by showing obedience, appreciation, politeness, and respect for public property
Respecting institutions- (1) Respecting one’s culture, heritage, and country (patriotism, respect
for our leaders); (2) Respecting cultures, languages, heritages, countries, of others
Different kinds of love: LOVE: In American English, we use the word “LOVE” to talk about
strong emotions for just about anything, (I love ice cream), (I would love to visit China.). Love
between people uses the same word in English. A philosopher is someone who investigates
knowledge about the way people think and believe about the world. Ancient Greek philosophers
thought there were different kinds of love. From Socrates to Plato and Aristotle, the question of
love has always been important. The Greeks use different words for different kinds of love.
“STAUROS”- is family love between parents-children, brothers-sisters, aunts, uncles, etc.
“PHILEOS”- is love between friends, friendship, “brotherly” love, or kindness to others.
“EROS”- is love for someone’s beloved (married love), or an artist’s love for his creative work.
Eros is a self-fulfilling love for self.
“AGAPE”- love is the best love philosophers can describe. Agape is spiritual and self-less and
“self forgetting” love that places the good of others above the love of oneself. Agape love is
above a person’s feelings and it sacrifices self for others.
Antigone Lesson 3: Classification Activity: Continued on next page
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Antigone Lesson 3: Classification Activity:
Name ________________________
Title _________________________________________ Author __________________
CLASSIFYING
Classifying is sorting, grouping, arranging, or organizing according to class or category.
Classifying is distributing or ranking into classes by common features, common properties,
common factors, or common themes.
CATEGORY Important Characters
CATEGORY Critical Settings (Scenes)
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Title:
___________________________
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CATEGORY Major Events_
CATEGORY Main Problems & Solutions
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Antigone Lesson 3: Classification Activity
________________________
Name
Title _________________________________________ Author __________________
CLASSIFYING
Classifying is sorting, grouping, arranging, or organizing according to class or category.
Classifying is distributing or ranking into classes by common features, common properties,
common factors, or common themes.
Directions: First, read the excerpt from the lesson summary. Then, complete the chart
identifying and classifying words/phrases in the summary that tell Where, When, Who, What.
Antigone has strong respect for her family responsibilities. Divine laws require her to give
her brother a proper funeral. In Scene 2, the sentry catches Antigone burying her dead
brother and he brings her before the enraged King Creon. Fearlessly, Antigone admits she
defied Creon’s law, but she believes she is acting according to the laws of the gods .A furious
Creon declares Antigone guilty of two crimes, insolence and boasting about it. Then Creon
accuses Ismene equally. Ismene suddenly confesses her guilt to Creon. Ismene sincerely
wants to take her share of the punishment. Creon decides to spare Ismene because he
believes she is not thinking clearly. Creon’s son, Haimon begs his father to forgive Antigone.
Antigone is to be Haimon’s bride. Haimon believes his father reasoned badly. Creon
condemns Antigone to a horrible death. Creon locks Antigone alive in a stone vault where she
will eventually die.
Category 1
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
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Antigone Lesson 3: Classification Activity:
Name ________________________
Title _________________________________________ Author __________________
CLASSIFYING
Classifying is sorting, grouping, arranging, or organizing according to class or category.
Classifying is distributing or ranking into classes by common features, common properties,
common factors, or common themes. Directions: Complete the chart using these suggestions
for classifying by common features. Identify & classify from the reading
Words from the reading that …
1. Name jobs, occupations, titles-what a person does (king, teacher, sentry, singer, etc.)
2. Tell the condition of someone or something (what it looks like, sounds like, acts like, etc.)
3. Can be a verb and a noun- (examples: boss, sense, film, etc.)
4. Express emotions (feelings: happy, sad, jealous, angry, etc.)
5. Express sounds (objects that make sounds or the sounds themselves)
6. Express thoughts or ideas (abstract nouns)
Category #1
Category #2
Category #3
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Title: ___________________________________
Author: _______________________________
Category #4
Category #5
Category #6
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Antigone Lesson 3: Classification Activity:
Name ______________________
Title _________________________________________ Author __________________
CLASSIFYING
Classifying is sorting, grouping, arranging, or organizing according to class or category.
Classifying is distributing or ranking into classes by common features, common properties,
common factors, or common themes. How are ideas or objects placed in groups? What do
items in a group have in common? Read the EXAMPLE and study the chart:
Everything in the shopping cart was part of the special recipe Giovanni wanted to prepare.
He looked again under the watery radishes and snowy cauliflower to see if he had remembered
the baby mushrooms. Then suddenly he had another idea. If he added sweet red pepper,
crunchy pea pods, tiny carrots and fresh blueberries, he could add more color and flavor to his
recipe.
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.
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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
Antigone has strong respect for her family responsibilities. Divine laws require her to give her
brother a proper funeral. In Scene 2, the sentry catches Antigone burying her dead brother and he
brings her before the enraged King Creon. Fearlessly, Antigone admits she defied Creon’s law,
but she believes she is acting according to the laws of the gods .A furious Creon declares
Antigone guilty of two crimes, insolence and boasting about it. Then Creon accuses Ismene
equally. Ismene suddenly confesses her guilt to Creon. Ismene sincerely wants to take her share
of the punishment. Creon decides to spare Ismene because he believes she is not thinking clearly.
Creon’s son, Haimon begs his father to forgive Antigone. Antigone is to be Haimon’s bride.
Haimon believes his father reasoned badly. Creon condemns Antigone to a horrible death. Creon
locks Antigone alive in a stone vault where she will eventually die.
Antigone Lesson 3: Classification Activity: Abstract Concept: Authority
Name _____________________________
CLASSIFYING
Classifying is sorting, grouping, arranging, or organizing according to class or category.
Classifying is distributing or ranking into classes by common features, common properties,
common factors, or common themes.
Antigone, Scenes 2 & 3, (Title), by _Sophocles___(Author)
Different kinds of authority in Antigone (Scenes 2, 3) by Sophocles:
1. God’s Authority—God’s laws, divine laws, spiritual laws
2. Government’s Laws—King Creon, the sentry, laws in a democracy (of the people)
3. Age (Seniority)—authority that comes from the wisdom of years of experience
4. Family Duty— family responsibility gives Antigone authority
5. Parental and Social Authority—guardian or caretaker authority (teacher, judge, sentry)
Directions: Think about (4) different kinds of authority in the play, and complete the chart by
writing examples and details from the play. Use the text and lesson summary.
Topic: Different kinds of _____Authority_____ in
Antigone, Scenes 2 & 3, (Title), by _Sophocles___(Author)
1.________
_________
2.________
_________
3.________
_________
4.________
_________
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Antigone Lesson 3: Classification Activity
Name _________________________
CLASSIFYING
Title _________________________________________ Author __________________
Classifying is sorting, grouping, arranging, or organizing according to class or category. Classifying
is distributing or ranking into classes by common features, common properties, common factors, or
common themes. Directions: Use vocabulary from the text and the lesson summary to complete the
chart to identify and classify words:
4. Words/phrases in the reading that I do not know yet
5. Words/phrases in the reading that I just learned and I like.
6. Words/phrases in the reading that I just learned and I do not like.
CATEGORY
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
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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.
ADVERBS
Adverbs describe (or modify) verbs, adjectives or other adverbs. Action verbs are often followed
by an adverb. Adverbs are describing words that tell how, when, where, or to what extent (how
often or how much) the action of the verb is done. Most adverbs end in “–ly.”:
Work consistently to succeed. (Consistently tells how to work.)
He smiled happily at new car. (Happily tells how he smiled.)
She works enthusiastically. (Enthusiastically tells how she works.)
I depend heavily on computers. (Heavily tells to what extent I depend.)
They ride bikes everywhere. (Everywhere tells where they ride bikes.)
I can almost fly a plane. (Almost tells to what extent I can fly a plane.)
Formation of Adverbs: An adverb is often formed by adding “-ly” to an adjective
easy —easily
sad—sadly
intelligent—intelligently
Adjective— Adverb:
quick—quickly sweet—sweetly foolish —foolishly
Adverbs That Describe Verbs: Adverbs often answer the question, “How?”
Examples: She spoke softly. (How did she speak? Answer: softly) Softly tells how she spoke.
Isabel danced gracefully. (Gracefully tells how Isabel danced.)
Boldly, he stood up. (Boldly tells how he stood up.)
The plane landed safely. (Safely tells how the plane landed.)
I accepted the gift gratefully. (Gratefully tells how I accepted it.)
The man angrily threw the money. (Angrily tells how he threw it.)
I play piano badly. (Badly tells how I play the piano.)
Adverbs Used to Express Time or Frequency: Some adverbs that express time include:
sometimes, always, often, seldom, never, yet, soon, yesterday, today, tomorrow, rarely,
frequently, hardly ever, generally, finally, already, usually
I frequently shop in that store. (Frequently tells how often I shop there.)
He is leaving tomorrow. (Tomorrow tells when he is leaving.)
They seldom eat lunch at noon. (Seldom tells when they eat.)
He drives early and late. (Early and late tell when he drives.)
Eventually all of us fail. (Eventually tells when we fail.)
We take our medicine daily. (Daily tells how often we take our medicine.)
We finally received our mail. (Finally tells when we received it.)
Placement Of Adverbs In A Sentence: Sometimes adverbs are in the middle of sentences.
Sometimes in a question, the adverb comes Do you always read before going to sleep?
right after the subject.
Is he frequently absent from class?
Sometimes the adverb comes between the I was happily listening to my favorite music.
verb and its helping verb.
We had carefully prepared the party.
Sometimes the adverb comes in front of a
Sergei quickly chose his partner.
simple present or past tense.
The lesson clearly helped us understand.
With the verb “be”, however, the adverb
The activity was clearly helpful.
sometimes comes after the verb.
Our class is undoubtedly the best class.
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Word Order Cards
Grades 9-12 SSS Language Arts Benchmarks: LA.A.1.4.2, LA.B.1.4.1, LA.B.1.4.2
Objective: Identify and use appropriate word order in sentences.
Procedure: Choose some of the more complex sentences of the summary to cut up for this
exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words.
Shuffle the words. With the team's support, one member rearranges the words to re-form the
sentence. The team gets a point if the cards are re-arranged correctly.
Antigone Lesson 3: Word Order Cards Activity:
a) According to Antigone, the king’s proclamation was not God’s proclamation and that final justice
comes from God.
b) Creon unreasonably accuses both sisters of barefaced anarchy and Antigone of dishonoring
Eteocles.
c) Creon decides to spare Ismene and to lock up Antigone alive in a stone vault eventually to die.
d) Ismene suddenly confesses her guilt and sincerely wants to take her share of the punishment.
e) Haimon informs his father Creon the people support Antigone and they think she is generous and
brave.
f) The sentry informs Creon that he saw Antigone with his own eyes in the act of breaking the law.
g) Fearlessly, Antigone admits that she dared to defy Creon’s law, in spite of the proclamation.
Word Order Cards
According to Antigone, the king’s
proclamation was not God’s
proclamation and that final justice
comes from God.
Creon unreasonably accuses both
sisters of barefaced anarchy and
Antigone of dishonoring Eteocles.
Creon decides to spare Ismene and to
lock up Antigone alive in a stone vault
eventually to die.
Antigone Lesson 3: Word Order Cards Activity: (Continued on next page)
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Antigone Lesson 3: Word Order Cards Activity: (Continued from previous page)
Ismene suddenly confesses her guilt
and sincerely wants to take her share of
the punishment.
Haimon informs his father Creon the
people support Antigone and they think
she is generous and brave.
The sentry informs Creon that he saw
Antigone with his own eyes in the act of
breaking the law.
Fearlessly, Antigone admits that she
dared to defy Creon’s law, in spite of the
proclamation.
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Modified Single Slot Substitution Drill
Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar
sentence in a single slot.
Procedure: The teacher writes a sentence on the board and underlines one word. Teams take
turns replacing the underlined word with a new word. When students can no longer think of
substitutes, the teacher underlines a different word, and the activity continues.
Example:
The soldiers who surrendered were killed.
Possible substitutions for killed:
butchered, kissed, hugged, spared
The soldiers who surrendered were butchered.
Possible substitutions for surrendered: spared, killed, ran, slept
The soldiers who surrendered were spared.
Possible substitutions for soldiers: people, police, robbers, children
Notes:
• Sometimes, changing one word necessitates changing another word as well.
The queen was dancing when the soldiers arrived. (Substitute
king and queen)
The king and queen were dancing when the soldiers arrived.
• It is not necessary for the sentences to be historically correct, sensible, or even possible. It is
important for the correct part of speech to be used.
• This activity is a good opportunity for students to practice using a thesaurus to find substitute
words that keep the meaning approximately the same.
• Encourage students to change the meaning buy substituting words that fit grammatically,
but change the meaning. This can be a very humorous and fun activity by changing the
meanings.
Antigone Lesson 3: Modified Single Slot Substitution Activity:
(a) Creon (b) has reasoned (c) badly.
Possibilities: (a) The king, Antigone, Haimon, Ismene, Choragus
Possibilities: (b) has judged, has worshipped, has decided, has spoken
Possibilities: (c) stupidly, unreasonably, unthinkingly, strictly
To The Teacher: -----Answers to Antigone Lesson 3: Modified Single Slot Substitution:
Using single slot A substitutions (see above): (a) Creon (b) has reasoned (c) badly.
(a) Creon (b) has reasoned (c) badly.
(a) The king (b) has reasoned (c) badly.
(a) Antigone (b) has reasoned (c) badly.
(a) Haimon (b) has reasoned (c) badly.
(a) Ismene (b) has reasoned (c) badly.
(a) Choragos (b) has reasoned (c) badly.
Using single slot B substitutions:
(a) Creon (b) has reasoned (c) badly.
(a) Creon (b) has judged (c) badly.
(a) Creon (b) has worshipped (c) badly.
(a) Creon (b) has decided (c) badly.
(a) Creon (b) has spoken (c) badly.
Using single slot C substitutions:
(a) Creon (b) has reasoned (c) badly.
(a) Creon (b) has reasoned (c) stupidly.
(a) Creon (b) has reasoned (c) unreasonably.
(a) Creon (b) has reasoned (c) unthinkingly.
(a) Creon (b) has reasoned (c) strictly.
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Intermediate Grammar Activities
Sentence Builders
Objective: Expand sentences by adding new words in the appropriate order in a sentence.
Procedure: The teacher says a sentence, and, after a pause, an additional word or words.
Teams must make a new sentence that adds the new word(s) in the correct place in the
teacher's original sentence. Give a point for each correct answer. Example:
Teacher:
Fish is a food. (healthy)
Team Response:
Fish is a healthy food.
Teacher:
Fish is a healthy food. (fresh)
Team Response:
Fresh fish is a healthy food.
Antigone Lesson 3: Sentence Builders:
Example: Remember to add only one new word/phrase at a time:
a) The man knows how to give commands. (who knows how to obey)
The man who knows how to obey knows how to give commands. (and that
man only)
The man who knows how to obey and that man only knows how to give
commands. (when the time comes)
The man who knows how to obey, and that man only, knows how to give
commands when the time comes.
Continue with the following:
b) A mother bird heard her cry. (coming back to a stripped nest) (bitterly) (a
broken note or two) (for the young ones) (stolen)
c) they are but women (For) (and even brave men run) (when they see death
coming)
d) Reason is God’s gift, (crowning) (to man) (and you are right) (to warn me
against losing mine)
e) I will carry her. (far away) (out there in the wilderness) (and lock her living in a
vault) (of stone)
To The Teacher: -----Answers to Antigone Lesson 3: Sentence Builders:
Adding only one new word/phrase at a time, the final sentence is…
a) The man who knows how to obey, and that man only, knows how to give commands when
the time comes.
b) A mother bird coming back to a stripped nest heard her cry bitterly a broken note or two for
the stolen young ones.
c) For they are but women, and even brave men run when they see death coming
d) Reason is God’s crowning gift to man and you are right (o warn me against losing mine.
e) I will carry her far away out there in the wilderness and lock her living in a vault of stone.
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Multiple Slot Substitution Drills
Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar
sentence in a multiple slots.
Procedure: This drill is often taught together with or right after the single slot substitution drill.
Its organization is similar to single slot substitution, but more that one part of the sentence
changes. Give a point for each correct answer. Example:
Columbus sailed in 1492. (Pizarro)
Pizarro sailed in 1492. (1524)
Pizarro sailed in 1524. (arrived)
Pizarro arrived 1n 1524.
Antigone Lesson 3: Multiple Slot Substitution Activities:
(a) The king’s proclamation (b) was not (c) God’s proclamation.
Possibilities:
Creon’s decree, God’s plan, the judgment of Antigone, could not be, the king’s
decision, God’s will, wasn’t the same as, the wish of the people, did not demonstrate
To The Teacher: -----Answers to Antigone Lesson 3: Modified Single Slot Substitution:
There are many different combinations of (a) (b) and (c) that make be correct responses.
Remember the sentence des not have to make sense, only place the substitution in the correct
place. Here are examples of some combinations that are correct responses.
(***Note: substitutions are in italics):
Original sentence: (a) The king’s proclamation (b) was not (c) God’s proclamation.
Examples Using multiple slot substitutions
(a) Creon’s decree (b) was not (c) God’s proclamation.
(a) God’s plan (b) was not (c) the king’s decision.
(a) The king’s decision (b) was not (c) God’s proclamation.
(a) God’s will (b) was not (c) Creon’s decree.
(a) Creon’s decree (b) could not be (c) the wish of the people
(a) The king’s proclamation (b) did not demonstrate (c) God’s proclamation.
(a) The wish of the people (b) wasn’t the same as (c) the judgment of Antigone
(a) The judgment of Antigone (b) was not (c) God’s plan.
(a) The king’s proclamation (b) was not (c) God’s will.
(a) The king’s proclamation (b) wasn’t the same as (c) God’s proclamation.
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Flesh it Out
Objective: Use key words in the appropriate order in a grammatically correct sentence.
Procedure: The teacher gives the key words of a sentence and teams puts them into a
grammatically correct sentence. Give points for correct answers in the oral format. Give grades
in the written format.
Key words:
he/sail/america/1492.
Answer: He sailed to America in 1492.
Key words:
he/sail/america/? (past)(yes/no)
Answer: Did he sail to America?
Antigone Lesson 3: Flesh it Out Activities:
a) fearlessly/Antigone/admit/that/dare/defy/Creon/law/in spite of/proclamation
(present tense)
b) arrested /accuse/ He/ and/Ismene /equally / her/send/ for/to/be/(present
tense)
c) declare/that/Creon/Antigone/bitterly/her/will/love/find/ in/ with/ hell/ brothers/
her (present tense)
d) her suddenly guilt and wants to sincerely take share her of punishment the
Ismene confess(present tense)
e) that insist Haimon Creon no right to have God’s trample on right (present
tense)
To The Teacher: -----Answers to Antigone Lesson 3: Flesh it Out Activities:
a) Antigone fearlessly admits that she dared to defy Creon’s law in spite of the
proclamation.
b) He accuses Ismene equally and sends for her to be arrested.
c) Creon declares bitterly that Antigone will find her love in hell with her brothers.
d) Ismene suddenly confesses her guilt, and sincerely wants to take her share of the
punishment.
e) Haimon insists that Creon has no right to trample on God’s right.
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Transformation Exercises
Objective: Change the form or format of a sentence according to the situation.
Procedure: Students change the format of a sentence based on teacher directions or prompts.
Give points for correct answers in the oral format. Give grades in the written format. Examples:
1. Is it raining? (Answer the question, yes.)
Yes, it is raining.
2. It is raining. (Ask a yes/no question.)
Is it raining?
3. Many Indians died from disease.
Many Indians died from starvation.
(Combine 2 sentences into one sentence.) Many Indians died from disease and starvation.
Antigone Lesson 3: Transformation Exercises:
Transformation Exercise #1: Students respond by answering the question using an adverb
that describes the verb.
Example:
How does the sentry return to the palace with Antigone? (quickly)
The sentry quickly returns to the palace with Antigone.
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
How does Antigone admit that she dared to defy Creon’s law? (fearlessly)
How does Antigone speak of death as her friend? (somberly)
How does Creon accuse Ismene before he sends for her to be arrested? (equally)
How does Creon accuse both sisters of barefaced anarchy and Antigone of dishonoring
Eteocles? (unreasonably)
How does Creon declare that Antigone will find her love in hell with her brothers?
(bitterly)
How does Ismene suddenly confess her guilt? (suddenly)
How does Ismene want her share of the punishment? (sincerely)
How does Antigone reject her sister?
How does Haimon enter and defer to his father’s will and authority? (dutifully)
How does Haimon believe his father has reasoned? (badly)
When does Haimon leave saying his father will never see him again? (finally)
When does Creon lock up Antigone alive in a stone vault to die? (eventually)
Transformation Exercise #2: Combine the two sentences by making an adverb from the
underlined adjective.
Example:
The sentry is quick when he returns to the palace with Antigone.
The sentry quickly returns to the palace with Antigone.
a)
b)
c)
d)
e)
f)
g)
Antigone is brave when she goes to bury her brother’s dead body.
Ismene is sudden when she confesses her guilt.
Antigone is complete when she gives her life for her brother’s honor.
Creon is angry when he arrests Antigone.
Antigone is defiant when she pays with her freedom.
The Chorus is beautiful when it sings about glorious but destructive love.
Haimon believes that his father bad when he has reasoned to kill Antigone.
Antigone Lesson 3: Transformation Activity: (Continued on next page)
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To The Teacher: --- Answer Key -- Antigone Lesson 3: Transformation Exercises:
Answers to Transformation Exercise #1:
a) Fearlessly, Antigone admits that she dared to defy Creon’s law, in spite of the
proclamation.
b) Antigone knows she must die and somberly speaks of death as her friend.
c) Creon accuses Ismene equally before he sends for her to be arrested.
d) Creon unreasonably accuses both sisters of barefaced anarchy and Antigone of
dishonoring Eteocles.
e) Creon declares bitterly that Antigone will find her love in hell with her brothers.
f) Ismene suddenly confesses her guilt.
g) Ismene sincerely wants to take her share of the punishment.
h) Antigone rejects her sister angrily.
i) Haimon enters and dutifully defers to his father’s will and authority.
j) Haimon believes his father has reasoned badly.
k) Haimon finally leaves saying his father will never see him again.
l) Creon decides to lock up Antigone alive in a stone vault eventually to die.
Answers to Transformation Exercise #2:
a)
b)
c)
d)
e)
f)
g)
Antigone bravely goes to bury her brother’s dead body.
Ismene suddenly confesses her guilt.
Antigone gives her life completely for her brother’s honor.
Creon angrily arrests Antigone.
Antigone she pays defiantly with her freedom.
The Chorus when sings beautifully about glorious but destructive love.
Haimon believes that his father has reasoned badly to kill Antigone.
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Who What, When, Where, How, Why
Objective: Listen to a sentence and respond to “Wh" questions in writing.
Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a
short answer on a numbered sheet of paper. Example: Teacher: The heart constantly
pumps blood to the body 24 hours a day to keep the body alive. What…? (Teams write
heart.) Where…? (Teams write to the body) How...? (Teams write constantly) Why…?
(Teams write to keep the body alive) When…? (Teams write 24 hours a day).
Team members take turns writing answers on the board (for class discussion) or on a
team/individual paper (for a grade). An alternative technique is to have each team
member complete all items on his/her own paper. Team members are allowed to help
each other. On completion of the activity, collect the one paper of your choice. The
grade on that paper will count for each team member.
Antigone Lesson 3: Who, What, When, Where, How, Why Activities:
a) The sentry quickly returns to the palace with Antigone. (who, what, where, when,
how)
b) The sentry informs Creon that he saw Antigone with his own eyes in the act of
breaking the law. (who, what, where, why)
c) Creon declares Antigone headstrong like her father Oedipus, and guilty of the
double insolence of breaking the law and then boasting about it. (who, what,
when, why, how)
d) Creon decides to spare Ismene and that Antigone will be locked up alive in a
stone vault to eventually die. (who, what, where, when)
e) Haimon informs his father that the people support Antigone and they think she is
generous and brave. (who, what, why)
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Sentence Stretchers
Objective: Expand grammatically correct sentences by adding new words in
appropriate order
Procedure: One team begins by making a sentence orally that contains the language
or content focus of the lesson. (Make the starter sentence as short as possible.) For
example, in a lesson focusing on weather and on adjectives, the first team might say,
The cloud is floating. The first team gets a point. Other teams take turns expanding the
sentence, getting a point each time something is added successfully or until teams run
out of expansions.
The white cloud is floating.
The fluffy white cloud is floating in the sky.
The fluffy white cloud that looks like a boat is floating in the sky.
Etc.
Antigone Lesson 3: Sentence Stretcher:
Begin with the sentence: Creon accuses Antigone.
Creon accuses Antigone.
Creon accuses Antigone and Ismene.
Creon accuses Antigone and Ismene of being guilty.
Creon accuses Antigone and Ismene of being guilty of anarchy.
Creon accuses Antigone and Ismene of being guilty of barefaced anarchy.
Creon accuses Antigone and Ismene of being guilty of barefaced anarchy and
insolence.
Creon accuses Antigone and Ismene of being guilty of barefaced anarchy and double
insolence.
Creon accuses Antigone and Ismene of being guilty of barefaced anarchy, double
insolence, and challenging his manhood.
Creon accuses Antigone and Ismene of being guilty of barefaced anarchy, double
insolence, and challenging his manhood and authority.
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Look it Up
Objective: Identify specific grammatical structures and change them according to the
situation.
Procedure: Teams look up sentences in their text that have a specific grammatical
structure. As an oral practice, teams get a point for a correct answer. As a written
exercise, it can be graded. Version One: Discuss the grammar point with the students
then have them find example sentences in their texts. You might want to limit the pages
they are to search.
Version Two: Write sample sentences on the board in a tense not usually used in the
text. Ask students to find similar sentences in the text and to determine the difference
between the text sentences and the sentences on the board. In history books, for
example, most sentences are in the past tense, so the sentences you write on the board
would be in the present tense. During a discussion of the difference between the text
sentences and your sentences, you would help the class discover why the text uses
past tense sentences so often.
Version Three - Students locate sentences in the text with a specific grammatical
structure and then restate or rewrite the sentence in a new form specified by you.
Example: change statements into questions, affirmative to negative, past to present or
passive voice to active.
Antigone Lesson 3: Look it Up Activities:
Teams locate examples of adverbs in the text and in the summary.
Use the organizers on the following pages for Look It Up Version #1, Version #2,
and Version #3.
Antigone Lesson 3: Look it Up: (Continued on the next pages)
Use the organizers on the following pages for “Look It Up” Versions #1, #2, and #3.
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“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
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“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
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“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
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Rewrite the Paragraph
Objective: Identify specific grammatical structures and change them according to the
situation.
Procedure: Use a paragraph based on the text, and language focus structures of the
lesson. Teams read and discuss necessary changes. Members work together to rewrite
a grammatically correct paragraph with the changes. Collect one paper from each team
for a grade. (Examples: Change one verb tense to another, nouns to pronouns,
adverbs to adjectives, etc.)
To The Teacher: -----Answers to Antigone Lesson 3: Pre reading activity:
The sentry caught Antigone burying her dead brother. Fearlessly, Antigone
admitted she had defied Creon’s law. Creon declared Antigone guilty. Creon accused
Ismene equally. Ismene suddenly confessed her guilt. Ismene sincerely wanted her
share of the punishment. Antigone was the bride of Creon’s son Haimon. Haimon
believed his father had reasoned badly. Creon spared Ismene. Creon locked Antigone
alive in a stone vault. Antigone would eventually die.
Important Note: Study the excerpt below from the Sequence of Verbs chart. With the
simple present, use the simple past to show an earlier action. However, when changing the
simple present to the simple past, use the past perfect to show the earlier action.
Changing tenses is a high-level skill and students need sufficient practice. Once
students know how to use the Sequence of Verbs chart, their level of understanding of this skill
will increase dramatically. Please provide an individual copy for each student and sufficient
practice so that students begin to develop confidence when changing tenses and story retelling.
Tense of
Independent
Clause
Simple
Present
Simple Past
PLUS
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
Show an earlier action
+
present
State a general truth
Show action to come
Show another completed past action
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 chart is on the following page. Reproduce for students as an individual resource.
Antigone Lesson 3: Rewrite the Paragraph Activity: (Continued next page)
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Antigone Lesson 3: Rewrite the Paragraph Activity: (Continued from previous page)
Antigone Lesson 3: Rewrite the Paragraph Activity: Teams will rewrite the
paragraph changing it to the past.
Use the Sequence of Verbs Chart (next page) to assist teams in changing tenses.
The sentry catches Antigone burying her dead
brother. Fearlessly, Antigone admits she defied Creon’s
law. Creon declares Antigone guilty. Creon accuses
Ismene equally. Ismene suddenly confesses her guilt.
Ismene sincerely wants her share of the punishment.
Antigone is the bride of Creon’s son Haimon. Haimon
believes his father reasoned badly. Creon spares
Ismene. Creon locks Antigone alive in a stone vault.
Antigone will eventually die.
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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
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
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 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.
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Name _____________________________________ Date _____________
Antigone Lesson 3: Exercise 1
Fill in the blanks with the correct word.
fearlessly
defied
guilty
equally
eventually
bride
badly
sincerely
The sentry catches Antigone burying her dead brother. __________, Antigone
admits she __________ Creon’s law. Creon declares Antigone __________. Creon
accuses Ismene __________. Ismene suddenly confesses her guilt. Ismene
__________ wants her share of the punishment. Antigone is the __________ of
Creon’s son Haimon. Haimon believes his father reasoned __________. Creon spares
Ismene. Creon locks Antigone alive in a stone vault. Antigone will __________ die.
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Name _____________________________________ Date _____________
Antigone Lesson 3: Exercise 3
Read each sentence and decide if it is true or false. If it is true, write the word “true” on
the line. If the sentence is false, rewrite the sentence to make it a true.
1. Antigone obeys King Creon’s law.
______________________________________________________________________
2. King Creon believes that Eteocles deserves no praise.
______________________________________________________________________
3. Polyneices was King Creon’s nephew.
______________________________________________________________________
4. King Creon promises the people that he will treat everyone the same.
______________________________________________________________________
5. The guards said there was enough earth on the body to give the ghost some peace.
______________________________________________________________________
6. Creon thinks that he should not listen to an adolescent.
______________________________________________________________________
7. Suddenly Ismene gives Antigone credit for burying her brother.
______________________________________________________________________
8. Creon thinks Antigone is an anarchist.
______________________________________________________________________
9. Haimon threatens his father that if Antigone is killed, someone else will die.
______________________________________________________________________
10. Creon tells Haimon that they cannot let women make fools of them.
______________________________________________________________________
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Name ____________________________ Date __________
Antigone Lesson 3: Exercise 4 (FCAT Practice/Reading Comprehension)
Identify from the list below one or more of the persuasive techniques used in each item.
Refer to Antigone, by Sophocles, Scenes 2, 3.
Selected
Evidence
Either/or
Thinking
(Faulty) Reasoning:
Circular
OverReasoning
generalizations
Faulty
Cause/Effect
(Faulty) Emotional Appeals:
Loaded
Language
Transfer
Exaggeration
Bandwagon
Name-calling
1. “Anarchy! Anarchy! Show me a greater evil! This is why cities tumble and the great
houses rain down, this is what scatters armies!”
______________________________________________________________________
2. “I have heard them muttering and whispering in the dark about this girl. They say not
woman has ever, so unreasonably, died so shameful a death for a generous act.”
______________________________________________________________________
3. “Fool, adolescent fool! Taken in by a woman!”
______________________________________________________________________
4. “Then she must die. But her death will cause another. Is this an open threat?”
______________________________________________________________________
5. “In flood time, you can see how some trees bend, and because they bend, even their
twigs are safe. While stubborn trees are torn up, roots and all.”
______________________________________________________________________
6. “Which of us can say what the gods hold wicked? The immortal laws of God are
more powerful and eternal than the law of a mortal king”.
______________________________________________________________________
7. “You are right not to lose your head over this woman. Your pleasure with her would
soon grow cold, and then you’d have a hellcat”.
______________________________________________________________________
8. “Gentlemen, I beg you to observe these girls: One has just now lost her mind; the
other, it seems, has never had a mind at all.”
______________________________________________________________________
9. “But your own son’s bride! Do you really intend to steal this girl from your son?”
______________________________________________________________________
10. “I will carry her far away out there in the wilderness, and lock her living in a vault of
stone. She shall have food to absolve the State of her death”.
______________________________________________________________________
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Name ____________________________ Date __________
Antigone Lesson 3: Exercise 4 (FCAT Practice/Reading Comprehension)
Read the excerpts from Scenes 2, 3 of the play Antigone, by Sophocles. Then identify the
persuasive techniques used to appeal to the reader. Explain your answer. Reasoning: Selected
Evidence, Either/or Thinking, Circular Reasoning, Over-generalizations, or Cause and Effect;
Emotional Appeals: Loaded Language, Transfer, Exaggeration, Bandwagon, or Name-calling
Read the Excerpt
Identify Persuasive Technique & Explain Your Answer
“Anarchy! Anarchy! Show me a
greater evil! This is why cities
tumble and the great houses rain
down, this is what scatters armies!”
“I have heard them muttering and
whispering in the dark about this
girl. They say not woman has ever,
so unreasonably, died so shameful
a death for a generous act.”
“Fool, adolescent fool! Taken in by
a woman!”
Identify: ________________________________________
Explain:
_______________________________________________
“Then she must die. But her death
will cause another. Is this an open
threat?”
Identify: ________________________________________
Explain:
_______________________________________________
“In flood time, you can see how
some trees bend, and because they
bend, even their twigs are safe.
While stubborn trees are torn up,
roots and all.”
“Which of us can say what the gods
hold wicked? The immortal laws of
God are more powerful and eternal
than the law of a mortal king”.
“You are right not to lose your head
over this woman. Your pleasure with
her would soon grow cold, and then
you’d have a hellcat”.
“Gentlemen, I beg you to observe
these girls: One has just now lost
her mind; the other, it seems, has
never had a mind at all.”
“But your own son’s bride! Do you
really intend to steal this girl from
your son?”
Identify: ________________________________________
Explain:
_______________________________________________
“I will carry her far away out there in
the wilderness, and lock her living in
a vault of stone. She shall have food
to absolve the State of her death”.
Identify: ________________________________________
Explain:
_______________________________________________
Identify: ________________________________________
Explain:
_______________________________________________
Identify: ________________________________________
Explain:
_______________________________________________
Identify: ________________________________________
Explain:
_______________________________________________
Identify: ________________________________________
Explain:
_______________________________________________
Identify: ________________________________________
Explain:
_______________________________________________
Identify: ________________________________________
Explain:
_______________________________________________
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Name ____________________________ Date __________
Antigone Lesson 3: Exercise 4 (FCAT Practice/Reading Comprehension)
Find the cause and effect relationship in each sentence. Then write the cause under the
“Cause” heading, and the effect under the “Effect” heading.
1.
2.
3.
4.
5.
The cost of Antigone’s defiance is the loss of her own freedom.
Due to Creon’s bad temper, everyone is terrified.
The people support Antigone because she is generous and brave.
Haimon threatens that if Antigone dies, then someone else will die
Antigone will be locked in a stone vault. That is how she will eventually die.
CAUSE
EFFECT
1.
2.
3.
4.
5.
At this point in the story, King Creon and Antigone have very different ideas about what is right
and what is wrong about what the law, what the gods want, what the people of Thebes want,
and how to solve the problem. Contrast the two viewpoints in the chart below.
CONTRAST
Antigone’s Viewpoint
King Creon’s Viewpoint
What
the Law Is
What the
gods Want
What the
People of
Thebes Want
How to Solve
the Problem
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Name ______________________ Date __________
Antigone Lesson 3: Exercise 5
Fill in the blanks.
Scene 2
The sentry quickly returns __________ the palace with Antigone. __________ is
shocked to hear __________ the sentry caught Antigone __________ her dead brother.
The __________ informs Creon that he __________ Antigone with his own
__________ in the act of __________ the law.
Fearlessly, Antigone __________ that she dared to __________ Creon’s law, in
spite __________ the proclamation. According to __________, the king’s proclamation
was __________ God’s proclamation and that __________ justice comes from God.
__________ immortal laws of God __________ more powerful and eternal __________
the law of a __________ king. Antigone knows she __________ die and somberly
speaks __________ death as her friend.
__________ says Antigone is headstrong __________ her father Oedipus. He
__________ Antigone is guilty of __________ double insolence of breaking
__________ law and then boasting __________ it. For Creon, a __________ is
challenging his manhood __________ his authority. He accuses __________ equally
and sends for __________ to be arrested.
Creon __________ accuses both sisters of __________ anarchy and Antigone of
__________ Eteocles. Antigone says her __________ brothers are equal in
__________, and honors are due __________ death to both. It __________ Antigone’s
nature to join __________ love, not in hate. __________ declares bitterly that Antigone
__________ find her love in __________ with her brothers.
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Page 213
Ismene __________, and Creon accuses them __________ of trying to take
__________ throne. Ismene suddenly confesses __________ guilt and sincerely wants
__________ take her share of __________ punishment. Antigone rejects her
__________ angrily, and does not __________ Ismene lessen her own __________.
Ismene reminds Creon that __________ is the bride of __________ own son Haimon.
On __________ 2, the Chorus responds __________ pointing out the curse
__________ the royal family. The __________ of Antigone’s defiance is __________
own freedom.
Scene 3
Haimon enters __________ dutifully defers to his __________ will and authority.
Creon __________ not want to show __________ weak before his people. __________
believes his father has __________ badly. Haimon tries to __________ father to get
advice __________ others. Haimon knows that __________ bad temper terrifies
everyone. __________ informs his father that __________ people support Antigone
and __________ think she is generous __________ brave. He encourages Creon
__________ overcome anger and be __________. Choragus agrees. He advises
__________ to listen to his __________ and Haimon to listen __________ his father.
Creon accuses __________ of selling out to __________ woman. Haimon insists
that __________ has no right to __________ on God’s right. Haimon __________
Creon that someone else __________ die if Antigone dies. __________ finally leaves
saying his __________ will never see him __________. Creon decides to spare
__________ and to lock up __________ alive in a stone __________ eventually to die.
In __________ 3, the Chorus responds __________ a song about glorious __________
destructive love.
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Name ____________________________ Date __________
Antigone Lesson 3: Exercise 6
Combine the two sentences by making an adverb from the adjective in italics.
Example:
The sentry was quick when he returns to the palace with Antigone.
The sentry quickly returns to the palace with Antigone.
1. Antigone is fearless when she admits that she dared to defy Creon’s proclamation.
______________________________________________________________________
2. Creon is unreasonable when he accuses both sisters of barefaced anarchy.
______________________________________________________________________
3. Haimon is dutiful when he defers to his father’s will and authority.
______________________________________________________________________
4. Creon is equal when he accuses Ismene and sends for her to be arrested.
______________________________________________________________________
5. Antigone is somber when she speaks of death as her friend.
______________________________________________________________________
6. Creon is bitter when he declares that Antigone will find her love in hell with her
brothers.
______________________________________________________________________
7. Ismene is sincere when she wants to take her share of the punishment.
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8. Antigone is angry when she rejects her sister.
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9. Haimon is final when he leaves saying his father will never see him again.
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10. Antigone is insolent when she answers King Creon’s proclamation.
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11. It is eventual that Antigone will die locked up alive in a stone vault.
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12. Antigone is generous when she makes a decision to honor her brother.
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13. Creon thinks Antigone is hateful when she breaks his law.
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14. Haimon is boyish when he faces his father the king.
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15. Antigone is quiet when she goes to bury her brother.
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16. Creon is malicious when he decides to leave Antigone alive in a stone vault to die.
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17. Creon thinks Antigone is brazen when she defies his laws.
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18. It is ironic that Antigone is the bride of Haimon.
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19. Antigone is stealthy when she goes to bury her brother’s body.
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20. Ismene is quiet when she waits for Creon’s decision.
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21. Antigone is passionate when she gives up her freedom.
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22. The sentry is sudden when he enters the palace to see Creon.
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23. The king is severe when he sentences his family member to death.
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24. The tragic events are dark when they fall on Antigone and her family.
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25. The family curse is tragic when falls on Antigone and her family.
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