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English IV Through ESOL: The Phantom of the Opera Lesson 1

English IV Through ESOL

The Novel: Lesson 1: The Phantom of the Opera by Gaston Leroux Prologue, Chapters 1 & 2: “Prologue”, “The Opera Ghost” & “The Voice”

FCAT Reading/Writing Focus: Determining The Main Idea: Stated or Implied FCAT Support Skills: Conclusions, Historical Setting Language Focus: Adjectives & Verb Forms Used As Adjectives (Participles) Text: The Phantom of the Opera (Leroux) (Pacemaker Classic)

English Spanish Haitian Creole amazing asombroso enteresan amid entre nan mintan appear aparecer parèt basement (cellar) sótano sousòl brilliantly magistralmente avèk elegans bruised amoratado kraze chorus master director del coro mayestwo koral coincidence coincidencia koyensidans crushing estrellando brize, kraze disappearance desaparición disparèt evil eye mal de ojo zye mechan extremely extremadamente anpil fainted desmayado endispoze foyer vestíbulo vestibil imaginary imaginario rèv inspector inspector enspektè kidnapping secuestro kidnapin lease arriendo, alquiler lwe mad, madly, madman loco, enloquecidamente fache, byen fache, moun fou myth mito lejann nasty desagradable malsen pale pálido sonm performance función (teatro) pèfòmans phantom fantasma fantòm practical joke broma pesada bon jan blag prologue prólogo pwològ retirement jubilación retrèt roamed deambulaba letou, ozalantou scene, scenery escena, escenario sèn, dekò shadow sombra lonbraj skeptical escéptico mefyan skull cráneo kalbastèt soul alma nanm strands mechones branch superstitious supersticiosa sipèstisye terrified (fearful) Aterrorizada (temerosa) pè, laperèz triumph triunfo siksè, triyonf


English Summary

Lesson 1: The Phantom of the Opera by Gaston Leroux

“Prologue” Many people thought the opera ghost was imaginary, but he was real. I went through official

records and found amazing coincidences. I found three connections to the ghost, the kidnapping of Christine Daaè, the disappearance of Raoul de Chagny, and the death of his brother Philippe. No one had seen the truth but me. A man called the “Persian” knew the ghost and told what had happened. The Persian gave me proof, letters belonging to the kidnapped Christine Daaè. The ghost was not a myth. I went to the opera house and found a dead body, proving what Persian had said. Because people helped, I can tell this story of love and terror.

Chapter 1: “The Opera Ghost” At a retirement party for the managers, the dancers were nervous and fearful because they had

seen the ghost. Jammes and Meg Giry said the phantom dressed in evening clothes and appeared suddenly. No one knew where the ghost came from, but he roamed the building for months like a shadow. Joseph Buquet was the scene-changer for the opera, and he described the ghost. The phantom was extremely thin with deep eyes, like two dark holes in a dead man’s skull. The phantom’s nasty yellow skin stretched over his bones, and he had no nose. The ghost had a few strands of dark hair on his forehead and behind his ears. Maybe it was a practical joke, but even the most skeptical people became nervous.

A string of strange accidents happened. In the basement, a pale and shaking fire inspector saw a head with no body attached. The superstitious chorus master, Mr. Gabriel, feared the evil eye of the Persian. When Mr. Gabriel saw the Persian, he ran like a madman. Gabriel banged his head, skinned his arm, crushed his fingers under the piano lid, and fell down a flight of stairs. Bloody and bruised, Gabriel said he had seen the ghost’s head of death behind the Persian. Meg Giry’s mother always left a program for the phantom in Box 5. The managers always reserved the seats in Box 5 for the phantom. Meg’s mother warned Joseph Buquet that he would have bad luck if he talked about the ghost. Later, Meg’s mother rushed into the room with her eyes rolling madly back and forth. They had found Joseph Buquet dead, hanging in the third-floor cellar below the theater. When they went back to cut Buquet down, the rope was gone. The coroner said that Buquet’s death was natural, but no one ever found out how he died. At the party in the foyer of the theater, a terrified Jammes saw the pale and ugly phantom with two deep holes for eyes. The ghost slipped through the crowd and was gone. Then the ghost sat at the dinner table as natural as can be. The new managers, Mr. Richard and Mr. Moncharmin, laughed when they saw the opera house lease. The lease said that the managers had to reserve Box 5 for the ghost and pay him 20,000 francs a month.

Chapter 2: “The Voice” Christine Daaè sang brilliantly in the evening’s performance. Christine was a triumph. It was a

mystery because six months ago, Meg Giry had said that Christine could not sing a note. No one had ever heard anything like Christine’s voice. Count Philippe de Chagny applauded wildly, and his younger brother Raul insisted on meeting Christine backstage. Christine had fainted, and the doctor was there. When Christine came to, Raoul introduced himself as the little boy who had rescued Christine’s scarf. Later, Raoul waited outside Christine’s door, hoping to speak to her alone. Raoul heard Christine talking to a man who said he loved her. Christine told the man that she only sang for him, giving her soul to sing. Raoul loved Christine, and hated this man, whoever he was. Raoul waited to see who the man was, but Christine walked out alone. Raoul looked everywhere, finding nothing but an empty room. Raoul thought that he was going mad. Then Raoul saw the stretcher carrying Joseph Buquet down the stairs. They had found Buquet hanging by his neck in the third cellar amid the scenery.


Spanish Summary

Lección 1: El Fantasma de la Ópera de Gaston Leroux Prólogo

Muchas personas pensaban que el fantasma de la ópera era un producto de la imaginación, pero yo, que estuve revisando los archivos oficiales y encontré coincidencias asombrosas, sé que era real. Tres hechos estaban vinculados con el fantasma, el secuestro de Christine Daaè, la desaparición de Raoul de Chagny y la muerte de su hermano Philippe. Nadie más que yo vislumbró la verdad. Un individuo llamado el “Persa” conoció al fantasma y me narró lo que había sucedido, dándome como prueba las cartas escritas por Christine Daaè mientras estaba secuestrada. El fantasma no era un mito, fui al edificio de la ópera y hallé un cadáver que corroboraba lo que había dicho el “Persa”. Gracias a la ayuda que me dieron, puedo contar esta historia de amor y de terror.

Capítulo 1: “El fantasma de la ópera”

Durante la fiesta en honor a los gerentes que se jubilaban, los bailarines estaban nerviosos y atemorizados porque habían visto al fantasma. Jammes y Meg Giry dijeron que el espectro apareció repentinamente y que vestía ropa de noche. Nadie sabía de donde vino, pero por meses deambulaba como una sombra por el edificio. Joseph Buquet, el tramoyista de la ópera, describió al fantasma como extremadamente delgado, con los ojos hundidos como si fueran dos cuencas oscuras en una calavera y no tenía nariz, su piel era amarillenta y desagradable, y se estiraba sobre sus huesos, unos escasos mechones de cabello oscuro se asomaban sobre la frente y detrás de las orejas; tal vez era una broma pesada, pero al escuchar esta descripción hasta los más escépticos empezaban a temblar.

Luego sucedieron una serie de extraños incidentes. El inspector de prevención de incendios salió pálido y tembloroso del sótano porque vio allí una cabeza sin cuerpo. El Sr. Gabriel, director del coro, que era tan supersticioso, tenía miedo de que el “Persa” le hiciera mal de ojo y cuando lo vio, corrió como un loco, se golpeó la cabeza, se raspó el brazo, la tapa del piano le aplastó los dedos y se cayó por las escaleras. Manchado de sangre y lleno de moretones, el Sr. Gabriel dijo que había visto la calavera del fantasma detrás del “Persa”. La madre de Meg Giry dejaba invariablemente un programa de la función en el palco 5 y los gerentes siempre reservaban los asientos de dicho palco para el fantasma. La madre de Meg advirtió a Joseph Buquet que si hablaba del fantasma le traería mala suerte. Más tarde, la señora irrumpió de súbito en la habitación, con los ojos dando vueltas enloquecidamente dentro de las órbitas, habían encontrado muerto a Joseph Buquet, colgado en el sótano de tres pisos que estaba debajo del teatro. Cuando regresaron para descolgarlo, la soga había desaparecido. El juez de instrucción dictaminó que la muerte de Buquet fue por causas naturales, pero nadie nunca supo cómo había muerto. En el transcurso de la fiesta, un Jammes Giry aterrorizado vio al fantasma, pálido, feo y con dos hoyos profundos por ojos. El espectro se escurrió por entre la multitud y desapareció, y después, mientras todos cenaban, se sentó a la mesa a comer, como si fuera la cosa más natural del mundo. Los nuevos gerentes, el Sr. Richard y el Sr. Moncharmin, se echaron a reír cuando leyeron el contrato de alquiler del teatro, en el que se estipulaba que ellos tenían que reservar el palco 5 para el fantasma y pagarle 20,000 francos mensuales. Capítulo 2: “La voz”

Christine Daaè cantó magistralmente en la función vespertina, su actuación había sido todo un éxito y al mismo tiempo era un misterio, ya que seis meses antes, Meg Giry había dicho que Christine no podía cantar ni una sola nota. Nadie jamás había escuchado una voz como la de Christine. El Conde Philippe de Chagny aplaudía con frenesí y su hermano menor, Raoul, insistía en conocerla tras bastidores. Christine se había desmayado y el doctor estaba a su lado. Cuando la joven volvió en sí, Raoul se le presentó como el niño que había rescatado su bufanda tiempo atrás. Más tarde, esperó en la puerta del camerino con la esperanza de hablarle a solas. Desde afuera escuchó a Christine hablando con un hombre que le declaraba su amor, ella por su parte dijo que solamente cantaba para él, entregando su alma al cantar. Raoul amaba tanto a Christine que ya odiaba a ese hombre quienquiera que fuera, por eso aguardó para ver de quién se trataba, pero la muchacha salió sola. Entró en el camerino, buscó por todas partes, pero únicamente encontró la habitación vacía y pensó que iba a enloquecer. Fue en aquel momento cuando vio la camilla que llevaba a Joseph Buquet escaleras arriba, después de que lo habían encontrado colgado por el cuello en el tercer foso del teatro.

The Department of Multicultural Education Spanish Translation Team certifies that this is a faithful translation of the original document - (561) 434-8620 – January 2007, SY07-1006


Haitian Creole Summary

Lesson 1: Fantòm Opera a daprè Gaston Leroux

“Pwològ” Anpil moun te panse zonbi opera a se te yon rèv, men li te yon reyalite. Mwen te konsilte dosye

ofisyèl, konsa m te dekouvri kèk koyensidans enteresan. Mwen te jwenn twa koneksyon sou zonbi a, kidnapin Christine Daaè, disparisyon Raoul de Chagny, ak lanmò frè li Philippe. Pèsonn pa t wè verite a eksepte mwenmenm. Pèsan an te ban m prèv, lèt yo se te pou Christine Daaè yo kidnape a. Zonbi a pa t yon lejann. Mwen t ale nan mezondopera a, la mwen te tonbe sou yon moun mouri ki pwouve sa Pèsan an te di a. Paske moun t ap ede, mwen kab rakonte istwa lanmou ak laterè sa a.

Chapit 1: “Zonbi Opera a” Nan yon fèt retrèt pou dirijan yo, dansè yo te pè, yo te sou tansyon paske yo te wè zonbi a. Jammes

ak Meg Giry te di fantòm nan te pran teni sware epi l te parèt sanzatann. Pèsonn pa t konnen ki kote zonbi a te soti, men li t ap fè laviwonn bildin nan pandan plizyè mwa tankou yon lonbraj. Joseph Buquet se te yon chanjè dekò pou opera a, epi l te dekri zonbi a. Fantòm nan te piti anpil avèk zye l byen fon, tankou de twou nwa ki nan kalbastèt yon moun mouri. Vye kò jòn malsen fantòm nan te lage tonbe sou eskèlèt la, epi li pa t genyen nen. Zonbi a te genyen kèk branch cheve nwa nan fwon li ak dèyè zòrèy li. Petèt sa kab te yon bon jan blag, men menm moun ki te pi mefyan yo te vi n sou tansyon.

Yon bann aksidan etranj te rive. Nan sousòl la, yon enspektè ponpye tou pal epi k ap tranble wè yon tèt san kò. Mayestwo sipèstisye koral la, mesye Gabriel pè zye Pèsan mechan an. Lè mesye Gabriel wè Pèsan an, li krazerak si w konn yon moun fou. Gabriel frape tèt li, bra l dechire, kraze dwèt li anba kouvèti yon pyano, so t tonbe sote macheskalye. Gabriel kraze benyen ansan, di li te wè zonbi bawon an dèyè Pèsan an. Meg manman Giry te toujou kite kopi yon pwogram pou fantòm nan nan bwat 5 la. Dirijan yo te toujou rezève plas nan bwat 5 yo pou fantòm yo. Manman Meg te avèti Joseph Buquet l ap gen devenn si l pale de zonbi a. Nan pita, manman Meg kouri al nan chanm nan ak zye l byen fache ap woule monte desann. Yo te jwenn Joseph Buquet mouri, pandye nan balkon twazyèm etaj anba teyat la. Lè yo te retounen pou koupe kòd pou desann Buquet, Kòd la te disparèt. Kouwonè a te di lanmò Buquet te natirèl, men pa t gen pèsonn ki te janm konnen kijan li te mouri. Nan fèt nan vestibil sinema a, laperèz anpare yon malere ki te wè yon fantòm pal ak dezagreyab avèk de twou byen fon kòm zye l. Zonbi a te glise nan mitan moun yo l al fè wout li. Aprè sa zonbi a te chita bò tab manje a tounatirèlman. Nouvo dirijan yo, mesye Richard ak mesye Moncharmin, t ap ri lè yo te wè mezondopera a lwe. Kontra a te di dirijan yo te oblije rezève bwat 5 la pou zonbi a epi peye l 20,000 fran pamwa.

Chapit 2: “Vwa a” Christine Daaè te chante avèk elegans nan sware pèfòmans la. Christine te yon siksè. Se te yon

mistè paske simwa pase, Meg Giry te di Christine pa t kab menm chante yon nòt mizik. Pèsonn pat janm tande anyen yo te kab konpare avèk vwa Christine. Lekont Philippe de chagny te aplodi pou l mouri, epi yon ti frè li Raoul te ensiste pou l rankontre avèk metèansèn Christine nan. Christine te endispoze, epi doktè a te tou la. Lè Christine revni, Raoul prezante tèt li kòm tigason ki t al pran foula Christine nan. Nan pita, Raoul t ap tann Christine deyò pòt li a, avèk espwa pou pale avè l anprive. Raoul tande Christine ap pale ak yon mesye ki di l li renmen l. Christine te di mesye a li sèlman te chante pou li, men tout nanm ni se pou chante. Raoul renmen Christine, konsa li rayi mesye sa a, kèlkeswa moun li ye a. Raoul t ap tann pou l te wè moun sa a, men Christine te soti poukont li. Raoul t ap chèche toupatou, li pa wè anyen eksepte yon chanm vid. Raoul panse li te fache. Ansuit li te wè branka k ap transpòte Joseph Buquet desann eskalye yo. Yo te jwenn Buquet pann, kòd nan kou nan balkon twazyèm etaj nan mitan sèn nan.

English IV Through ESOL: The Phantom of the Opera Lesson 1 Page 1

Beginning Listening Activities

Minimal Pairs Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) The Phantom of the Opera: Lesson 1: Minimal Pairs Activity: proof/prove through/true mad/math lid/rid myth/mitt real/wheel crowd/cloud rope/robe thin/tin joke/choke crush/crutch scene/sheen roam/loam sing/sin forth/fort lease/leash fear/veer death/debt pale/bale soul/shoal

Bingo Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words or phrases from the lesson summary list or from students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear the word or phrase.

Intermediate Listening Activities Team Spelling Test

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


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

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

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

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

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

The Phantom of the Opera: Lesson 1: Follow Directions Activity #1: Provide Teams with a pencil and the chart of names from the story. Teams listen and follow directions to identify each character in the chart. Directions:

a) Circle the name of one of the new managers of the opera house. b) Draw a square around the name of the scene-changer for the opera. c) Underline the author of the story. d) Draw a triangle around the name of the person who sang brilliantly in the

evening’s performance. e) Draw two lines under the name of the person who knew the ghost and told what

had happened. f) Draw a double circle around the name of the person who said that Christine

could not sing a note g) Draw an arrow pointing to the name of the person who knew Christine as a child

and loved her as an adult. h) Draw a rectangle around the name of the person who described how ugly the

Phantom of the Opera was, and ended up dead. i) Draw two lines above the name of the person who warned bad luck to say things

about the ghost. j) Draw a double rectangle around the name of the person who was superstitious

and feared the evil eye of the Persian.

Mr. Gabriel

Meg Giry’s mother

Joseph Buquet

Gaston Leroux

Mr. Moncharmin

Christine Daaè

The Persian

Meg Giry

Raoul de Chagny

Joseph Buquet

The Phantom of the Opera: Lesson 1: Follow Directions Activities (Continued on next page)


The Phantom of the Opera: Lesson 1: Follow Directions Activities (Continued) Follow Directions Activity #2: Provide Teams with a pencil and the sketch of the Phantom of the Opera. Teams listen and follow directions to identify the details in various descriptions of the phantom found in the story. Directions: Listen carefully to each description of the Phantom of the Opera. Then write the number you hear next to the detail described.

a) Number 1: Buquet said that his eyes are so deep you can hardly see his pupils. You just see two dark holes, as in a dead man’s skull.

b) Number 2: Buquet said that his skin stretched across his bones, and it was a nasty yellow color.

c) Number 3: Buquet said that his nose is so little you cannot see it from the side. d) Number 4: Buquet said that his only hair is strands on his forehead and behind his ears. e) Number 5: The death’s head on top of a skeleton body was dressed in an evening suit

with a white shirt and tie. That is what the ballet dancers said. f) Number 6: According to Joseph Buquet, the ghost was extremely thin and his black suit

hung on a skeleton frame. g) Number 7: The ghost’s face was pale and ugly. This is what Jammes saw.


Dictation

Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) The Phantom of the Opera: Lesson 1: Dictation Activity:

a) Many people thought the opera ghost was imaginary, but he was real. b) I went through official records and found amazing coincidences. c) I went to the opera house and found a dead body, proving what Persian had said. d) Bloody and bruised, Gabriel had seen the ghost’s head of death behind the Persian. e) In the basement, a pale and shaking fire inspector saw a head with no body attached.

Proficient Listening Activities

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

a) Have you seen the ghost of the opera? b) What does he look like? c) What is your job? d) How do you know the ghost is real? e) How does the ghost live? Where does he live? f) Why is Meg Giry’s mother afraid you will have bad luck? g) Where does the phantom sit during the opera? How do you know? h) Why does Meg Giry’s mother always leave a program for the phantom?


Beginning Speaking Activities

Intentional Intonation Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken English Procedure: Write the sentence on the board and then say it, stressing one word. Teams take turns explaining the special meaning the emphasis brings to the sentence. Repeat this process several times with the same sentence, each time emphasizing a different word. Example: All for one and one for all! (not none) …..(not, “None for one and one for all!) All for one and one for all! (not from) …..(not, All from one and one for all!) All for one and one for all! (not three) …..(not, “All for three and one for all!) All for one and one for all! (not or) …..(not, “All for one or one for all!”) All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”) All for one and one for all! (not to)….. (not, “All for one and one to all”!) All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”) The Phantom of the Opera: Lesson 1: Intentional Intonation Activities:

No one ever heard anything like Christine’s voice. (not nobody) No one ever heard anything like Christine’s voice. (not never) No one ever heard anything like Christine’s voice. (not seen) No one ever heard anything like Christine’s voice. (not nothing) No one ever heard anything like Christine’s voice. (not similar to) No one ever heard anything like Christine’s voice. (not Meg’s) No one ever heard anything like Christine’s voice. (not song)

Backwards Build-up

Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating, by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as necessary) until teams can pronounce the segments well. Continue to build up to the complete sentence. Teams completing the exercise correctly get a point. Example: …in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two …the ocean blue in fourteen hundred and ninety-two …sailed the ocean blue in fourteen hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two. The Phantom of the Opera: Lesson 1: Backward Build-up Activity:

a) I went to the opera house and found a dead body, proving what Persian had said. b) Joseph Buquet was the scene-changer for the opera, and he described the ghost. c) Maybe it was a practical joke, but even the most skeptical people became nervous. d) Bloody and bruised, Gabriel said he had seen the ghost’s head of death behind the

Persian. e) Later, Meg’s mother rushed into the room with her eyes rolling madly back and forth.


Intermediate Speaking Activities

Charades Objective: Oral production to determine word meaning and context of new lesson vocabulary Procedure: Team members guess who/what the teacher (or student) is silently role-playing. (Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point. The Phantom of the Opera: Lesson 1: Charades Activity: Suggestions:

attached, back and forth, banging, crushing, evil eye, fainted, fearful, madman, nervous, reserve, roam, rush, shadow, stretch, terrified, thin, warn, wildly

Mixed-up Sentence

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

Proficient Speaking Activities

Twenty Questions Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Ex: Is it from the fifteenth Century? Is it a boat? The Phantom of the Opera: Lesson 1: Twenty Questions Activity: Photo or picture suggestions:

stage, basement, bruise, cellar, chorus master, connection, crowd, eye, flight of stairs, foyer, francs, fire inspector, lease, piano lid, managers, official records, opera, phantom, program, rope, scenery, shadow, skin, skull, strands of hair


FCAT FOCUS READING SKILL: Determining Main Idea, Stated or Implied

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

Determining Main Idea, Stated or Implied What to do and what to watch for. The main idea tells what the whole passage is about. The main idea is the main or most important point the writer wants to make. Read the title of the passage (if there is one). The title is written in BOLD at the top of the passage. Find the title before you read the passage. Read it and think about it by asking:

What is this reading all about? What’s the main point? Why did the writer write this?

What information will I get from this reading? What is the BIG picture here? Why would someone want to read this?

Read the introduction (if there is one). The introduction is right under the title. It is one or two sentences written in ITALICS. Just like the title, the introduction gives important information about what you are going to read. Sometimes, the introduction tells you the main idea before you read. After you read the introduction, think about it by asking yourself the same questions.

STATED MAIN IDEA Read the passage. Is there a topic sentence? The topic sentence is a sentence that explains in a few words what the whole passage is all about. This sentence tells the main idea or topic of the passage. Often, the topic sentence is the first sentence, but sometimes you will find it in the middle or at the end. When you find a topic sentence, you have found the stated main idea.

TOPIC SENTENCE + DETAILS = STATED MAIN IDEA

With stated main idea, you can prove your answer by going directly to the passage to check it. Your answer is clearly stated in the passage, and should be easy to find. Questions on stated main idea are based on what is written exactly or stated in the passage itself. For these questions, you go directly to the reading and look for the information. In other words, prove it! Example

There are many different ways to make a friend. One way to make a friend is to be a friend. If someone needs you, be there. Second, remember that everyone is a different person. Respect the way other people are, and get to know them. They will respect you, and want to get to know you too. Another thing you can do is always to be kind to everyone. You’d be surprised how many great friends are waiting for you.

The first sentence is the topic sentence (“There are many different ways to make a friend).) The other sentences tell the details to support the main idea, “ways to make a friend”. You can test your answer because the topic sentence states this idea. In addition, all of the other sentences (the details) are talking about the same main idea. Use graphic organizers. You can visualize and organize the main idea and details in many different ways. Continued on the next page


Teacher-Student Notes: Determining Main Idea, Stated or Implied (Continued)

TOPIC SENTENCE + DETAILS = STATED MAIN IDEA

With stated main idea, you can prove your answer by going directly to the passage to check it. Your answer is clearly stated in the passage, and should be easy to find. Questions on stated main idea are based on what is written exactly or stated in the passage itself. For these questions, you go directly to the reading and look for the information. In other words, prove it! Example

There are many different ways to make a friend. One way to make a friend is to be a friend. If someone needs you, be there. Second, remember that everyone is a different person. Respect the way other people are, and get to know them. They will respect you, and want to get to know you too. Another thing you can do is always to be kind to everyone. You’d be surprised how many great friends are waiting for you.

The first sentence is the topic sentence (“There are many different ways to make a friend).) The other sentences tell the details to support the main idea, “ways to make a friend”. You can test your answer because the topic sentence states this idea. In addition, all of the other sentences (the details) are talking about the same main idea. Use graphic organizers. You can visualize and organize the main idea and details in many different ways. DETAIL: Be a friend DETAIL: Respect other people DETAIL: Get to know them

DETAIL: Respect other people

DETAIL: DETAIL: Be a friend. Be kind.

DETAIL: Get to know them.

Pay attention to the details. Details are little pieces of information that tell more about the main idea. Details support the main idea and are connected to the main idea. All of the details will talk about the main idea and lead you to the main idea, like little clues. The main idea covers all of the details. Continued on the next page

MAIN IDEA

DET

AIL

DET

AIL

DET

AIL

DET

AIL

DET

AIL

MAIN IDEA

Topic Sentence: There are many different ways to make a friend.


Teacher-Student Notes: Determining Main Idea, Stated or Implied (Continued) Read actively. This means that while you are reading, you continue to ask yourself questions to anticipate what is coming next.

What is the writer trying to say here? What do the details have in common? What can I infer from the information I have read so far? What do these details add up to?

In other words, if the main idea is not stated, then it is implied. The implied main idea is not stated it is only suggested. There is not a topic sentence, so you need to be a good detective. Pay attention to the details, and put them together with your own knowledge to determine the main idea. This is called drawing an inference. You draw an inference to find the implied main idea:

+

Example: Miguel got an “F” on his history test. He only completed 30% of the classwork, and 0% of his homework. When the teacher called Miguel’s father, Miguel was grounded for a month. He had to bring his books home every night and sit at the kitchen table to study.

If you think while you are reading (read actively), then you know that all of these details + what you know about school (your knowledge) add up to one thing (the main idea). Miguel failed history class! The passage never stated directly the main idea, but you can figure it out (infer) from the details PLUS what you yourself know.

DETAILS YOUR KNOWLEDGE IMPLIED MAIN IDEA

IMPLIED MAIN IDEA

Miguel failed history class!

DETAILS • Miguel got an “F” on his

history test. • He only completed 30% of the

class work. • He completed 0% of his

homework. • The teacher called home. • He was grounded for a month. • He brought his books home

every night to study.

YOUR KNOWLEDGE • “F” on a test means you fail. • You have to do homework to

pass a class. • Finish your class work to

pass a class. • You’re in trouble when the

teacher calls home. • If you fail you get grounded. • A failing grade means study

hard at home to bring up your grade.

=


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 several questions for each sentence, and ask a variety of types of questions (i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail? Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. The Phantom of the Opera: Lesson 1: Pre Reading Activity:

Many people thought the opera ghost was imaginary, but he was real. The phantom roamed the opera house like a shadow. Joseph Buquet said the ghost was extremely thin with eyes like two dark holes in a dead man’s skull. The phantom had nasty yellow skin and a few strands of hair. Strange accidents happened at the opera house. They found Joseph Buquet hanging by his neck amid the scenery. The fire inspector saw a head with no body attached. The chorus master crushed his fingers and fell down the stairs when he saw the ghost’s head of death. The Opera house lease paid the Ghost 20,000 francs a month and Box 5 for every performance. Christine sang brilliantly in the evening’s performance. Raoul de Chagny loved Christine. Outside Christine’s door, Raoul heard her talking to a man who said he loved her. Christine told the man that she only sang for him. Raoul hated this man but never found him.


Intermediate-Proficient Reading Activities

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

Story Grammars Objective: Identify a common organizational pattern or “grammar” of a reading text. Procedure: Introduce story grammars by using the Language Experience Approach. The second time, have each group prepare one. Once groups have mastered story grammars, individuals can prepare their own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal (list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves problem, character learns to live with problem, problem defeats character) Note: Story grammars help students understand that most stories have a common organization, and they help students to write reports, evaluate the quality of stories, and write their own stories.

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


True or False

Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall.

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

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

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

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

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

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


Beginning- Writing Activities

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

Indirect Speech Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: “I need money to buy ships to sail west.” Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. The Phantom of the Opera: Lesson 1: Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”. Example: Phantom: Christine, do you love me? You must love me! Phantom asked Christine if she loved him, and Phantom told Christine that she must love him.

Intermediate-Proficient Writing Activities Language Experience Story

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


Framed Paragraphs

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

The Phantom of the Opera: Lesson 1: Framed Paragraphs Activities: Sample #1: (Conclusions) Use these as starters for drawing conclusions: The reader can conclude that: (1) there is a connection between phantom and the accidents; (2) the phantom is a real man that everyone fears; (3) Christine does not return the phantom’s love; (4) Persian and the Phantom work together; (5) Christine kept her singing talent a secret; (6) the phantom murdered Joseph Buquet. At the end of _____, by _____, the reader draws the conclusion that _____ (Topic Sentence). This conclusion is based on information in the story and personal knowledge. First, in the story the author says that_____ (information in the story- Detail # 1). Second, _____ (information in the story- Detail # 2) Another detail in the story that leads us to this conclusion is _____ (information in the story-Detail # 3). Personal experience and knowledge of the world also tells us that _____ (Detail # 4). The reader can draw the conclusion that _____. This is because of __ (information) __, and __ (information). Personal experience and general knowledge about ____ help us to arrive at this conclusion. The Phantom of the Opera: Lesson 1: Framed Paragraphs Activities: (Continued on next page)


The Phantom of the Opera: Lesson 1: Framed Paragraphs Activities (Continued from

previous page): Sample #2: (Historical Setting) Use these details as starters. Where: French opera house in Paris When: in the 1800s (late eighteen hundreds) Historical Facts to explore:

a) Horses and carriages as transportation is an historical fact during that era. b) Opera houses were a popular form of entertainment during that era. c) French writing of this era reflects popular interest in monsters and murders (dark side) d) Clothing of the era was elegant and elaborate. e) The Paris Opera House was very large, with an extraordinary labyrinth of people and

passageways. f) The Paris Opera House was a hotbed of politics, intrigue, and rumor. g) The Paris Opera House had 1500 employees and its own stables of white horses for the

opera troupe underneath the forecourt. The details of the setting of _____’s (author) _____ (title) are important for several reasons. (Topic Sentence) _____ has set the story in _____ during _____.The time of the story is important because _____ (Detail #1) The place the story occurs is also important to understanding the story. The main events take place _____ (where) During this period of time, there was great interest in_____ (Detail #2) Some other important details about the setting include _____ and _____ (Detail #3) The author _____ uses the setting of the story to _____ (make his/her characters interesting, make the plot of the story come to life, etc.) (Conclusion)


Opinion/Proof

Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing) Procedure: Introduce the concept by having students read a selection from which opinions can be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion, students must find factual statements from the text that support the opinion. Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew up a new constitution. He made taxation fair. He chose government workers for their ability. Option: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a format for note taking from books, videos, and lectures. Option: Teams can write their opinions and support with proof. (think/pair/share activity). The Phantom of the Opera: Lesson 1: Opinion/Proof Activity: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. Students can also use it as a format for note taking from books, videos, and lectures. Allow teams to write their own opinion to support with proof if they are at a proficient level. This can be used as a think/pair/share activity. Use the following as a starter for less proficient students:

Opinion The Phantom was a real man. Proof Buquet saw his eyes. (so deep you could hardly see his pupils, like two dark holes in a dead man’s skull). Buquet said that his skin stretched across his bones and it was a nasty yellow color. Buquet said that his nose was so little you could not see it from the side. Buquet said that his only hair is strands on his forehead and behind his ears. The ballet dancers said he wore an evening suit. Joseph Buquet said he was extremely thin and his suit hung on a skeleton frame. Jammes saw the ghost’s pale and ugly face.


Spool Writing

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

SAMPLE FORMAT FOR IDENTIFYING STATED MAIN IDEA In the chapter/passage/story/piece/poem __, by __, the main idea is _____. It is stated in

the topic sentence. The main idea is supported by details in the reading like information about ___ and __ (information in the reading).

First, in the topic sentence the author clearly states the main idea that_____ (information

in the reading-Argument #1 Topic Sentence). The topic sentence is _____ (identify it). The topic sentence is stated in _____ (tell location: first sentence, middle, last sentence, etc.) This is the topic sentence because it covers all of the details in the reading.

The details in the passage can all be tested to support the main idea _____ (Argument

#2 topic sentence). One example is _____ (Supporting Detail #1 information). Another detail that supports the main idea is ____ (Supporting Detail #2 information). Furthermore, ___ and ____ (Supporting Details #3, #4 information) also discuss the topic of the reading.

In conclusion, all of the details in the reading lead us back to the same main idea that is stated in the topic sentence. The main idea is _____ (restate main idea). The details include _____, _______, and _____ (briefly summarize some details). All of these details are talking about the same point that was stated in the topic sentence or main idea. The Phantom of the Opera: Lesson 1: Spool Writing Activities Continued on next page:


Spool Writing Activities (continued from previous page).

SAMPLE FORMAT FOR IDENTIFYING IMPLIED MAIN IDEA

In the chapter/passage/story/piece/poem __, by __, the main idea is _____. The main idea is not stated in a topic sentence. Therefore, the main idea is implied or suggested. There are details in the reading like information about ___ and __ (information in the reading). These details can be put together with personal knowledge from experience to figure out that the main idea of this reading is_____ (briefly state main idea or topic). This main idea covers all of the details in the reading.

First, the author writes details about_____ (information in the reading-Argument #1

Topic Sentence). Some of these details include _____ (Supporting Detail #1 information) and _____ (Supporting Detail #2 information). In addition, there are references to (information about) _____ (Supporting Detail #3 information). Based on what I know on the subject, I can figure out that the author is talking about_____. Based on my prior knowledge of this subject, ____________ (what I know about the subject), I also know that _____ (what I know). I have also heard (read, seen) that____ (topic). The author’s details plus my knowledge lead back to the same main idea, _____.

The details in the passage can all be tested to support the main idea _____ (Argument

#2 topic sentence). One example is _____ (Supporting Detail #1 information). Another detail that supports the main idea is ____ (Supporting Detail #2 information). Furthermore, ___ and ____ (Supporting Details #3, #4 information) also discuss the topic of the reading.

In conclusion, all of the details in the reading lead us back to the same main idea that is

implied or suggested in the reading. The main idea is _____ (restate main idea). The significant details include _____, _______, and _____ (briefly summarize some key details). Putting this together with personal knowledge of the subject, including ___ and ___ (restate key points from general knowledge) the main idea is clear. The Phantom of the Opera: Lesson 1: Spool Writing Activities: Use the sample format provided above for Determining Stated or Implied Main Idea: Suggested Topic: Use the following paragraph from the story to write about stated main idea using the sample format above.

At a retirement party for the managers, the dancers were nervous and fearful because they had seen the ghost. Jammes and Meg Giry said the phantom dressed in evening clothes and appeared suddenly. No one knew where the ghost came from, but he roamed the building for months like a shadow. Joseph Buquet was the scene-changer for the opera, and he described the ghost. The phantom was extremely thin with deep eyes, like two dark holes in a dead man’s skull. The phantom’s nasty yellow skin stretched over his bones, and he had no nose. The ghost had a few strands of dark hair on his forehead and behind his ears. Maybe it was a practical joke, but even the most skeptical people became nervous. Suggested Topic: In Chapters 1 and 2 of the novel The Phantom of the Opera, by Gaston Leroux, one implied main idea is that ghosts really exist and there is evidence of their existence. (Use the lesson summary to get started.)


RAFT

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

a) (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).

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

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

d) (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, the format, and the topic These four components are critical in every written assignment. Assist teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences, formats, and strong verbs that are appropriate for each topic. Once the groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. The Phantom of the Opera: Lesson 1: RAFT Activity: Students write according to role, audience, format, & topic.

R: Your role as writer is Meg’s mother. A: Your audience is the people who work at the opera house. F: The format of your writing is a speech. T: Your topic is to write to persuade them that the Phantom is a real man that they should fear.


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. The Phantom of the Opera: Lesson 1: FCAT Writing Activity (Expository Prompt):

Writing Situation The unknown can be frightening. Have you ever feared something that you did not know about and could not explain? Directions for Writing Before you write, think about a time when something unknown frightened you. Perhaps you did not know what would happen next. Perhaps you could not explain or understand. Perhaps you knew nothing about it. What was the unknown that frightened you? What made the unknown so frightening? How did you feel? What did you do? What happened? Did you find out what or who it was? If you did, were you still afraid? Did you learn anything about yourself and your life because of your experience? Now, write to explain your unknown that frightened you and how it turned out.


Beginning Presenting Activities

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

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

Option 1: You take the part of A and the class takes the part of B. Then you take part B and the class takes A. Then work with whole teams and you, then individuals and you, then groups and groups, then individuals and individuals. Move back and forth among these combinations until you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words at random from each line during repetition. Then erase two more, two more, and so on until there are no words left on the board. Option 3: Each group chooses a member to represent them by presenting the dialog with a member from another group in front of the class. If the representative can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each member of the team gets the same grade. The Phantom of the Opera: Lesson 1: Dialog Activity: Phantom: Christine, do you love me? You must love me! Christine: How can you talk like that? I sing only for you! Phantom: Are you very tired? Christine: Oh tonight I gave you my soul, and now I am dead! Phantom: Your soul is beautiful. No one ever received such a gift. You sang like an angel. Christine: I sing only for you!


Intermediate Presenting Activities

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

Proficient Presenting Activities

Making the News Objective: Present orally to a group on a familiar academic topic in a news format. Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject being studied. There may be several related stories. There must be one story (no matter how short) for each member of the group. The reporting group may refer to notes but not to the text. Other teams can refer to their texts, and have the opportunity to each ask two questions of the reporting team. The reporting team members take turns answering questions, but other team members may help them. The questioning group gets two points for each question the reporting group cannot answer. The reporting group gets a point for each question it can answer. Follow the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from the Queen of Spain, the long voyage, Hispaniola landing The Phantom of the Opera: Lesson 1: Making the News Activities:

Man Found Dead in Opera House Strange Occurrences Backstage Phantom – Myth or Truth?

Intermediate-Proficient Viewing Activities

Total Recall, True or False, Judgment Objective: View a video or speech for the purpose of asking and answering simple questions, making true and false statements, and distinguish facts from opinions. Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use when viewing a video or speech. The effectiveness of a challenge is not as high as with a written text.


Beginning Vocabulary Activities

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

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

practical joke trick, prank skeptical cynical, doubtful, unconvinced superstitious irrational, gullible, illogical strands pieces of hair triumph victory, success, achievement imaginary fantasy, unreal, make-believe brilliantly excellently, magnificently nasty foul, disgusting, sickening myth fiction, illusion, untruth mad crazy, foolish, idiotic


Intermediate Vocabulary Activities

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

Question Answer

a) Who was amid the scenery Joseph Buquet a) Where the managers’ party took place foyer a) Why the performers were surprised Christine sang brilliantly b) What is another word for colorless pale b) Where they found Buquet third-floor cellar below the theater b) What happened to Joseph Buquet He was hanged to death c) Why Raoul de Chagny went backstage to talk to Christine Daaè c) How they kept the opera ghost happy 20,000 francs a month and Box 5 c) Who loved Christine the phantom and Raoul de Chagny

Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate. (should be tropical) When teams get good at this activity, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct. The Phantom of the Opera: Lesson 1:: Wrong Word Activity:

a) Joseph Buquet crutched his finger under the piano lid. (crushed) b) They found Buquet hanging in the third floor seller. (cellar) c) The phantom roomed the hallways for several months. (roamed) d) Buquet ran like an angry man to escape the head of death. (madman, crazy man) e) The writer found prove in the official records that the opera ghost was real. (proof)


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


Beginning Grammar Activities

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

ADJECTIVES AND VERB FORMS USED AS ADJECTIVES (PARTICIPLES) Review of Adjectives: Adjectives describe nouns. They give a different meaning to a noun or improve the meaning of a noun. An adjective is not singular or plural. It uses the same form in English no matter what it is describing. When an adjective is used next to the noun it describes, it comes before its noun.

Examples: a) We enjoyed the beautiful blue sky (Beautiful and blue describe sky) b) Bilingual students are better thinkers. (Bilingual describes students) c) The rich young man saved his money. (Rich and young describe man)

Verb Forms Used As Adjectives (Participles): Verb forms that describe a noun are acting like adjectives, and are called participles. Sometimes a group of words or a phrase acts like an adjective. This is an adjective phrase. When the adjective phrase starts with a verb form, it is called a participial phrase. Study the examples below.

Examples: a) The developing storm threatened our picnic.

(Developing describes storm) b) I found my sister studying.

(Studying describes my sister) c) An annoying man interrupted our conversation.

(Annoying describes man) d) Angered by the argument, Julie went to her room without a word.

(Angered by the argument describes Julie) e) Thinking Maria really liked him, Ramon invited her on a date.

(Thinking Maria really liked him describes Ramon) f) Frightened by the loud noise, the baby cried.

(Frightened by the loud noise describes the baby) g) Destroyed by a fire, the building remained empty.

(Destroyed by a fire describes the building)

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


Modified Single Slot Substitution Drill

Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children Notes: • Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. • It is not necessary for the sentences to be historically correct, sensible, or even possible. It is

important for the correct part of speech to be used. The Phantom of the Opera: Lesson 1: Modified Single Slot Substitution: (a) No one (b) had ever heard (c) anything (d) like Christine’s voice.

Possibilities: a) the opera ghost, the members of the opera, Meg’s mother, everyone b) had always roamed, had never expected, had always left, had always known c) the opera house, Christine Daaè to sing, the opera program in Box 5, the truth like a shadow in the hallways, like a professional, like a good friend, about the ghost


Intermediate Grammar Activities Sentence Builders

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

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

The Phantom of the Opera: Lesson 1: Sentence Builders: a) The dancers were nervous. (and fearful)

The dancers were nervous and fearful. (because they had seen the ghost) The dancers were nervous and fearful because they had seen the ghost. (at a retirement party) At a retirement party, the dancers were nervous and fearful because they had seen the ghost (for the managers) At a retirement party for the managers, the dancers were nervous and fearful because they had seen the ghost.

Continue with the following: b) The phantom was a gentleman. (Jammes said) (and Meg Giry) (dressed in evening

clothes) (who would appear suddenly) (in the hallway) c) No one knew. (where the ghost came from) (but he roamed the building) (for months)

(like a shadow) d) The phantom was thin. (extremely) (with deep eyes) (like two holes) (dark) (in a dead

man’s skull) e) The phantom had no nose. (and a few strands of hair) (dark) (on his forehead) (and

behind his ears)

Multiple Slot Substitution Drills Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a multiple slots. Procedure: This drill is often taught together with or right after the single slot substitution drill. Its organization is similar to single slot substitution, but more that one part of the sentence changes. Give a point for each correct answer. Example: Columbus sailed in 1492. (Pizarro) Pizarro sailed in 1492. (1524) Pizarro sailed in 1524. (arrived) Pizarro arrived 1n 1524. The Phantom of the Opera: Lesson 1: Multiple Slot Substitution Activities: (a) Christine Daaè (b) sang (c) brilliantly (d) in the evening’s performance.

Possibilities: a) Raoul de Chagny, Philippe, Meg’s mother, the opera ghost b) went backstage, applauded, warned, appeared c) anxiously, wildly, carefully, suddenly to meet Christine, when he heard Christine sing, about the bad luck, in the hallways


Flesh it Out

Objective: Use key words in the appropriate order in a grammatically correct sentence. Procedure: The teacher gives the key words of a sentence and teams puts them into a grammatically correct sentence. Give points for correct answers in the oral format. Give grades in the written format. Key words: he/sail/america/1492. Answer: He sailed to America in 1492. Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America? The Phantom of the Opera: Lesson 1: Flesh it Out Activities:

a) Joseph Buquet/be/find/dead/hang/third-floor/ cellar/below/theater (past tenses) b) When/they/go/back/cut down /Buquet/rope/be/gone (past tenses) c) Later/Raoul/wait/outside/Christine/door/hope/speak/her/alone (past tenses) d) Raoul/hear/Christine/talk/man/who/say/love/her (past tenses) e) coroner/say/Buquet/death/be/natural/but/no one/ever/find out/how/die (past tenses)

Transformation Exercises Objective: Change the form or format of a sentence according to the situation. Procedure: Students change the format of a sentence based on teacher directions or prompts. Give points for correct answers in the oral format. Give grades in the written format. Examples: 1. Is it raining? (Answer the question, yes.) Yes, it is raining. 2. It is raining. (Ask a yes/no question.) Is it raining? 3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences into one sentence.) Many Indians died from disease and starvation. The Phantom of the Opera: Lesson 1: Transformation Exercises: Students respond by combining the sentences using the adjectives and adjective phrases in parentheses.

Example: The proof was the letters. (belonging to Christine) (kidnapped) The proof was the letters belonging to the kidnapped Christine.

a) The phantom was thin with eyes like two holes in a man’s skull. (dead, extremely, dark,

deep) b) Some people said he was a ghost, but others said he was a man.(opera, imaginary, real) c) Jammes and Meg Giry said the phantom was a gentleman in clothes. (evening, dressed) d) At the party, a girl saw the face with two holes for eyes. (pale, deep, ugly, terrified) e) The dancers had seen the ghost. (nervous, fearful) f) I found a dead body. That was what Persian had said ( proving)


Who What, When, Where, How, Why Objective: Listen to a sentence and respond to “Wh" questions in writing. Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…? (Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the body alive) When…? (Teams write 24 hours a day). Team members take turns writing answers on the board (for class discussion) or on a team/individual paper (for a grade). An alternative technique is to have each team member complete all items on his/her own paper. Team members are allowed to help each other. On completion of the activity, collect the one paper of your choice. The grade on that paper will count for each team member. The Phantom of the Opera: Lesson 1: Who, What, When, Where, How, Why Activities:

a) At a retirement party in the foyer, the dancers were fearful because they had seen the ghost. (Who, What, When, Where, How, Why)

b) Meg’s mother carefully warned that Joseph Buquet would have bad luck if he said things about the ghost. (Who, What, How, Why)

c) The new managers laughed wildly when they saw the Opera house lease on the table. (Who, What, When, Where, How)

d) When Gabriel saw the Persian, he rushed out of the office, banging his head, skinning his arm, and crushing his fingers under the piano lid. (Who, What, When, Where, How)

e) It was a mystery because six months ago, Meg Giry had said that Christine could not sing a note. (Who, What, When, How, Why)


Sentence Stretchers Objective: Expand grammatically correct sentences by adding new words in appropriate order Procedure: One team begins by making a sentence orally that contains the language or content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a lesson focusing on weather and on adjectives, the first team might say, The cloud is floating. The first team gets a point. Other teams take turns expanding the sentence, getting a point each time something is added successfully or until teams run out of expansions. The white cloud is floating. The fluffy white cloud is floating in the sky. The fluffy white cloud that looks like a boat is floating in the sky. Etc. The Phantom of the Opera: Lesson 1: Sentence Stretcher: Begin with the sentence: He rushed out.

He rushed out of the office. When Gabriel saw, he rushed out of the office. When Gabriel saw the Persian, he rushed out of the office. When Gabriel saw the Persian, he rushed out of the office, banging his head. When Gabriel saw the Persian, he rushed out of the office, banging his head, and crushing his fingers. When Gabriel saw the Persian, he rushed out of the office, banging his head, and crushing his fingers under the piano. When Gabriel saw the Persian, he rushed out of the office, banging his head, and crushing his fingers under the piano lid. When Gabriel saw the Persian, he rushed out of the office, banging his head, skinning his arm, and crushing his fingers under the piano lid.


Look it Up Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present or passive voice to active. The Phantom of the Opera: Lesson 1: Look it Up: Teams locate examples of Adverb Clauses to Show Time in the text and in the summary.

Rewrite the Paragraph Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Use a paragraph based on the text, and language focus structures of the lesson. Teams read and discuss necessary changes. Members work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.) The Phantom of the Opera: Lesson 1: Rewrite the Paragraph Activity: Teams rewrite the paragraph in the present tense.

Many people thought the opera ghost was imaginary, but he was real. The phantom roamed the opera house like a shadow. Joseph Buquet said the ghost was extremely thin with eyes like two dark holes in a dead man’s skull. The phantom had nasty yellow skin and a few strands of hair. Strange accidents happened at the opera house. They found Joseph Buquet hanging by his neck amid the scenery. The fire inspector saw a head with no body attached. The chorus master crushed his fingers and fell down the stairs when he saw the ghost’s head of death. The Opera house lease paid the Ghost 20,000 francs a month and Box 5 for every performance. Christine sang brilliantly in the evening’s performance. Raoul de Chagny loved Christine. Outside Christine’s door, Raoul heard her talking to a man who said he loved her. Christine told the man that she only sang for him. Raoul hated this man but never found him.


Name _____________________ Date _______ The Phantom of the Opera: Lesson 1: Exercise 1 Fill in the blanks with the correct word.

brilliantly

hated

performance

attached

roamed

scenery

skull

imaginary

crushed

extremely

Many people thought the opera ghost was __________, but he was real. The

phantom __________ the opera house like a shadow. Joseph Buquet said the ghost

was __________ thin with eyes like two dark holes in a dead man’s __________. The

phantom had nasty yellow skin and a few strands of hair. Strange accidents happened

at the opera house. They found Joseph Buquet hanging by his neck amid the

__________. The fire inspector saw a head with no body __________. The chorus

master __________ his fingers and fell down the stairs when he saw the ghost’s head

of death. The Opera house lease paid the Ghost 20,000 francs a month and Box 5 for

every __________. Christine sang __________ in the evening’s performance. Raoul de

Chagny loved Christine. Outside Christine’s door, Raoul heard her talking to a man who

said he loved her. Christine told the man that she only sang for him. Raoul __________

this man but never found him.


Name _____________________________________ Date _____________ The Phantom of the Opera: Lesson 1: Exercise 2 Read each sentence and decide if it is true or false. If it is true, write the word “true” on the line. If the sentence is false, rewrite the sentence to make it a true. 1. Many people thought the opera ghost was imaginary, and he was.

______________________________________________________________________

2. The writer found a dead man in the theater, proving what Persian had said was true.

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3. The lease said that the managers had to pay the ghost 40,000 francs a month.

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4. Christine Daaè sang brilliantly in the evening’s performance, and she was a triumph.

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5. Six months ago, no one had ever heard anything like Christine’s voice.

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6. They had found Buquet hanging by his neck in the third cellar amid the scenery.

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7. Backstage, Raoul introduced himself as the boy who had rescued Christine.

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8. Raoul looked everywhere for the mystery man, finding nothing but an empty room.

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9. Raoul loved Christine, and Christine hated this mysterious man, whoever he was.

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10. The coroner said Buquet’s death was not natural, but did not know how he died.

______________________________________________________________________


Name ____________________________ Date __________

The Phantom of the Opera: Lesson 1: Exercise 3 (FCAT Practice/Reading Comprehension)

Read the following passage. Identify the stated main idea, the topic sentence, and the details. Then fill in the chart below.

Everyone was frightened to death about the phantom of the opera. The dancers were nervous and fearful because they had seen the ghost. Jammes and Meg Giry said that the phantom wore evening clothes and appeared and disappeared suddenly. No one knew where the ghost came from, but he roamed the building for months like a shadow. Joseph Buquet was the scene-changer for the opera, and he said the ghost was extremely thin with deep eyes, like two dark holes in a dead man’s skull. The phantom’s nasty yellow skin stretched over his bones, and he had no nose. The ghost had a few strands of dark hair on his forehead and behind his ears. Maybe it was a practical joke, but even the most skeptical people became nervous.

DETAIL: __________________________________________________________

___________________________________________________________________

DETAIL: __________________________________________________________

___________________________________________________________________

DETAIL: __________________________________________________________

___________________________________________________________________

DETAIL: __________________________________________________________

___________________________________________________________________

DETAIL: __________________________________________________________

___________________________________________________________________

DETAIL: __________________________________________________________


___________________________________________________________________


Name ____________________________ Date __________

The Phantom of the Opera: Lesson 1: Exercise 4 (FCAT Practice/Reading Comprehension)

Read about The Phantom of the Opera by Gaston Leroux. Then answer the questions.

Meg Giry’s mother always left a program for the phantom in Box 5. The managers always reserved the seats in Box 5 for the phantom. Meg’s mother warned Joseph Buquet that he would have bad luck if he talked about the ghost. Later, Meg’s mother rushed into the room with her eyes rolling madly back and forth. They had found Joseph Buquet dead, hanging in the third-floor cellar below the theater. When they went back to cut Buquet down, the rope was gone. The coroner said that Buquet’s death was natural, but no one ever found out how he died.

State the implied main idea of the paragraph.

____________________________________________________________________________

____________________________________________________________________________

Identify the details that support the main idea. ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Write below any personal knowledge you have on the topic. ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

In the basement, a pale and shaking fire inspector saw a head with no body attached. People had told him about the death’s head. The superstitious chorus master, Mr. Gabriel, feared the evil eye of the Persian. When Mr. Gabriel saw the Persian, he ran like a madman. Gabriel banged his head, skinned his arm, crushed his fingers under the piano lid, and fell down a flight of stairs. Bloody and bruised, Gabriel said he had seen the ghost’s head of death behind the Persian.

What is the implied connection between the phantom and other events in the story? ____________________________________________________________________________

____________________________________________________________________________

Identify the author’s purpose(s) in the story (persuade, entertain, inform). Explain your answers. ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


Name ____________________________ Date __________ The Phantom of the Opera: Lesson 1: Exercise 5 Fill in the blanks. “Prologue”

Many people thought the __________ ghost was imaginary, but __________

was real. I went __________ official records and found __________ coincidences. I

found three __________ to the ghost, the __________ of Christine Daaè, the

__________ of Raoul de Chagny, __________ the death of his __________ Philippe.

No one had __________ the truth but me. __________ man called the “Persian”

__________ the ghost and told __________ had happened. The Persian __________

me proof, letters belonging __________ the kidnapped Christine Daaè. __________

ghost was not a __________. I went to the opera __________ and found a dead

__________, proving what Persian had __________. Because people helped, I

__________ tell this story of __________ and terror.

Chapter 1: “The Opera Ghost”

At a __________ party for the managers, __________ dancers were nervous

and __________ because they had seen __________ ghost. Jammes and Meg

__________ said the phantom dressed __________ evening clothes and appeared

__________. No one knew where __________ ghost came from, but __________

roamed the building for __________ like a shadow. Joseph __________ was the

scene-changer for __________ opera, and he described __________ ghost. The

phantom was __________ thin with deep eyes, __________ two dark holes in

__________ dead man’s skull. The __________ nasty yellow skin stretched


__________ his bones, and he __________ no nose. The ghost __________ a few

strands of __________ hair on his forehead __________ behind his ears. Maybe

__________ was a practical joke, __________ even the most skeptical __________

became nervous.

A string __________ strange accidents happened. In __________ basement, a

pale and __________ fire inspector saw a __________ with no body attached.

__________ superstitious chorus master, Mr. __________, feared the evil eye

__________ the Persian. When Mr. __________ saw the Persian, he __________ like

a madman. Gabriel __________ his head, skinned his __________, crushed his fingers

under __________ piano lid, and fell __________ a flight of stairs. __________ and

bruised, Gabriel said __________ had seen the ghost’s __________ of death behind

the __________. Meg Giry’s mother always __________ a program for the __________

in Box 5. The __________ always reserved the seats __________ Box 5 for the

__________. Meg’s mother warned Joseph __________ that he would have

__________ luck if he talked __________ the ghost. Later, Meg’s __________ rushed

into the room __________ her eyes rolling madly __________ and forth. They had

__________ Joseph Buquet dead, hanging __________ the third-floor cellar below

__________ theater. When they went __________ to cut Buquet down, __________

rope was gone. The __________ said that Buquet’s death __________ natural, but no

one __________ found out how he __________. At the party in __________ foyer of

the theater, __________ terrified Jammes saw the __________ and ugly phantom with

__________ deep holes for eyes. __________ ghost slipped through the __________

and was gone. Then __________ ghost sat at the __________ table as natural as


__________ be. The new managers, __________. Richard and Mr. Moncharmin,

__________ when they saw the __________ house lease. The lease __________ that

the managers had __________ reserve Box 5 for __________ ghost and pay him

__________ francs a month.

Chapter 2: “The Voice”

Christine __________ sang brilliantly in the __________ performance. Christine

was a __________. It was a mystery __________ six months ago, Meg __________

had said that Christine __________ not sing a note. __________ one had ever heard

__________ like Christine’s voice. Count __________ de Chagny applauded wildly,

__________ his younger brother Raul __________ on meeting Christine backstage.

__________ had fainted, and the __________ was there. When Christine __________

to, Raoul introduced himself __________ the little boy who __________ rescued

Christine’s scarf. Later, __________ waited outside Christine’s door, __________ to

speak to her __________. Raoul heard Christine talking __________ a man who said

__________ loved her. Christine told __________ man that she only __________ for

him, giving her __________ to sing. Raoul loved __________, and hated this man,

__________ he was. Raoul waited __________ see who the man __________, but

Christine walked out __________. Raoul looked everywhere, finding __________ but

an empty room. __________ thought that he was __________ mad. Then Raoul saw

__________ stretcher carrying Joseph Buquet __________ the stairs. They had

__________ Buquet hanging by his __________ in the third cellar __________ the

scenery.


Name ____________________________ Date __________

The Phantom of the Opera: Lesson 1: Exercise 6

Combine the sentences by using a participial (verb) phrase as an adjective. Example: Meg’s mother sunk into the chair. She rolled her eyes madly back and forth. Meg’s mother sunk into the chair rolling her eyes madly back and forth.

1. They found Joseph Buquet dead. He was hanging in the cellar below the theater.

______________________________________________________________________

2. Raoul waited outside Christine’s door. Raoul hoped to speak to Christine alone.

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3. Raoul looked everywhere. Raoul found nothing but an empty room.

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4. Then Raoul saw the stretcher. The stretcher carried Joseph Buquet down the stairs.

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5. I went through official records. I found amazing coincidences.

______________________________________________________________________

6. The ghost sat at the table as natural as can be. The ghost did not eat or drink.

______________________________________________________________________

7. I went to the opera house and found a dead body. I proved what Persian had said.

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8. Gabriel was bloody and bruised. He had seen the head of death behind the Persian.

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9. The phantom’s skin was nasty and yellow. His skin stretched over his bones.

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10. The inspector was pale and shaking. He saw a head. It was detached from a body.

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11. The chorus master was superstitious. He feared the evil eye of the Persian.

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12. Christine told she sang only for the ghost. She gave her soul to sing for him.

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13. Even the most skeptical people were nervous. They doubted the ghost was real.

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english 2 through esol - sdpbc web cms · muchas personas pensaban que el fantasma de la ópera era...

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