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English IV Through ESOL: The Phantom of the Opera Lesson 6

English IV Through ESOL

The Novel: Lesson 6: The Phantom of the Opera by Gaston Leroux

Chapter 11: “The Torture Chamber” Chapter 12: “The Ghost’s Story”

“Epilogue”

FCAT Reading/Writing Focus: Identifying Organizational Patterns FCAT Support Skills: Symbolism; Reading Critically-Visualization; Elements of

Tragedy; Turning Point; Elements of Suspense; Irony and Dramatic Irony; Personal and Emotional Connections

Language Focus: Parallel Structure & Coordinating Conjunctions (*Key words-RED) Text: The Phantom of the Opera (Leroux) (Pacemaker Classic)

English Spanish Haitian Creole accused acusado Akize advertise anuncio pibliye angel ángel Anj argument discusión Agiman at hand a mano Nan men,pare barrel barril Barik begged suplicó Sipliye blazed resplandecía Boule blow up hacer estallar Eklate breath aliento Souf bury sepultar Antere buzzing zumbido, rumor Grondman cab coche de alquiler Taksi,kab carved grabado Dekoupe case envase, caso Ka ceiling falso techo Plafon clear claro Klè couple pareja Koup cracked quebrado Krake critical crítico Kritik cry out gritar Kriye devil diablo Dyab direction dirección Direksyon dragged sacó, arrastró Rale,tire,trennen dungeon calabozo, mazmorra Cacho either…or uno u otro Swa…oswa electric current corriente eléctrica Kouran elektrik entertain entretener, distraer Amize epilogue epílogo Epilog everywhere por todos lados Toutkote experienced experimentado Te eksperimante flies (fly) (n) moscas (mosca) Mouch


(Continued) Chapter 11: “The Torture Chamber”, Chapter 12: “The Ghost’s Story”; “Epilogue”

English Spanish Haitian Creole flood (n) flooded (v) inundación, inundó Inondasyon, inonde forest bosque Forè gasping jadeando Soufle anlè, esoufle grasshopper saltamontes Krikèt grateful agradecido Rekonesan greatest el más grande, grandísimo Pi gran groove ranura Koulis, fant gunpowder pólvora Poudkanon gurgled borboteó Gagouye,glouglou hide esconder Cache hissed silbó Voltije,sifle hostage rehén Otaj ill enfermo III illusion ilusión Ilizyon initials iniciales Inisyal insane demencial, demente ensanse,fou instead of en vez de Olye led (lead) conducía (conducir) Mennen,kondwi leopard leopardo leyopa licked lamieron Niche lion león Lyon lit up (light up) encendido(encender) Limen locked encerrados Fèmen,klete lonely solitario Solitè lost her voice (lose) perdió su voz(perder) Pèdi vwa l lost their footing (lose) perdieron pie Pèdi pye lunatic lunático Linatik madness locura Twoub-mantal,derègleman meant quiso decir Te vle di memories memorias Souvni, mwmewa mirage espejismo Ilizyon nail clavo Zong neither…nor ni…ni Ni…ni noticed notó Te avèti offer ofrecer Ofri pace (v) pasearse de un lado a otro Deplase, mache, fè pa pitied sentía lástima Te gen pitye pretended aparentó, intentaba Te pretann priest sacerdote Prèt,monpè proposal proposición Pwopozisyon public público Piblik rain lluvia Lapli real real Reyèl ripple murmullo Pli, rid rising elevándose Leve


(Continued) Chapter 11: “The Torture Chamber”, Chapter 12: “The Ghost’s Story”; “Epilogue”

English Spanish Haitian Creole roar rugido Gwonde rocket cohete Fize rushed se apresuró, apuró Kouri Scandinavia península escandinava Skandinav scorpion escorpión Eskòpyon searched escudriñó Chèche seemed pareció Sanble set off provocó Limen sharp aguda File shrill chillona Pike, egi sink hundir Koule spin (spun) girar (giraron) Virewon spot mancha Mak staircase escalera Eskalye stunned aturdido, pasmado Sezi, etone tapping tamborileando, repiqueteando frape thirsty sedientos Swaf throat garganta Gòj throw his voice proyectando su voz Chante train tren Tren tricks trucos Trik, fent ventriloquist ventrílocuo Vantrilòk vowed prometió, hizo un voto Fè ve weak débil Fèb wept sollozó Kriye writhed retorcieron Tòde


English Summary Lesson 6: The Phantom of the Opera by Gaston Leroux

Chapter 11: “The Torture Chamber”

Raoul and the Persian were trapped in the torture chamber. When Raoul heard Erik return, he could not control his anger, and he called out to Christine. Erik demanded to know who was there, but Christine said she heard nothing. Raoul’s voice set off Erik’s madness, and he flooded the torture chamber with lights. Then he made Christine climb the stairs to look inside the torture chamber. Christine pretended nothing was there. Erik’s voice changed from sharp and shrill to calm and low. Erik wanted Christine to say that she loved him.

Then Erik pretended to entertain Christine by throwing his voice like a ventriloquist. When Erik raised his mask a little, his lips did not move, but he made different sounds that seemed to come from every direction. Erik said he was the world’s greatest ventriloquist. Erik repeated the croaking sounds that they had heard coming from Carlotta’s throat the night she lost her voice. Then he repeated the sounds that had come from the ghost’s chair in the theater. Erik’s insane voice came from everywhere, even the torture chamber.

Christine cried out to Erik that the wall was getting very hot, like it was burning. Erik laughed because the ceiling of the torture chamber was all lit up, and the reflection of the lights in the mirrors made the illusion that the room blazed with fire. Raoul was pacing, and the Persian tried to explain Erik’s tricks. The room looked like a burning forest, but it was just a little room. For more than an hour, the Persian searched every inch of the glass to find the spring that would make the door turn open. Raoul and the Persian heard the loud roar of a lion, a leopard, and the buzzing of flies. It was Erik making the noises. The room became very hot, and the men became very thirsty. Raoul pointed to a spot on the wall that looked like water. They heard the ripple sound of rain. Either it was real water, or it was a mirage. When they licked the rain in the mirror, they burned their tongues. It was burning hot, and they writhed in pain.

Suddenly the Persian noticed a groove in the floor with a black-headed nail. The Persian had found the spring to the trap door. When he opened the trapdoor, cool air rushed into the room. A stone staircase led down to a black hole below. At the bottom of the stairs, there were barrels that looked like water. The Persian kicked over the lantern and the light went out. In the total darkness, the Persian and Raoul discovered there was gunpowder in the barrels, not water. Erik had enough gunpowder to blow up and bury the entire Paris Opera House. Now it was clear to them what Erik had meant before. Erik said many people would die if Christine did not marry him. Time was critical, and it was almost eleven o’clock. Erik had given Christine until eleven to answer his proposal of marriage.

Behind the wall near the barrels, Raoul and the Persian could hear footsteps and then someone tapping on the wall. Erik had left Christine alone for a few minutes, and she was tapping on the wall. Raoul spoke through the wall, and Christine whispered back that the final hour of eleven was at hand. Erik had given Christine two boxes to help make her decision about the marriage. One box had a scorpion, and the other box had a grasshopper. If Christine chose the grasshopper, her answer was “no”, and if she chose the scorpion, her answer was “yes”. The Persian realized that the grasshopper was connected to an electric current. If Christine opened the grasshopper box to say “no”, it would blow up the gunpowder. Christine had no choice now. She must agree to marry the Erik, or everyone would die.

When Erik returned, Christine chose the scorpion and opened the box. Something cracked, hissed like a rocket, and gurgled loudly. Suddenly a flood of water rushed down on them. When Raoul and the Persian saw the flood of water rising quickly, they realized that instead of burning, they were going to drown. The two men spun around, lost their footing, choked, and fought the dark water. The two men began to sink rapidly, and they called out to Christine and Erik to save them.

English IV Through ESOL: The Phantom of the Opera Lesson 6 Page 1

Chapter 12: “The Ghost’s Story”

When the Persian woke up, he was on a bed, looking at an angel and a devil. Christine silently made tea and the man in the mask brought tea to the Persian’s bed. Erik told the Persian that Raoul was alive and well, asleep on another sofa. Erik said they were both safe, and soon Erik would take them up to the surface, to please his new wife.

The second time the Persian awoke, he was in his apartment with his servant Darius. When the Persian was feeling better, he asked about the de Chagny brothers, Philippe and Raoul. Darius reported Raoul had disappeared, and Philippe was dead, his body found near the Opera Lake. The Persian believed that Philippe was the person who had rung the bell at Erik’s house, and Erik had murdered Philippe.

The Persian told the whole story to the police, but the police thought the Persian was a lunatic. Before the Persian could write a letter to the newspaper, Erik came to visit him. Erik was weak and ill, still wearing his mask. The Persian was angry, and he accused Erik of murdering Philippe. Then the Persian demanded to know what had happened to Raoul and Christine.

Erik was gasping for breath and stunned, and he dragged himself to the chair. Erik explained that he was dying, and then he told the Persian the rest of the story. Erik said that Count Philippe was already dead when Erik found him at his door. Philippe had fallen into the lake and drowned by accident.

Then Erik explained that he still loved Christine, and no one would ever hurt her. Christine had begged Erik to save Raoul and the Persian. She had agreed to be Erik’s wife only if he saved their lives. When Erik left to take the Persian home, he had locked Raoul in a cellar dungeon as a hostage. Erik was surprised when he returned, because Christine had not run away and she had waited for Erik. Christine let Erik kiss her forehead, and when she saw him without his mask, she neither died nor ran away. Christine wept with Erik and he knew he had experienced all life had to offer him. This made Erik the happiest man in the world.

However, Erik knew that Christine only pitied him, and that she really loved Raoul. That was why Erik brought Raoul to Christine and told her to marry Raoul. Erik had found Christine’s lost ring, and he gave it to her as her wedding gift. Christine put the ring on her finger, and she vowed to return when Erik died. Christine promised to bury Erik with the ring in secret. Erik told Christine where to find his body and what to do with him. Then Christine kissed Erik for the first time on his forehead. Raoul and Christine went to find a priest and some lonely place where they could hide their happiness from the public.

Erik knew that he would die soon. If Christine kept her promise, she would come back soon. Erik asked the Persian to tell the young couple of his death, and to advertise it in the newspaper. The Persian sent Erik in a cab to the Opera House. The newspaper reported three weeks later, “Erik is dead”. “Epilogue”

The case of the opera ghost was interesting, and the opera ghost was real. The story had kidnapping, disappearances, trapdoors, and death. The newspapers reported that the singer Christine Daaè was a victim of an argument between two brothers. After the strange death of Philippe, Raoul and Christine did not want anyone to know about their happiness. No one knew that Raoul and Christine had disappeared together. They took a train to the north, perhaps somewhere in Scandinavia. Mrs. Valérius disappeared at the same time. I may look for them some day. I am very grateful to the Persian who showed me his papers and told me his memories. The Persian knew who had information about the opera ghost that he did not have. I never found Erik’s house, but I did find the initials of Raoul de Chagny, “RC”, carved in the wall in a dungeon of the opera house. Those initials are still there.


Spanish Summary

Lección 6. El Fantasma de la Ópera de Gaston Leroux Capítulo 11: “La cámara de tortura”

Raoul y el “Persa” estaban atrapados en la cámara de tortura; cuando el joven escuchó regresar a Erik, no pudo contener su cólera y llamó a Christine. El monstruo exigió saber quién estaba allí, pero la muchacha dijo que no había escuchado nada. La voz de Raoul provocó que Erik tuviera un arrebato demencial e inundó de luces la cámara de tortura; el monstruo hizo que Christine subiera las escaleras para que mirara dentro de esta, mas la joven aparentó no ver nada. El tono de la voz del monstruo, un momento antes agudo y estridente, se tornó bajo y sosegado: Erik quería que ella dijera que lo amaba.

El falso fantasma intentaba entretener a Christine proyectando su voz desde el estómago como un ventrílocuo; cuando levantaba un poco la máscara, sus labios no se movían pero producía diferentes sonidos que parecían venir desde cualquier dirección. Le dijo que él era el ventrílocuo más grande del mundo. Imitó el croar de rana que había salido de la garganta de Carlotta la noche en que perdió la voz, y repitió los sonidos que habían brotado de la butaca del fantasma en el teatro; su voz demencial salía de todas partes, incluso de la cámara de tortura. Christine le gritó que la pared se estaba calentando mucho, como si se estuviera quemando. Erik se echó a reir porque el falso techo de la cámara estaba todo encendido y el reflejo de las luces en los espejos creaba la ilusión de que la habitación resplandecía como si estuviera envuelta en llamas. Raoul se paseaba de un lado a otro y el “Persa” trataba de explicarle los trucos de Erik. La habitación parecía un bosque ardiendo, pero sólo era una pequeña habitación trucada; por más de una hora, el “Persa” escudriñó cada pulgada de las lunas para encontrar el resorte que abría la puerta. Raoul y el “Persa” escucharon el fuerte rugido de un león y de un leopardo, y el zumbido de las moscas, era Erik quien estaba haciendo aquellos sonidos. La temperatura se elevó mucho y los dos hombres se sintieron muy sedientos. Raoul señaló hacia una mancha en la pared que parecía de agua, además, escuchaban el murmullo de la lluvia cayendo, o era un espejismo, o era realmente agua, cuando lamieron la pared, estaba tan caliente que quemaba, se chamuscaron la lengua y se retorcieron de dolor.

De pronto, el “Persa” notó en el piso una ranura con un clavo de cabeza negra: había encontrado el resorte que abría el escotillón. Cuando lo abrió, el aire fresco se apresuró a entrar en la cámara; una escalera de piedra bajaba conduciendo a un agujero negro, en su base había barriles que parecían de agua. El “Persa” le dio una patada a la linterna y se quedaron a oscuras, en aquellas profundas tinieblas, descubrieron que los barriles no estaban llenos de agua sino de pólvora, aquel monstruo tenía suficiente explosivo para hacer estallar y sepultar a toda el palacio de la Ópera de París. Ahora les quedaba claro lo que quiso decir antes con que “mucha gente moriría” si Christine no se casaba con él. El tiempo que quedaba era crítico y eran casi las once en punto, la hora que Erik había fijado como plazo para que la joven respondiera a su propuesta de matrimonio.

Raoul y el “Persa” escucharon pisadas y a alguien tamborileando con los nudillos del otro lado de la pared. Erik había dejado sola a Christine por unos minutos y era ella quien repiqueteaba; Raoul le habló a través de la pared y la joven le respondió susurrando que se había acercado la hora culminante de las once en punto. Erik le había dado dos cajas para ayudarla a tomar la decisión acerca del matrimonio: una contenía un escorpión y la otra un saltamontes; si escogía la segunda, su respuesta era “no” y si escogía la primera, su respuesta era “sí”. El “Persa” se dio cuenta que la caja del saltamontes estaba conectada a la corriente eléctrica, si Christine la abría para decir que “no”, haría estallar la pólvora. Ahora, ella sólo tenía la alternativa de casarse con Erik o moriría todo el mundo.


Cuando Erik regresó, Christine escogió el escorpión y abrió la caja, se sintió que algo se quebró, silbó como un cohete y borboteó ruidosamente. De repente, un diluvio cayó precipitadamente sobre Raoul y el “Persa’’, cuando advirtieron que el nivel del agua que estaba inundando la cámara subía velozmente, se dieron cuenta de que en vez de quemados, morirían ahogados. Los dos hombres dieron vueltas, perdieron pie, se atragantaron y lucharon contra las oscuras aguas; entonces, comenzaron a hundirse rápidamente y llamaron a Christine y a Erik para que los salvaran.

Capítulo 12: “La historia del fantasma”

Cuando el “Persa” volvió en sí, estaba acostado, delante de sus ojos tenía a un ángel y a un demonio. Silenciosamente, Christine preparó el té y el hombre enmascarado se lo llevó a la cama, Erik le contó que Raoul estaba vivo y sano, dormido en el sofá; que ambos estaban a salvo y que pronto los subiría a la superficie para complacer a su flamante esposa.

La segunda vez que despertó, estaba en su apartamento con su sirviente Darius. Cuando se estaba sintiendo mejor, preguntó por los hermanos Philippe y Raoul de Chagny. Darius le informó que Raoul había desaparecido y que Philippe estaba muerto, su cuerpo había sido hallado cerca del lago subterráneo de la ópera. El “Persa” creía que Philippe fue quien había tocado la campanilla de la casa de Erik y que este lo había asesinado.

El “Persa” le refirió todo a la policía, pero las autoridades pensaron que era un lunático. Antes que pudiera escribir una carta al periódico, Erik vino a visitarlo; estaba débil y enfermo, y seguía usando su máscara. El “Persa” estaba furioso con él y lo acusó de asesinar a Philippe. Entonces le exigió saber qué había pasado con Raoul y Christine.

Erik estaba aturdido, trataba de tomar aire y se arrastró hasta una silla; le explicó que se estaba muriendo, y le relató el resto de la historia; dijo que cuando él contestó la puerta el conde Philippe ya estaba muerto, había tenido un accidente, había caído en el lago y se había ahogado.

Erik le explicó al “Persa” que todavía amaba a Christine, y que nadie la lastimaría jamás. Ella le había pedido que los protegiera y aceptó ser su esposa sólo si les salvaba la vida. Cuando Erik salió para devolver al “Persa” a su casa, encerró a Raoul como rehén en una mazmorra del sótano. Al regresar, se sorprendió porque Christine no se había escapado y la encontró esperando por él. Ella le permitió que la besara en la frente y cuando lo vio sin máscara ni se murió ni salió corriendo. Christine lloró con él, Erik sabía que había disfrutado todo lo que la vida tenía para ofrecerle, esto lo hacía sentirse el hombre más feliz del mundo.

No obstante, Erik sabía que Christine sólo sentía lástima por él, pero a quien amaba de verdad era a Raoul; por esa razón lo trajo y le dijo a la joven que se casara con él. Erik había encontrado el anillo de oro que ella había perdido y se lo entregó como regalo de bodas. Christine se puso el anillo y le prometió que regresaría cuando él muriese para ponérselo secretamente y sepultarlo con él. Erik le indicó dónde encontrar y qué hacer con su cadáver. Entonces, por primera vez, Christine lo besó en la frente. Raoul y Christine se fueron a buscar a un sacerdote y un lugar lejos de la gente, donde pudieran disfrutar de su felicidad.

Erik sabía que moriría pronto, si Christine cumplía su promesa, regresaría rápido; le pidió al “Persa” que se encargara de contarle a la joven pareja acerca de su muerte y de anunciarlo en los periódicos. El “Persa” lo envió en un coche de alquiler al palacio de la Ópera. Tres semanas más tarde, el periódico informaba: “Erik ha fallecido”.

“Epílogo”

La historia del fantasma de la ópera fue un caso interesante y el fantasma un personaje que fue real. El relato tuvo secuestros, desapariciones, escotillones y muertes. Los diarios informaron que la cantante Christine Daaè fue la víctima de una disputa entre dos hermanos. Raoul y Christine no querían compartir su felicidad con nadie después de la extraña muerte de


Philippe. Ninguno sabía que los amantes habían desaparecido juntos, tomando un tren rumbo al norte, quizás a algún lugar en la península escandinava. La señora Valérius también se esfumó alrededor de ese mismo tiempo. Si me es posible, los buscaré a todos algún día. Le agradezco mucho al “Persa”, quien me mostró sus apuntes y me contó sus memorias, él conocía quién poseía la información sobre el fantasma que él no tenía. Nunca hallé la casa de Erik, pero sí encontré las iniciales de Raoul de Chagny, “RC”, grabadas en la pared de una mazmorra del palacio de la ópera. Esas iniciales todavía permanecen allí. The Department of Multicultural Education Spanish Translation Team certifies that this is a true and faithful translation of the original document – (561) 434-8620 - SY07-1006-March 2007


Haitian Creole Summary

Lesson 6: Fantom Opera dapre Gaston Leroux

Chapter 11: “Chanm tòti a” Raoul ak Pèsan an te pran nan pèlen nan chanm tòti a. Lè Raoul te tande Erik

retounen, li pa t kapab kontwole kolè li, epi li te tonbe rele Christine. Erik t ap enfòme pou l konnen ki moun ki te la, men Christine te di li pa t tande anyen. Vwa Raoul te limen kolè Erik, epi li te limen tout limyè nan chanm tòti a. Answuit li te fè Christine monte eskalye yo pou gade andedan chanm tòti a. Christine te pretann pa t gen anyen la. Vwa Erik te chanje sòti nan file ak pike pou l vin kalm epi ba. Erik te vle Christine di li te renmen l.

Answuit Erik te pretann li tap amize Christine avèk vwa l tankou yon vantrilòk. Answuit Erik te leve mask li a tou piti, po bouch li pa t bat, men li te pwodui son diferan ki te sanble sòti nan chak direksyon. Erik te di se li ki te pi gran vantrilòk nan lemond. Erik te repete son krapo yo te tande ki te sòti nan gòj Carlotta nan nwuit kote li te pèdi vwa l la. Answuit li te repete son ki te sòti nan chèz zonbi nan teyat la. Vwa ensanse Erik la te sòti tout kote, menm nan chanm tòti a.

Christine te kriye bay Erik pou di l mi an tap vin trè cho, tankou li tap boule. Erik te ri paske plafon chanm tòti a te tou limen, epi refleksyon limyè yo nan miwa yo te kreye ilizyon kòm si sal ta te pran dife. Raoul tap deplase, epi Pèsan an tap eseye eksplike trik Erik yo. Sal la te sanble ak yon forè ki pran dife, men se te tou senpleman yon ti sal. Pou plis pase inèdtan, Pesan an tap chèche chak pous nan vè a pou l jwenn resò ki pou ta fè pòt la ouvri. Raoul ak Pèsan an te tande rijisman yon lyon, yon leopa, ak bougonman mouch. Se Erik ki t ap fè bri yo. Sal la te vin trè cho, epi mesye yo te vin swaf anpil. Raoul te lonje dwèt li sou yon mak nan mi an ki te sanble dlo. Yo te tande son yon lapli. Se swa se te lapli reyèl, oswa se te yon ilizyon. Lè yo te niche lapli sou miwa a, yo te boule lang yo. Li t ap boule cho, epi yo te tòde anba doulè.

Soudènman Pèsan an te remake yon fant nan planche a ak yon tèt klou nwa ladan. Pèsan an te jwenn resò ki mennen nan pòt pèlen an. Lè li ouvri pòt pèlen an, lè fre te penetre nan sal la. Yon eskalye an ròch te mennen nan yon twou nwa anba. Anba eskalye yo, te gen barik ki te sanble ak dlo. Pèsan an choute lantèn lan epi limyè a mouri. Nan gwo tenèb, gason Pèsan la ak Raoul te dekouvri se pa t dlo ki te nan barik yo, se te poudkanon. Erik te gen ase poudkanon pou l te eksploze ak antere Mezon Opera Pari a an antye. Koulye a li te vin klè pou yo pou konprann entansyon Erik te genyen anvan. Erik te di anpil moun ap mouri si Christine pa t marye avèk li. Pat gen tan ki te rete ankò, epi li te prèske onzè. Erik te bay Christine jiska onzè pou l ba l repons sou pwopozisyon maryaj la.

Pa dèyè mi ki tou pre barik yo, Raoul ak Pèsan an te kab tande bri pye epi answuit yon moun tap frape sou mi an. Erik te kite Christine poukont li pou kèk minit, epi se li ki t ap frape sou mi an. Raoul te pale atravè mi an, epi Christine te chichote anretou pou l di dènye èdtan nan onz la te fini. Erik te bay Christine de bwat ki pou te ede l deside osijè maryaj la. Yon bwat te gen yon eskòpyon, epi lòt bwat la te gen yon krikèt. Si Christine te chwazi krikèt la, repons li a te “non”, epi si li te chwazi eskòpyon an, repons li te“wi”. Pèsan an te reyalize krikèt la te konekte nan yon kouran elektrik. Si Christine te louvri bwat ki gen krikèt la pou di “non”, li t ap eksploze poudkanon an. Christine pa t gen chwa koulyeya. Li dwe dakò pou marye ak Erik, oswa tout moun ta mouri.

Lè Erik retounen, Christine te chwazi eskòpyon an epi li te louvri bwat la. Yon bagay te krake, li te voltije tankou yon fize, epi li te glouglou fò. Soudènman yon inondasyon dlo te soti anlè tonbe sou yo. Lè Raoul ak Pèsan te wè inondasyon dlo a ap monte rapidman, yo te vin reyalize olye yo te boule, yo te nan wout pou nwaye. De mesye yo te komanse fè laronndede, pye yo te pèdi tè, yo te trangle, epi yo t ap lite ak dlo nwa a. De mesye yo te kòmanse fèfon rapidman, epi yo te rele Christine ak Erik pou sove yo.


Chapter 12: “Istwa Zonbi a” Lè Pèsn an te reveye, li te sou yon kabann, l ap gade yon anj ak yon dyab.

Silansyezman Christine te prepare te epi gason maske a te pote te a sou kabann Pèsan an. Erik te di Pèsan an Raoul te vivan epi li byen, dòmi te pran l sou yon lòt sofa. Erik te di tou lede te an sekirite, epi trèbyento Erik t ap monte avèk yo sou sifas, pou l fè madanm li plezi.

Dezyèm fwa Pèsan an te reveye, li te nan yon apatman avèk sèvitè li Darius. Lè Pèsan an santi li fè mye, li mande nouvèl frè de Chagny yo, Philippe ak Raoul. Darius rapòte Raoul te disparèt, epi Philippe te mouri, yo te jwenn kò li tou pre letan Opera a. Pèsan an te kwè Philippe se te moun ki te sonnen klòch nan kay Erik la, epi Erik te touye Philippe.

Pèsan an te rakonte lapolis istwa a an antye, men lapolis la te panse Pèsan an te yon moun tèt pa dwat. Avan Pèsan an te kab ekri jounal la yon lèt, Erik te vin vizite l. Erik te fèb epi li te malad, men toujou li te gen mask li nan tèt li. Pèsan an te fache, epi li te akize Erik kòm moun ki te touye Philippe. Ansuit Pèsan an te poze kesyon pou l konnen sa ki te rive Raoul ak Christine.

Erik t ap soufle anlè pou l respire epi li etoudi, epi li lage kò l nan chèz la. Erik te eksplike li te sou pwen pou l mouri, ansuit li di Pèsan an rès la se istwa. Erik di Kont Philippe te gentan mouri lè l te jwenn li devan pòt li a. Philippe te tonbe nan letan an epi li te nwaye pa aksidan.

Ansuit Erik eksplike li te toujou renmen Christine, epi pa gen moun ki ta janm kab fè l mal ankò. Christine te sipliye Erik pou l sove Raoul ak Pèsan an. Li te dakò pou l devni madanm Erik si sèlman li te sove lavi yo. Lè Erik te sòti pou l mennen Pèsan an lakay li, li te fèmen Raoul nan yon kacho yon souteren kòm otaj. Erik te sezi lè l retounen, paske Christine pa t sove epi li te rete tann li. Christine te kite Erik bo l sou fwon li, epi lè Christine wè Erik san mas li a, li pa ni mouri ni kouri. Christine te kriye avèk Erik epi Erik te reyalize li fè tout eksperyans lavi te gen pou ofri l. Eksperyans sa a te fè Erik vin gason ki pi kontan nan mond la.

Sepandan, Erik te konnen Christine te sèlman gen pitye pou li, epi se Raoul li te renmen toutbon vre. Se pou rezon sa a Erik te mennen Raoul bay Christine epi li te di l pou l marye ak Raoul. Erik te jwenn bag Christine lan ki te pèdi, epi li te bali l kòm kado maryaj li. Christine te mete bag la nan dwèt li, epi li te fè ve pou retounen lè Erik te mouri. Christine te pwomèt l ap antere Erik avèk bag la ansekrè. Erik te di Christine ki kote l ap jwenn kò l epi ki sa pou l fè avèk li. Ansuit Christine te bo Erik sou fwon pou lapremyè fwa. Raoul ak Christine te ale jwenn yon prèt nan yon plas apa kote yo te kapab kache kontantman yo pou piblik la pa konnen.

Erik te konnen li ta va mouri avanlontan. Si Christine te kenbe pwomès li, li ta tounen avanlontan. Erik te mande Pèsan an pou anonse jenn koup la lanmò li, epi pou pibliye l nan jounal. Pèsan an te voye Erik nan mezon Opera nan yon taksi. Twa semèn apre jounal la te rapòte, “Erik mouri”. “Epilog”

Ka zonbi opera te enteresan, zonbi opera a te reyèl. Istwa a te gen kidnaping, disparisyon, pòtpèlen, ak lanmò. Jounal yo te rapòte chantè Christine Daaè te viktim yon agiman ant de frè. Apre lanmò etranj Philippe, Raoul ak Christine pa t vle pèsòn dekouvri lajwa yo. Pèsòn pa t konnen si Raoul ak Christine te disparèt ansanm. Yo te pran yon tren y al nan direksyon nò, pètèt yon kote nan peyi Skandinav yo. Madam Valérius te disparèt menm lè a. Pètè yon jou ma va gen pou chèche yo. Mwen trè rekonesan anvè Pèsan an ki te montre m papye l epi ki te di mwen souvni li yo. Pèsan an te konnen ki moun ki te gen enfòmasyon osijè zonbi opera a li pa t genyen li menm. Mwen pa t janm jwenn kay Erik, men mwen te jwenn inisyal Raoul de Chagny, dekoupe “RC”, nan mi yon kacho mezon opera. Inisyal sa yo la jouk jounen jodi.


Summary of Listening Activities

Beginning: Minimal Pairs, Bingo

Intermediate: Follow Directions, Team Spelling, Dictation

Proficient: Interview

Beginning Listening Activities Minimal Pairs

Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) The Phantom of the Opera: Lesson 6: Minimal Pairs Activity:

murder/merger thought/taught breathe/breeze ill/eel locked/rocked vowed/bowed meant/mint shrill/thrill wedding/wedging writhing/riding deaths/debts hiss/his writhe/rise real/wheel bride/bright flies/fries

The Phantom of the Opera: Lesson 6: Minimal Pairs Activity: Continued on next page Reproducibles provided on following pages.


The Phantom of the Opera: Lesson 6: Minimal Pairs Activity: Continued from previous page

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

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

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

1-murder 2-merger

1-thought 2-taught

1-breathe 2-breeze

1-ill 2-eel

1-locked 2-rocked

1-vowed 2-bowed

1-meant 2-mint

1-shrill 2-thrill

1-wedding 2-wedging

1-writhing 2-riding

1-deaths 2-debts

1-hiss 2-his

1-writhe 2-rise

1-real 2-wheel

1-bride 2-bright

1-flies 2-fries

The Phantom of the Opera: Lesson 6: Minimal Pairs Activity: Continued on next page


The Phantom of the Opera: Lesson 6: Minimal Pairs Activity: Continued from previous page The sentences below should be used as a teacher script for listening practice to develop auditory discrimination of confusing sounds/words. Later it may be a follow-up activity for reading practice. Minimal

Pair Sentence Pairs

(Teacher reads ONE) CORRECT

or SILLY…?

1 murder merger

Persian believed that Erik had committed the murder of Philippe. Persian believed that Erik had committed the merger of Philippe.

2 locked rocked

Erik locked Raoul in a dungeon in the cellar. Erik rocked Raoul in a dungeon in the cellar.

3 wedding wedging

Erik gave Christine the lost ring as a wedding gift. Erik gave Christine the lost ring as a wedging gift.

4 writhe rise

Raoul and the Persian writhe in pain from the burning glass. Raoul and the Persian rise in pain from the burning glass.

5 thought taught

Christine thought that Erik had gone mad. Christine taught that Erik had gone mad.

6 vowed bowed

She vowed to return when Erik died to bury him with the ring. She bowed to return when Erik died to bury him with the ring.

7 writhing riding

The Persian and Raoul fell to the floor writhing in pain. The Persian and Raoul fell to the floor riding in pain.

8 real wheel

The illusion the room was on fire was not real, but a mirage. The illusion the room was on fire was not wheel, but a mirage

9 breathe breeze

Erik was weak and ill, and had difficulty trying to breathe. Erik was weak and ill, and had difficulty trying to breeze.

10 meant mint

The scorpion meant “yes” Christine would marry Erik. The scorpion mint “yes” Christine would marry Erik.

11 deaths debts

The story is full of kidnapping, disappearances, and deaths. The story is full of kidnapping, disappearances, and debts.

12 bride bright

Christine agreed to be Erik’s bride only if he saved Raoul’s life. Christine agreed to be Erik’s bright only if he saved Raoul’s life.

12 ill eel

Erik was weak and ill, still wearing his mask. Erik was weak and eel, still wearing his mask.

14 shrill thrill

Erik’s voice changed from sharp and shrill to calm and low. Erik’s voice changed from sharp and thrill to calm and low.

15 hiss his

Something began to crack, hiss like a rocket, and gurgle loudly. Something began to crack, his like a rocket, and gurgle loudly.

16 flies fries

Raoul heard the loud roar of a lion, and the buzzing of flies. Raoul heard the loud roar of a lion, and the buzzing of fries.


Bingo

Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words/phrases from the lesson summary list or from students' texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark Bingo spaces when they hear the word or phrase. The Phantom of the Opera: Lesson 6: Bingo Activity: Read sentences from the lesson summary that contain vocabulary from the lesson vocabulary list. Here is an alpha list of lesson vocabulary for your convenience. Vocabulary List from Lesson Summary:

accused, advertise, angel, argument, at hand, barrel, begged, blazed, blow up, breath, bury, buzzing, cab, carved, case, ceiling, clear, couple, cracked, critical, cry out, devil, direction, dragged, dungeon, either…or, electric current, entertain, epilogue, everywhere, experienced, flies (fly) (n), flood (n) flooded (v) (with lights), forest, gasping, grasshopper, grateful, greatest, groove, gunpowder, gurgled, hide, hissed, hostage, ill, illusion, initials, insane, instead of, led (lead), leopard, licked, lion, lit up (light up), locked , lonely, lost her voice (lose), lost their footing (lose), lunatic, madness, meant, memories, mirage, nail, neither…nor, noticed, offer, pace (v), pitied, pretended, priest, proposal, public, rain, real, ripple, rising, roar, rocket, rushed, Scandinavia, scorpion, searched, seemed, set off , sharp, shrill, sink , spin (spun), spot, staircase, stunned, tapping, thirsty, throat, throw his voice, train, tricks, ventriloquist, vowed, weak , wept, writhed

The Phantom of the Opera: Lesson 6: Bingo Activity: Reproducible Bingo Cards are provided on the following page


The Phantom of the Opera: Lesson 6: Bingo Activity: (Continued from previous page): Bingo Cards


Intermediate Listening Activities Team Spelling Test

Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly. Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left margin) Read the spelling words as you would during a traditional spelling test. The first team member writes word number one with the team's help, and then passes the paper and pencil to the second team member who will write word number two, etc. Students on each team take turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's tests. A team gets one point for each word spelled correctly. Options: Ask for additional information. For example, you may ask teams to write a sentence with the word in it. You might ask for a specific tense, plural form, opposite, etc. An alternative technique is to have each team member complete all spelling items on his/her own paper. Team members are allowed to help each other. On completion, collect the one paper of your choice. The grade on that paper will count for each team member. The Phantom of the Opera: Lesson 6: Team Spelling Activity: The teacher gives the singular noun, and teams respond with the plural form. (Example: case – cases) Use the ½ sheet reproducible below. Select (10) words from the list for the test:

angel, argument, barrel, cab, , ceiling, couple, devil, direction, dungeon, epilogue, (fly) (n), flood (n), forest, grasshopper, groove, hostage, illusion, initial, leopard, lion, lunatic, madness, memory, mirage, nail, priest, proposal, ripple, rocket, scorpion, spot, staircase, throat, train, trick, ventriloquist

TEAM SPELLING TEST TEAM NAME ______________________________ Score ____________

(Do not Write in this Space) 1

2

3

4

5

6

7

8

9

10


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.

(Refer to next page for more) The Phantom of the Opera: Lesson 6: Follow Directions Activities:


The Phantom of the Opera: Lesson 6: Follow Directions Activity: (Continued from previous page) The Phantom of the Opera: Lesson 6: Follow Directions Activity #1: Provide teams with paper and pencil. Students will listen and identify difficulties Raoul and the Persian faced inside the torture chamber of the Opera House in Chapter 11 of The Phantom of the Opera, by Gaston Leroux. Directions and Teacher Script (Making organizer for this activity is student listening objective):

a) Draw a line down the middle of your paper, making 2 columns. b) At the top of one column on the paper, write the word “YES”. At the top of the other

column, write, “NO”. c) For example, the teacher reads, “Sentence #30: a flood of lights”. You write the sentence

number “30” on the “YES” side of your paper because there was a flood of lights inside the torture chamber.

d) Listen carefully to each item. I will read each sentence item two times. e) Write the sentence number in one of the columns on the paper, “YES”, or “NO”.

If the item you hear was a difficulty Raoul and the Persian faced inside the torture chamber, write the number of the sentence in the “Yes” column. If the item you hear was NOT a difficulty Raoul and the Persian faced inside the torture chamber, write the number of the sentence in the “No” column.

(Teacher reads each sentence slowly and clearly two times, giving teams time to think): Sentence #1: a white horse Sentence #2: rain that burned their tongues Sentence #3: an old chandelier Sentence #4: the opera singer Carlotta Sentence #5: a scorpion and a grasshopper Sentence #6: cracking, hissing and gurgling sounds Sentence #7: footsteps and tapping on the wall Sentence #8: a rowboat Sentence #9: a sinking, choking, fight with dark, spinning water Sentence #10: a loyal box keeper Sentence #11: sounds coming from every direction Sentence #12: a burning forest Sentence #13: a Punjab lasso Sentence #14: a ceiling of blazing fire Sentence #15: a hat with a large plume Sentence #16: buzzing of flies Sentence #17: a loud roar of a lion Sentence #18: a pivoting mirror Sentence #19: hot, burning walls Sentence #20: two strong arms Sentence #21: stone staircase leading down to a black hole Sentence #22: a lake Sentence #23: total darkness Sentence #24: a red cloak Sentence #25 a flood of water rushing down and sinking them

Teacher’s Answer Key: YES NO

2, 5, 6, 7, 9, 11, 12, 14, 16, 17, 19, 21, 23, 25 1, 3, 4, 8, 10, 13, 15, 18, 20, 22, 24


(Refer to next page for more) The Phantom of the Opera: Lesson 6: Follow Directions Activity:


The Phantom of the Opera: Lesson 6: Follow Directions Activity: (Continued from previous page) The Phantom of the Opera: Lesson 6: Follow Directions Activity #2: This activity is for teachers who wish to include music and lyrics from a taped play or film version of The Phantom of the Opera. If the teacher has access to these materials, music is an excellent vehicle for learning speech patterns (stress and intonation patterns) of the language. (TIP: Media center resources or classroom internet access may provide music, and filmography for the class to study). This unit is followed by a separate “The Phantom of the Opera: Lesson 6: Lyrics” file at the district website that provides both stage lyrics and song lyrics for The Phantom of the Opera. Directions: Listen to the tape(s) of The Phantom of the Opera, and analyze the following songs using the questions below. Teams will discuss and decide on answers, and using a jigsaw format, select one member of the team to report to the class on the team’s ideas and answers to the questions below. :

a) "Think of Me" b) "The Phantom of the Opera" c) "The Music of the Night" d) "All I Ask of You" e) "Masquerade" f) "Wishing You Were Somehow Here Again" g) "The Point of No Return"

Questions for teams to consider and report to the class in large group format: Use the organizer on the following page for teams to record their answers.

1. How do the different songs and the different music make you feel? 2. How do you think the composer makes you feel a certain way (what instruments are

used, what rhythms, what harmonies, etc.) 3. How does the composer use the repetition of musical themes to create moods and build

characters? 4. How does each song continue the story? 5. How does each song tell us different things about the characters?


(Refer to next page for more) The Phantom of the Opera: Lesson 6: Follow Directions Activity:


The Phantom of the Opera: Lesson 6: Follow Directions Activity #2: Use the organizer for teams to record answers to questions about stage and song lyrics for The Phantom of the Opera. (The unit is followed by a separate “The Phantom of the Opera: Lesson 6: Lyrics” that contains stage and song lyrics)

The Phantom of the Opera: Stage and Song Lyrics Listening Activity

SONG EXAMPLE

QUESTION TEAM RESPONSE(S) (Make notes for team reporter to

talk)

How do the different songs and music make you feel?

How do you think the composer makes you feel a certain way (What rhythms, harmonies instruments, or etc. are used?)

How does the composer use the repetition of musical themes to create moods and build characters?

How does each song continue the story?

How does each song tell us different things about the characters?


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 6: Dictation Activity:

a) Raoul and the Persian heard a leopard, a roaring lion, and buzzing flies b) Erik had left Christine alone and she was tapping on the wall. c) Erik had given Christine two boxes to help make her decision about the marriage. d) Raoul was pacing, and the Persian tried to explain Erik’s tricks. e) Erik locked Raoul in a cellar dungeon as a hostage. f) Erik knew that Christine only pitied him, and that she really loved Raoul. g) Erik had found Christine’s lost ring and he gave it to her as her wedding gift. h) Christine put the ring on her finger and she vowed to return when Erik died.

The Phantom of the Opera: Lesson 6: TEAM DICTATION

TEAM NAME ______________________________ Score ____________ (Do not Write in this Space)

1 2 3 4 5 6 7 8


Proficient Listening Activities Interview

Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. The Phantom of the Opera: Lesson 6: Interview Activities: You play the role of Erik. Choose several students to play the role of the Persian. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of Erik’s answers. Students should save notes for Writing Activity #1, Language Experience Story.

a) What happened after the flood in the chamber? b) Who rescued me? Why? c) Why did you let me go? d) Where is Raoul? Is he alive? e) What did you do with Raoul? f) Did you torture Raoul? g) Where is Christine? h) Did you force the girl to marry you? i) What have you been doing all of this time? j) When did you become ill? k) Why did you come here? l) Why do you trust me to help? m) What will happen when you die? n) Does the public know the truth? o) Why did you do these things in secret?

The Phantom of the Opera: Lesson 6: Interview Activities: Sentence Strips for individual team members and space for note taking provided on the following page.


The Phantom of the Opera: Lesson 6: Interview Activities: (Continued from previous page)

Sentence Strips for Individual Team Members Interview Activity (with Space for Note-Taking)

What happened after the flood in the chamber? Notes:

Who rescued me? Why? Notes:

Why did you let me go? Notes:

Where is Raoul? Is he alive? Notes:

What did you do with Raoul? Notes:

Did you torture Raoul? Notes:

Where is Christine? Notes:

Did you force the girl to marry you? Notes:

What have you been doing all of this time? Notes: The Phantom of the Opera: Lesson 6: Interview Activities: Sentence Strips Continued on


next page)


The Phantom of the Opera: Lesson 6: Interview Activities: Sentence Strips for individual team members and space for note taking (Continued from previous page)

When did you become ill? Notes:

Why did you come here? Notes:

Why do you trust me to help? Notes:

What will happen when you die? Notes:

Does the public know the truth? Notes:

Why did you do these things in secret? Notes:


Summary of Speaking Activities

Beginning: Intentional Intonation Backward Build-Up

Intermediate: Charades

Mixed-Up Sentence

Proficient: Twenty Questions

Beginning Speaking Activities

Intentional Intonation

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

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

The Phantom of the Opera: Lesson 6: Intentional Intonation Activity: Time was critical, and it was almost eleven o’clock. (not money) Time was critical, and it was almost eleven o’clock. (not could be) Time was critical, and it was almost eleven o’clock. (not insignificant) Time was critical, and it was almost eleven o’clock. (not but) Time was critical, and it was almost eleven o’clock. (not wasn’t) Time was critical, and it was almost eleven o’clock. (not after) Time was critical, and it was almost eleven o’clock. (not twelve) Time was critical, and it was almost eleven o’clock. (not midnight)


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 6: Backward Build-up Activity: (Follow the example above)

a) When the Persian was feeling better, he asked about the de Chagny brothers, Philippe and Raoul.

b) Darius reported Raoul had disappeared, and Philippe was dead, his body found near the Opera Lake.

c) The Persian believed that Philippe was the person who had rung the bell at Erik’s house, and Erik had murdered Philippe.

d) Erik was surprised when he returned, because Christine had not run away and she had waited for Erik.

e) Christine let Erik kiss her forehead, and when she saw him without his mask, she neither died nor ran away.

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 6: Charades Activity: Suggestions:

begged, breath, couple, direction, dragged, entertain, flies (fly) (n), gasping, hide, locked , lunatic, madness, licked, lose your footing, pace (v), rising, searched, sink , spin, stunned, tapping, thirsty, throat, weak , wept, writhed


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. The Phantom of the Opera: Lesson 6: Mixed-up Sentence Activity: Sentences to use from summary:

a) dragged erik himself gasping to chair the for Breath. (Erik dragged himself to the chair gasping for breath.)

b) persian Erik Told the the story. (Erik told the Persian the story.) c) Dead found Count was wHen Erik PhiliPpe him. (Count Philippe was dead when

Erik found him). d) falleN Philippe and into tHe lake drOWned had. (Philippe had fallen into the lake

and drowned.) e) Christine Raoul Erik begGed to sAve. (Christine begged Erik to save Raoul.)

Proficient Speaking Activities Twenty Questions

Objective: Ask questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Ex: Is it from the fifteenth Century? Is it a boat? The Phantom of the Opera: Lesson 6: Twenty Questions Activity: Photo or picture suggestions:

angel, barrel, blaze, cab, case (wooden), ceiling, couple, devil, dungeon, flies (fly) (n), flood (n), flooded (v) (with lights), forest, grasshopper, groove, gunpowder, initials, leopard, lion, lock , nail, priest, rain, ripple, rocket, Scandinavia, scorpion, spot, staircase


Summary of Reading Activities

Beginning: Pre Reading

Intermediate: Total Recall, True-False, Judgment,

Scan, Story Grammars

Proficient: Total Recall, True-False,

Judgment, Scan, Story Grammars FCAT FOCUS READING SKILL: Utilize one of the FCAT skills (notes provided in each lesson for your own reference, or to distribute to the students as study notes).

FCAT FOCUS READING SKILL:

Identifying Organizational Patterns of a Reading

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

Identifying Organizational Patterns of a Reading What to do and what to watch for: Look at the way the author of the passage or article has organized the information. Use a graphic organizer or Venn diagram to help you organize and visualize the information. Graphic organizers: A graphic organizer is a chart, drawing, or visual way to organize information and details. It is easy to understand in a visual format. Venn diagrams. This is a visual way of organizing details for comparison contrast.

TIME ORDER This organizational pattern tells order in time. This is the most common way of organizing information. Time order gives events in chronological order or the order in time in which they happened. Events in a time order passage can be shown on a timeline like the one below.

Example: Timeline of a person’s life.

AGE 0 yrs. AGE 6 yrs. AGE 12 yrs AGE 16 yrs AGE 18 yrs AGE 23 yrs Born Start Music Lessons Europe Trip Soccer All Star Graduate High School College

Master Degree 1987

1993 1999 2003 2005 2011

1985

1886

1987

1988

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

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Identifying Organizational Patterns of a Reading – Time Order (Continued on next page)


Identifying Organizational Patterns of a Reading – Time Order (continued)

Words for Time Order after afterwards at (in) the end at the beginning at the same time before during finally first, second, third, etc. following that last later next now prior to shortly thereafter simultaneously soon soon subsequently the first/next/last thing then when while

Time Order 1 2 3 4 5 6 7 8 9 10

SPATIAL ORDER

This organizational pattern tells order in space. It is used to tell how something looks or where something is located. The details are presented in a logical order that makes sense. For example, top to bottom, left to right, back to front, etc. You can easily visualize the order in space. Sometimes it is a good idea to create a drawing of what you are reading to help you visualize special order. In the example below, imagine you have just read a description of spatial order. After the second or third sentence, it is difficult to visualize so much information. A drawing can help. Example: This drawing organizes a description of the seating arrangements for dinner.

Kitchen Door

Left Right

Front Door

Whenever the family has a guest for dinner, we seat the guest in the middle of the table across from my Mom and grandma, on my brother’s right. I always sit directly across from the guest. Since Mom always helps Grandma prepare and serve the dinner, the two of them sit the closest to the kitchen door. My sister likes to sit near the front door so she can answer the door if her friends stop by. Grandpa likes to sit near Grandma so he is sure she eats instead of waiting on everyone else. Dad thinks it is important for the men of the house to sit at head of the table. My brother always sits next to Dad at dinner so he can hear all of Dad’s favorite stories.

See next page for more on Identifying Organizational Patterns of a Reading

Dad Grandpa

Mom

Brother Sister

Grandma

Guest

Me


Identifying Organizational Patterns of a Reading (Continued from previous page)

COMPARISON/CONTRAST PATTERNS

This organizational pattern tells how two ideas or things are alike or how they differ. Sometimes something that is unknown will be compared and contrasted to something familiar to you. Example: This Venn diagram organizes information comparing and contrasting New Yorkers to Floridians. It shows both similarities and differences.

Words for EQUAL COMPARISONS Same or Equal Qualities the same (+ noun) The two girls have the same dress. the same as… (+noun phrase) Girls are not the same as boys. as + (adjective/adverb) + as… not as + (adjective/adverb) + as…

I work as diligently as I can. He’s not as strong as he thinks.

nearly, almost She’s almost (nearly) as smart as I. Words for UNEQUAL COMPARISONS Similar/Different (Unequal) Qualities like His face is like his father’s face. alike Jose and Rudy look alike. similar to My car is similar to my Dad’s car. different from A circle is different from a square. more… (+adjective/adverb/noun) than… I walk more slowly than you walk. less…(+adjective/adverb/noun) than… He has less time than the other guys. …(adjective+ -er) than… She is much happier than her friends are. But A lemon is sour, but an apple is sweet. but…affirmative/negative An elephant doesn’t fly, but a bird does. nearly/almost as…(+adjective) as… You are almost (nearly) as tall as I am. the most…(+adjective). The most beautiful girl in the world is you. the…(adjective+ -est). The fastest car in the race will win. one of the…(adjective+ -est) + noun. One of the best days is Sunday.

See next page for more on Identifying Organizational Patterns of a Reading

FLORIDIANS INTELLIGENT FRIENDLY CREATIVE HOSPITABLE DILIGENT RELAXED SENSITIVE DIVERSE

NEW YORKERS BOTH SELF-SUFFICIENT FOCUSED WORLDLY FASHIONABLE

SAME DIFFERENT __________ __________ __________ __________ __________ __________ __________ __________

DIFFERENT __________ __________ __________ __________


Identifying Organizational Patterns of a Reading (Continued from previous page)

CAUSE-EFFECT PATTERNS

Signal Words for Cause/Effect consequently because if…then due to since therefore due to the fact that this/that is how so that thus thus as a result for this/that reason nevertheless for

This method of organization describes something that happened (the effect), and the causes of the event or why it happened. There can be more than one cause and more than one effect. Suggestion for organizing cause and effect: Example: After eating 6 hot dogs, 4 ice cream cones, and drinking 5 sodas in one hour, I got a stomachache.

six hot dogs five sodas CAUSE CAUSE EFFECT-Stomachache four ice creams All In one hour CAUSE CAUSE

CAUSES + 6 Hot dogs + 4 Ice creams + 5 Sodas + All in one hour _______________________ = EFFECT – Stomachache

In both of the graphics below, EVENT #1 is the CAUSE, because it happened first in time, and EVENT #2 is the EFFECT, because it happened second in time. See next page for more on Identifying Organizational Patterns of a Reading

EFFECT This happened- I got a stomachache

EVENT #2

EFFECT What Happened? I got a stomachache.

EVENT #2

CAUSE For this reason-

6 hot dogs 4 ice creams 5 sodas in one hour

EVENT #1

CAUSE Why?

6 hot dogs 4 ice creams 5 sodas in one hour

EVENT #1


Beginning Reading Activities

Pre Reading Objective: Listen to a short series of oral sentences in order to answer simple questions. Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to ask questions. Ask different types of questions (i.e. yes/no, either/or, and “wh-“) at a quick pace. If the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail? Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. The Phantom of the Opera: Lesson 6: Pre Reading Activity: Chapter 11: “The Torture Chamber”

Trapped in the torture chamber, Raoul and the Persian looked for a secret opening in the wall. Erik demanded Christine answer his marriage proposal. Erik flooded the chamber with lights. Then Erik began to throw his voice like a ventriloquist. Erik’s lips did not move, but he made different sounds that seemed to come from every direction. Erik repeated the croaking sounds in Carlotta’s throat the night she lost her voice. Erik repeated the sounds in the ghost’s chair in the theater. The walls became burning hot, and the ceiling lit up. Mirrors made the room look like it was a burning forest. Erik made the noises of a roaring lion, a leopard, and buzzing flies. The room became hot, and the men were very thirsty. They saw rain, but when they licked the water in the mirror, it burned their tongues. The Persian searched everywhere to find the spring to the trap door. When the trapdoor opened, cool air rushed in, and they escaped down a stone staircase. They found water barrels filled with enough gunpowder to blow up the Opera and kill everyone. Christine had to agree to marry Erik by eleven o’clock. Erik had given Christine two boxes one with a scorpion and one with a grasshopper. If Christine chose the grasshopper, her answer was “no”. If she chose the scorpion, her answer was “yes”. The grasshopper was connected to an electric current to blow up the opera. Christine chose the scorpion and opened the box. Something cracked, hissed, and gurgled, and a flood of water rushed down on them. Raoul and the Persian spun around, lost their footing, choked, fought the dark water, and began to sink rapidly. They called out to Christine and Erik to save them. The Phantom of the Opera: Lesson 6: Pre Reading Activity: (Continued on next page)


The Phantom of the Opera: Lesson 6: Pre Reading Activity: (Continued from previous page) The Phantom of the Opera: Lesson 6: Pre Reading Activity: Chapter 12: “The Ghost’s Story”

When the Persian woke up, he was on a bed. Erik said that Raoul was alive and they were both safe. Erik wanted to please his new wife. The newspaper reported that Philippe was dead, found near the Opera Lake. The Persian believed that Philippe had rung the bell at Erik’s house, and Erik had murdered him. The Persian told the whole story to the police, but the police thought the Persian was a lunatic. One day, a weak and ill Erik came to visit. The Persian accused Erik of murdering Philippe, and demanded to know what had happened to Raoul and Christine. Erik was dying and gasping for breath, but he told the Persian the rest of the story. Count Philippe was already dead when he arrived at Erik’s door. Philippe had fallen into the lake and drowned by accident. Christine had agreed to marry Erik if he saved Raoul and the Persian. Erik took the Persian home, and locked Raoul in a dungeon as a hostage. When Erik returned, Christine saw Erik without his mask, and she did not run away. This made Erik the happiest man in the world. Erik knew that Christine really loved Raoul, so he told her to marry Raoul. Erik gave Christine the ring as her wedding gift. Christine promised to return when Erik died, and to bury him secretly with the ring. Raoul and Christine left to find a secret place to live away from the public. Erik knew that he would die soon and he asked the Persian to advertise his death in the newspaper. Three weeks later, the newspaper reported, “Erik is dead”. “Epilogue”

The case of the opera ghost was interesting, and the opera ghost was real. The story had kidnapping, disappearances, trapdoors, and death. The newspapers reported that the singer Christine was a victim of an argument between two brothers. No one knew about Raoul and Christine’s happiness. They took a train to the north, perhaps somewhere in Scandinavia. Mrs. Valérius disappeared at the same time. I may look for them some day. I am very grateful to the Persian for helping me tell the story of the opera ghost. I never found Erik’s house, but I did find the initials of Raoul de Chagny, “RC”, carved in the wall in a dungeon of the opera house. Those initials are still there.


Beginning-Intermediate-Proficient Reading Activities

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

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

Note: Story grammars help students understand that most stories have a common organization. Story grammars help students to write reports, evaluate the quality of stories, find answers to their questions about stories, and write their own stories. The Phantom of the Opera: Lesson 6: Story Map/Story Grammar Activity:

a) Use graphic organizers such as the Plot Maps (Story Maps, Story Grammars) on the following pages to assist students in organizing ideas for The Phantom of the Opera, by Gaston Leroux

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

Key Story Elements – Objectives Key Questions

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

What…? Why…? How…? Why…? What…? How…?

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

The Phantom of the Opera: Lesson 6: Story Map/Story Grammar Activity: (Continued on next pages )(Graphic organizers on next pages)


The Phantom of the Opera: Lesson 6: Story Map/Story Grammar Activity: (Continued from previous page) Name ______________________________________

STORY GRAMMAR STORY MAP PLOT MAP

TITLE/TOPIC/TEXT ______________________________________________

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

STORY PLOT Exposition/Beginning: ____________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Conflict: External /Internal: ________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Rising Action: __________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Climax: _______________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Resolution/End: ________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


______________________________________________________________________


The Phantom of the Opera: Lesson 6: Story Map/Story Grammar Activity: (Continued from previous page) Name ______________________________________


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


The Phantom of the Opera: Lesson 6: Story Map/Story Grammar Activity (Continued from previous page) Name ________________________


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

4. Climax (Turning Point) ____________________________________________ ________________________________________________________________________________________ ____________________________________________ ____________________________________________

1. Exposition/Beginning ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

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

5. Conflict External /Internal

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

3. Conflict External /Internal

__________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________

6. Resolution/End ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________


The Phantom of the Opera: Lesson 6: Story Map/Story Grammar Activity: (Continued from previous page) Name ________________________


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

TITLE/TOPIC/TEXT ______________________________________________________

AUTHOR _____________________________________________________________ CHARACTERS

_____________________________ ________________________________

_____________________________ ________________________________

_____________________________ ________________________________ SETTING: TIME _____________________________________________________

_____________________________________________________ PLACE ____________________________________________________

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


The Phantom of the Opera: Lesson 6: Story Map/Story Grammar Activity: (Continued from previous page) Name ________________________


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

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

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

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

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

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


Intermediate-Proficient Reading Activities

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

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

Total Recall – NOTE-TAKING GUIDE

TEAM ____________________

Reading Questions Answers Notes Points 1

2

3

4

5


Judgment

(Can be used with Judgment Intermediate-Proficient Presenting and Viewing Activities) Objective: Read a text for the purpose of identifying facts and opinions. Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and swap their sentences. Teams read the sentence strips they have, and place them in either a fact basket or opinion basket in front of the room. The teacher reads each sentence strip from the two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the team with its name on the strip gets a point. If not correct, that team loses a point. (This encourages effective writing.) Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit. The Phantom of the Opera: Lesson 6: Judgment Activity: Here are some starters for Opinions:

Christine loved Raoul. Christine pitied the Phantom. Christine made a bad choice. Erik was a compassionate man. Erik was a monster and a murderer. The writer made the story interesting and suspenseful. In the end, Erik was a hero. At the end of the story, Christine was a good friend to Erik. Christine was afraid of the Phantom because he threatened to kill. Christine was not afraid of the Phantom because she kissed his forehead.

Here are some starters for Facts:

Erik designed and controlled the torture chamber. The police found Philippe dead near the opera lake. Erik was a ventriloquist. Erik trapped Raoul and the Persian in the torture chamber. Christine was a prisoner of the Phantom. Christine had to choose between two boxes. The torture chamber had mirrors, lights, and trapdoors. The newspaper reported that Christine was the victim of an argument between brothers. The Persian placed an advertisement in the newspaper that said, “Erik is dead.”

The Phantom of the Opera: Lesson 6: Judgment Activity: (Continued on next page) Use the sentence strip starters on the next page for beginning/intermediate students. Use the sentence strip blanks for proficient students to create their own fact opinion sentences. Cut opinion and fact sentence strips, and mix them up. Students draw a sentence and work with members of their team to identify each sentence as fact or opinion. Beginning students may need sentence strip starters. Advanced students should write their own opinion and fact sentence strips using the blanks provided below.


The Phantom of the Opera: Lesson 6: Judgment Activity: (Continued from previous page) Here are some Starters for Opinions. Cut into strips for beginning/intermediate students

Christine loved Raoul.

Christine pitied the Phantom.

Christine made a bad choice.

Erik was a compassionate man.

Erik was a monster and a murderer.

The writer made the story interesting and suspenseful.

In the end, Erik was a hero. At the end of the story, Christine was a

good friend to Erik. Christine was afraid of the Phantom

because he threatened to kill. Christine was not afraid of the Phantom

because she kissed his forehead. The Phantom of the Opera: Lesson 6: Judgment Activity: (Continued on next page)


The Phantom of the Opera: Lesson 6: Judgment Activity: (Continued from previous page) Here are some Starters for Facts. Cut into strips for beginning/intermediate students

Erik designed and controlled the torture chamber.

The police found Philippe dead near the opera lake.

Erik was a ventriloquist.

Erik trapped Raoul and the Persian in the torture chamber.

Erik went to Persian’s house to talk about his death.

Christine was the Phantom’s prisoner.

Christine had to choose between two boxes.

The torture chamber had mirrors, lights, and trapdoors.

The newspaper reported Christine was victim of an argument between brothers. The Persian placed an advertisement in the newspaper that said, “Erik is dead.”

The Phantom of the Opera: Lesson 6: Judgment Activity: (Continued on next page)


The Phantom of the Opera: Lesson 6: Judgment Activities: (Continued) Cut into strips. Proficient students write their own Fact or Opinion Sentences:

SENTENCE STRIPS

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


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

Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall. The Phantom of the Opera: Lesson 6: True or False Activity: Here are some true statements to use as starters: The Persian knew that Erik had a secret trapdoor.

Someone found Philippe dead near the opera lake. Christine and Raoul disappeared together and married. Erik died at the end of the story. The public thought that Christine was the victim of an argument between brothers. The spring to the trapdoor of the chamber was a black-headed nail in a groove in the floor. Raoul and the Persian would have drowned if Erik had not saved them. The initials “RC” are still carved in the dungeon wall. Christine and Raoul were known in the public.

Here are some false statements to use as starters: Joseph Buquet and Raoul were good friends. Christine loved two men, Raoul and the Persian. When Erik died, Christine threw a party. Raoul and Christine had a big wedding ceremony in Paris. Scandinavia is in Asia. The trapdoor was behind the mirror where they licked the imaginary water. Erik and Raoul found barrels of water and gunpowder. Christine and Erik disappeared together.

The Phantom of the Opera: Lesson 6: True or False Activity: (Continued on next page) A Team question record and a “T-Chart” for this activity are provided on the next page.


The Phantom of the Opera: Lesson 6: True or False Activity: (See previous page for directions)

My Team’s Sentences True False 1

2

3

T-CHART TEAM ______________

True Statements about the Reading

False Statements about the Reading

Points

1

2

3

4

5

6


7


Scan

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

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

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

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

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

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

Scan Question Page Paragraph

Number Answer

1

2

3


Summary of Writing Activities

Beginning: Language Experience

Indirect Speech

Intermediate: Language Experience, Framed

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

Proficient : Language Experience, Framed

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

Beginning- Writing Activities Indirect Speech

Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: “I need money to buy ships to sail west.” Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. The Phantom of the Opera: Lesson 6: Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”. Examples:

The Persian to Erik: What have you done with Philippe’s brother and Christine? The Persian asked Erik what he had done with Philippe’s brother and Christine? Erik to The Persian: Count Philippe was dead when I found him. Erik told the Persian that Count Philippe was dead when he found him. The Persian to Erik: You lie! Where are Christine and Raoul? The Persian told Erik that he lied and he asked where Christine and Raoul were.

Beginning-Intermediate-Proficient Writing Activities Language Experience Approach

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


LANGUAGE EXPERIENCE APPROACH for ESOL Background

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

LANGUAGE EXPERIENCE APPROACH Background (Continued on next page)


LANGUAGE EXPERIENCE APPROACH (LEA) (Continued) BASIC ASSUMPTIONS

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

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

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

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

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

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

LANGUAGE EXPERIENCE APPROACH Basic Assumptions (Continued on next page)


LANGUAGE EXPERIENCE APPROACH (LEA) BASIC ASSUMPTIONS (Continued)

BASIC ASSUMPTION #3

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

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

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

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

BASIC ASSUMPTION #4

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




BASIC ASSUMPTION #5

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




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

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

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

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


LANGUAGE EXPERIENCE APPROACH(Continued) PROCEDURES& PRACTICES

Getting Started

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

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

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

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

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

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


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

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

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

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

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

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


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

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

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


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

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

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

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

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

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

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

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

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

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

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

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

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

LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued next page)


LANGUAGE EXPERIENCE APPROACH PROCEDURES AND PRACTICES (Continued)

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

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

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

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

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

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

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

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

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

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

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

References for Language Experience Approach:

Early Literacy: A Resource for Teachers. (1992). Saskatchewan Education. From:

http://www.sasked.gov.sk.ca/docs/ela/e_literacy/language.html In Their Own Words: The Language Experience Approach. 2004. From:

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


Intermediate-Proficient Writing Activities

Framed Paragraphs Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea (topic sentence), supporting details, and a summary statement (conclusion). Note: Framed paragraphs are most useful in preparing students for exam questions. In fact, framed paragraphs make very good exam questions. Procedure: Introduce framed paragraphs to the class by creating a story collectively using the language experience approach. The second time you assign framed paragraphs, have each group prepare one. Once the groups have mastered framed paragraphs, each student prepares his/her own. Include incentives for the group to help individual team members. For example, give a team one point for each member who receives a grade of B or higher. After constructing a model paragraph with the class, groups, pairs, or individuals find examples in text. Social Studies Example: There are many cultures of people living in Florida. First.... Second.... Third.... These groups and others.... Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior is... Another example is.... Finally.... Therefore, this character is... Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS: 1…2…3…PROCEDURE:1…2…3…DATA: 1…2…3…ANALYSIS: The results of the experiment show....This was caused by....Therefore, my hypothesis was/was not correct because.... Refer to following pages for The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities


The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities: (Continued from

previous page) Sample #1: (Symbolism) Use these examples as starters for symbolism:

a) Scorpion: (It is more than a poisonous, lethal insect) It represents what will happen if Christine chooses it, the death of every one that Erik will cause using the gunpowder to blow up the opera house and everyone in it.

b) Grasshopper: (more than a green, hopping insect) It represents (symbolizes) the freedom of the people in the opera that Christine will save by agreeing to marry Erik.

c) Torture chamber: (It is more than a trick room with a trapdoor and mirrors) It represents (symbolizes) the tortured suffering of Erik’s life.

d) The Opera House: is more than just a place to sing. It represents (symbolizes) Erik’s hopes and dreams. If Christine refuses to marry him, his hopes and dreams are destroyed, just like the opera house blowing up. The opera house is a place he can feel a little bit normal, and show off his musical talents. He designed and built it, and he feels he has control over the opera. He has no control over his sad situation. The opera represents (symbolizes) the good life to Erik, the normal life he desires so much.

Paragraph Frame for Symbolism

At the end of _____ (Chapter #, Act #, the final chapter, etc.) of _____’s (author) _____ (title), the reader finds _____ (two) important examples of symbolism that represent more than what they really are (Topic Sentence). One powerful example of a symbol is _____ (Detail #1). The _____ (first example) is more than just _____. It represents _____. This is a symbol because_____. A second symbol is _____ (Detail #2). _____ (second example) is more than just _____. It symbolizes _____ and _____. This is a symbol because_____. Symbols represent more than what they really are. The reader gets powerful mental pictures from the two symbols of _____ and _____ at the end of _____ (Chapter #, Act #, the final chapter, etc.) (Conclusion)

The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities(Continued on next page)


The Phantom of the Opera: Lesson 6: Framed Paragraph: Symbolism (Continued from Previous Page) Name ___________________________

LITERARY DEVICES: SYMBOLISM Title/Topic/Text _________________________________________________

A symbol is a person, place, or thing that represents something more than what it really is. There are personal symbols and public symbols. Examples:

The dove is not just a bird. It stands for peace. The flag is not just a piece of cloth. It represents hopes and dreams of patriots.

Identify symbols from the reading, and explain what each means in your own words.

Symbol Meaning Represents Because 1

2

3

My Illustration of Symbols in the Reading


The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities(Continued from previous page)

Sample #2: (Reading Critically-Visualization): Use the examples as starters for visualization in the paragraph frame that follows along with graphic organizers provided with each paragraph frame. Prewriting Directions (Teams or individuals):

a) Each group of sentences is from the lesson summary and provides details for elaboration as examples of visualization.

b) Encourage students to focus on details (i.e. words or phrases) that cause a “word picture” in their minds.

c) Another interesting observation is the choice of words that tell “when” and “how” (suddenly, mysteriously, without warning, etc). These words get the reader’s attention.

d) In addition, students or teams of students should search the text for more details and colorful, expressive words or phrases for each visualization topic below.

Paragraph Frame: Reading Critically – Visualization

In _____ (Chapters #, Act #, etc.) of _____’s (author) _____ (story, play, novel) _____ (title), it is easy to visualize _____ (Topic sentence). The first thing that you can see in your mind is ______. Some words and ideas are clear, like _____ and _____. (Supporting Detail #1)Another thing the reader can visualize is _____. Words and ideas like _____ and _____ become vivid in your mind when the writer says (uses words such as), “_____” and “_____” (Supporting Detail #2). A third thing that brings a picture to your mind is _____. The picture of _____ and _____ is actually quite _____ (interesting, shocking, revealing, calming, peaceful, realistic, unusual, etc) (Supporting Detail #3). In conclusion, the author’s description of _____, _____ and _____ (restate 3 supporting details here) provides us with opportunities to visualize and imagine the events and characters, making them _____ (very clear, unforgettable, real, outstanding, etc.) (Conclusion)

The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities Sample 2: (Reading Critically-Visualization) (Continued on next page)


The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities(Continued from previous page) Sample 2: (Reading Critically-Visualization) Continued

(From Chapter 11: “The Torture Chamber”)

Topic: Visualize the characters in the torture chamber experiencing Erik throwing his voice: Erik’s voice changed from sharp and shrill to calm and low. When Erik raised his mask a little, his lips did not move, but he made different sounds that seemed to come from every direction. Erik said he was the world’s greatest ventriloquist. Erik made the croaking sounds they had heard from Carlotta the night she lost her voice. Then he repeated the sounds that had come from the ghost’s chair in the theater. Erik’s insane voice came from everywhere even the torture chamber. Raoul and the Persian heard a leopard, the loud roar of a lion, and the buzzing of flies

Topic: Visualize a flood of lights and a blazing fire in the chamber (an illusion that seemed real): Raoul’s voice set off Erik’s madness and he flooded the torture chamber with lights. Erik laughed because the ceiling of the torture chamber was all lit up and the reflection of the lights in the mirrors made the illusion that the room blazed with fire. Christine cried out to Erik that the wall was getting very hot, like it was burning. The room looked like a burning forest, but it was just a little room.

Topic: Visualize the pain, torture, and suffering of Raoul and the Persian: For more than an hour, the Persian searched every inch of the glass to find the spring that would make the door turn open. The room became very hot, and the men became very thirsty. Raoul pointed to a spot on the wall that looked like water. They heard a ripple sound of rain. When they licked the rain in the mirror, they burned their tongues. It was burning hot, and Raoul and the Persian writhed in pain.

Topic: Visualize the escape from the torture chamber: Suddenly the Persian noticed a groove in the floor with a black-headed nail. The Persian had found the spring to the trap door. When he opened the trapdoor, cool air rushed into the room. A stone staircase led down to a black hole below. At the bottom of the stairs, there were barrels that looked like water. The Persian kicked over the lantern and the light went out. In total darkness, they discovered there was gunpowder in the barrels, not water. Erik had enough gunpowder to blow up and bury the entire Paris Opera House.

Topic: Visualize Christine’s dilemma and her decision to marry the opera ghost: Christine was tapping on the wall. She whispered that the final hour 11:00 was at hand. Erik had given Christine two boxes to help make her decision about the marriage. One box had a scorpion, and the other box had a grasshopper. If Christine chose the grasshopper, her answer was “no”, and if she chose the scorpion, her answer was “yes”. The Persian realized that the grasshopper was connected to an electric current. If Christine opened the grasshopper box to say “no”, it would blow up the gunpowder. Christine had no choice now. She must agree to marry the Erik, or everyone would die.

Topic: Visualize the disaster when Christine chose the scorpion: When Erik returned, Christine chose the scorpion and opened the box. Something cracked, hissed like a rocket, and gurgled loudly. Suddenly a flood of water rushed down on them. When they saw the flood of water rising quickly, they realized that they were going to drown. The two men spun around, lost their footing, choked, and fought the dark water. The two men began to sink rapidly, and they called out to Christine and Erik to save them.


The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities (Continued on next page)


The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities (Continued from previous page) Sample 2: (Reading Critically-Visualization) Continued

From Chapter 12 (“The Ghost’s Story”)

Topic: Visualize the Persian’s confrontation with the sick and dying phantom of the opera: When Erik came to see the Persian, he was weak and ill, still wearing his mask. The Persian was angry, and he accused Erik of murdering Philippe. Then the Persian demanded to know what had happened to Raoul and Christine. Erik was stunned. He dragged himself to the chair, gasping for breath. Erik explained that he was dying, and then he told the Persian the rest of the story. Erik said that Count Philippe was already dead when Erik found him at his door. Philippe had fallen into the lake and drowned by accident.

Topic: Visualize Erik telling Persian his painful story: Erik explained that he loved Christine and would ever hurt her. Christine had begged Erik to save Raoul and the Persian and agreed to be Erik’s wife. Erik had locked Raoul in a cellar dungeon as a hostage when he took Persian home. Erik was surprised when he returned. Christine had not run away. She had waited for him. Christine let Erik kiss her forehead. When she saw Erik without his mask, she did not die or run away. This made Erik the happiest man in the world. Christine wept with Erik and he knew he had experienced all life had to offer him. However, Erik knew that Christine only pitied him, and that she really loved Raoul. That was why Erik brought Raoul to Christine and told her to marry Raoul. Erik gave Christine the ring as her wedding gift. She vowed to return when Erik died. Christine promised to bury Erik with the ring in secret. Erik told Christine where to find his body and what to do with him. Then Christine kissed Erik for the first time on his forehead. Raoul and Christine married and lived far away to hide their happiness from the public. Erik knew that he would die soon. Erik asked Persian to tell the couple of his death, and to advertise it in the newspaper. The newspaper reported three weeks later, “Erik is dead”.

Paragraph Organizer

Text/Title/Chapter: _____________________________ Author ________________

(Topic Sentence):

Support

Concluding Sentence (Restate topic sentence):

TOPIC FOCUS (Main Idea-Scene Visualized):

Support

Support


The Phantom of the Opera: Lesson 6: Framed Paragraph Visualization (Continued from Previous Page) Name: ____________________

DIFFERENT KINDS OF DETAILS: Visualization Text/Topic/Title: ________________________________ Author: ________________ Identify details from the text or lesson summary that help you visualize a particular scene. Scene Visualized (Main Idea): _______________________________________________ ____________________________________________________________________________

Descriptions ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Statistics (how much/many)

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Examples ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Facts (who, what, where,

when, how) _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Sensory (touch, taste, smell,

sound, sight) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reasons (why)

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Definitions ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



MAIN IDEA AND DETAILS SPIDER FOR VISUALIZATION Text/Topic/Title: ________________________________ Author: ________________ Identify details from the text or lesson summary that help you visualize a particular scene. Scene Visualized (Main Idea): _______________________________________________ ____________________________________________________________________________ The spider’s body is the scene visualized (the main idea). Each leg is a different detail.


Details Details

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MAIN IDEA AND DETAILS FOR VISUALIZATION Text/Topic/Title: ________________________________ Author: ________________ Identify details from the text or lesson summary that help you visualize a particular scene. Scene Visualized (Main Idea): _______________________________________________ ____________________________________________________________________________


The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities(Continued from

previous page) Sample #3: (Elements of Tragedy) Use these ideas as starters for the elements of a tragedy:

a) Exposition: Setting, main characters, and main conflict b) Complication: The phantom (Erik) loves Christine, but Christine loves Raoul. c) Climax: Erik forces Christine to agree to marry him or everyone will die. d) Reversal: Erik saves Raoul and the Persian from drowning for Christine’s sake. Erik tells Christine to marry Raoul instead. e) Resolution: Erik did the right thing. He changed his evil ways, and he dies.

Paragraph Frame for Elements of Tragedy

The _____ (novel, story, play) _____ (title), by _____ (author), contains all five elements of a tragedy, exposition, complication, climax, reversal, and resolution. (Topic Sentence) In the exposition, the setting is _____, the main characters are _____, and the conflict is _____. (Detail # 1) The complication in the play (the difficult decision or thing that goes wrong) is _____. (Detail # 2) The climax or high point of the story is _____ (a character makes a difficult decision). (Detail # 3) After that, the reversal (unexpected consequences force the character to decide whether to reverse his action or decision) is when _____. (Detail # 4) In the end, the consequences of the reversal are _____, and the resolution of the tragedy is _____ (Detail # 4). In conclusion, the story is a tragedy because it has the five elements, _____, _____, _____, _____, and _____ (Conclusion). The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities: (Continued on next page)


The Phantom of the Opera: Lesson 6: Framed Paragraphs: Elements of Tragedy (Continued) Name ______________________

TRAGEDY: STORY PLOT MAP TITLE/TOPIC/TEXT ______________________________________________________ The series of events that make up a story are the plot. Study the differences between a regular story plot and a tragedy. The elements of the plot are Exposition, Rising Action (Conflict), Climax (or Turning Point), and Resolution. The elements of a tragedy are Exposition, Complication, Climax (or Turning Point), Reversal, and Resolution.

4. Climax (Turning Point) ____________________________________________ ________________________________________________________________________________________ ____________________________________________ ____________________________________________

1. Exposition/Beginning ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

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

5. Reversal ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________

3. Complication __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________

6. Resolution/End ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________



previous page) Sample #4: (Turning Point) Use the following as a starter for the turning point of the story in this lesson. (A graphic organizer follows) Turning Point:

Christine chooses the scorpion and agrees to marry Erik. She must stop Erik from killing Raoul, Persian, and blowing up the opera house. This choice sets in motion a chain of events. It is the turning point of the story.

After the turning point, everything changes:

Erik saves the men, Christine is no longer afraid of Erik. Erik tells Christine to marry Raoul, the man she really loves. Raoul and Christine leave together, remaining friends with Erik. Erik makes his peace with Persian, and he really has changed his evil ways. Erik is not a monster or a murderer.

Paragraph Frame for Turning Point

The turning point of the _____ (play, story, novel, poem), _____ (title,

by _____ (author), was important to the story. The turning point happened when _____ (Topic Sentence). After the turning point, _____ changed in several ways. First, _____ and _____ (Detail #1). Second, _____ and _____ (Detail #2). Third, _____ and _____. Finally, _____ and _____ (Detail #3) After the turning point, the reader understands _____ (Detail #4). The rising action of the story reached a climax when _____ (restate the turning point). Everything changed, and the resolution of the story happened. In the end, the reader finds out that _____. If _____ (the turning point) had not happened, the story would have had a different ending, and _____ (Conclusion). The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities: (Continued on next page)


The Phantom of the Opera: Lesson 6: Framed Paragraph: Turning Point (Continued-previous page) Name ____________________________

TURNING POINT (CLIMAX): STORY MAP—STORY GRAMMAR

TITLE/TOPIC/TEXT _________________________________________________ The series of events that make up a story is the plot. The Climax (or Turning Point) is when the rising action reaches a high point, or climax, the reader is at the highest point of interest in the story. At the climax, the reader really wants to know what will happen next. This is the point in the story where things begin to change.



previous page) Sample #6: (Elements of Suspense) Use the following as starters for suspense: (A graphic organizer follows)

Mystery: (The reader wants to know the explanation for something unusual) a) Will Christine escape Erik’s love? b) Will Raoul and Persian die in the torture chamber? c) Will Raoul and Christine be together? d) Lady de Winter be able to steal two of the Duke’s buttons?

Surprise: (Sudden new twist or turn in the story) a) We find out that the Raoul and the Persian dropped into a torture chamber. b) We find out that Erik has kidnapped Christine and is keeping her as a

hostage. c) We find out that Erik plans to blow up the Opera house and everyone in it.

Dilemma: (Hero or heroine chooses between two unpleasant choices) a) Christine chooses to marry Erik if he saves Raoul’s life. She chooses

between (sacrifices) her own life for the life of the man she loves. b) Erik chooses between keeping Christine (the woman he loves) for himself or

letting her go so she will be happy with Raoul.(self-love versus love for her) c) Raoul chooses between letting Christine go and risking his life to save her. d) The Persian chooses between forgetting about Erik or going after Erik to

make sure Erik does not hurt anyone else again.

Paragraph Frame for Elements of Suspense In the _____ (play, story, novel, poem, etc), _____ (title), by _____

(author), there are three important elements of suspense, mystery, surprise, and dilemma. First, there are some (excellent) examples of mystery, such as _____ and _____. (Detail #1) In addition, there are surprises in the story. One example of surprise is _____. Another surprise is _____ (Detail #2). The third element of suspense is dilemma. An example of dilemma is _____ (Detail #3). The character _____ has to make a choice between _____ and _____. The story is a clearly a suspense story because, much to the reader’s delight, it contains all three elements of suspense, mystery, surprise and dilemma. (Conclusion) The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities: (Continued on next page)


IDENTIFY MYSTERY IDENTIFY SURPRISE IDENTIFY DILEMMA

The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities: Elements of Suspense (Continued) Name _____________________________________

LITERARY ELEMENTS: SUSPENSE (Climax-Turning Point) The three elements of suspense are mystery, surprise, or dilemma. Complete the organizer identifying the (3) causes of the suspense in the reading, mystery, surprise, and dilemma.

TITLE/TOPIC/TEXT _________________________________________________

SUSPENSE: RISING ACTION ASCENDING TO THE CLIMAX Identify the climax (or turning point). Then identify (4) major events that lead to the climax.

EVENT 1 _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________

EVENT 2 _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________

EVENT 3 _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________

EVENT 4 _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________

CLIMAX _______________________________ _______________________________ _______________________________ _______________________________



previous page) Sample #7: (Dramatic Irony and Irony) Use the following examples of dramatic irony and irony in The Phantom of the Opera, by Gaston Leroux. Dramatic irony creates a dramatic effect by fooling one’s sense of reality with an unexpected event.

a) It is ironic that Erik cared enough about Christine to let her leave to marry Raoul. It is ironic because… This is dramatic because…

b) It is ironic that when Erik died, Christine and Raoul returned to bury him with the ring. It is ironic because… This is dramatic because…

c) It is ironic that in the end, the Phantom was not an evil monster or murderer. He was just a lonely man who wanted to have a normal life. He had changed his evil ways. It is ironic because… This is dramatic because…

Irony fools one’s sense of reality by creating an event that is unexpected, a surprise. a) It is ironic that Erik died so soon after he sent Christine away. It is ironic because… b) It is ironic that in the end the Persian became a friend to Erik. It is ironic because… c) It is ironic that in the end, Erik saved Raoul’s life. It is ironic because… d) It is ironic that Christine is willing to bury Erik when he dies. It is ironic because…

Paragraph Frame for Dramatic Irony

In the _____ (novel, story, play), _____ (title), the author _____

(name author), uses irony to create a dramatic effect by fooling our sense of reality and our expectations and by creating an unexpected event. (Topic Sentence) First, we find out that_____. It is unexpected and ironic because _____ (Detail #1). It is also unexpected and ironic that _____ because _____ (Detail #2). Finally, _____ (Detail #3) What appears to be true and what is true is dramatic and surprises the reader. (Conclusion)

Paragraph Frame for Irony

In the _____ (novel, play, short story), _____ (title), the writer _____ (name author) fools our sense of reality and our expectations by creating unexpected events that are ironic. Three examples of irony in this chapter are _____, _____ and _____ (topic sentence). It is ironic that _____because _____ (detail #1). A second example of irony is _____because_____ (detail #2). A third example or irony in the chapter is _____. This is ironic because_____ (detail #3). What appears to be true and what is true surprises the reader in _____ (Chapter #) of the story. Our new reality is _____, _____ and _____ (restate briefly-Conclusion). The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities: (Continued on next


page) The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities: (Continued) Thinking Organizer for Dramatic Irony and Irony Name ________________________

LITERARY DEVICE: IRONY and DRAMATIC IRONY Title/Topic/Text: The Phantom of the Opera____ Author: Gaston Leroux____ Prepare to write about dramatic irony and irony in the reading by completing the chart below to discover why events surprised the reader and/or provided a dramatic effect. Use a paragraph organizer that follows (“umbrella” organizer or “arrows” organizer) to organize these ideas into a paragraph format. Finally, use the paragraph frame provided above to write the paragraph.

Irony fools one’s sense of reality by creating an event that is unexpected, a surprise. Dramatic irony creates dramatic effect by fooling the sense of reality with an unexpected event.

IRONY REASON IT IS IRONIC Example: The housekeeper left work where she made everything spotless. It is ironic that… her own home was extremely messy.

It is ironic because you expect a good housekeeper to keep her own house spotless too.

It is ironic that Erik died so soon after he sent Christine away.

It is ironic because…

It is ironic that in the end the Persian became a friend to Erik.


It is ironic that in the end, Erik saved Raoul’s life.


It is ironic that Christine is willing to bury Erik when he dies.


It is ironic that Erik cared enough about Christine to let her leave to marry Raoul.

It is ironic because… This is dramatic because…

It is ironic that when Erik died, Christine and Raoul returned to bury him with the ring.


It is ironic that in the end, the Phantom was not an evil monster or murderer. He was just a lonely man who wanted to have a normal life. He had changed his evil ways.



The Phantom of the Opera: Lesson 6: Framed Paragraph Activities: (Continued from previous page)

“Arrows” Organizer for a Paragraph Frame Name: __________________________

Title/Text/Reading: __________________________________________ Concluding Sentence (Restate the topic Sentence using different words): ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________

MAIN IDEA (Topic Sentence)

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The Phantom of the Opera: Lesson 6: Framed Paragraph Activities: (Continued from previous page)

“Umbrella” Organizer for a Paragraph Frame Name: __________________________

Title/Text/Reading: __________________________________________ DETAIL: ____________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________

DETAIL: ____________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________

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

Main Idea (Topic Sentence) _______________________________________________

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The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities (Continued from previous page) Sample #8: (Personal and Emotional Connections) Use the graphic organizers below to assist students in organizing their thoughts and ideas. Getting started—The most important part of reading is personal and emotional connections we make as we read. These connections are how and why we enjoy and appreciate what we read. Pay attention to these connections. Personal and emotional connections can help you to use your prior knowledge to understand characters, draw conclusions, make generalizations or inferences, and understand cause/effect relationships in the reading. Ask yourself questions that will engage you on a personal level and keep you reading actively.

Do I identify with any of the characters or circumstances? Why…? Why not…? How does this character or event make me feel? What would I do in the same situation? How would I feel under these circumstances? Why did the character take a certain action? If an event hadn’t happened, how would the story have ended? How do I want the story to end?

Here are some ideas to use as starters. Students will write about their own personal and emotional connections with one of the characters:

a) Erik is sad, pitiful, mean, angry, and in the end he is kind, caring, and he loves Christine more than himself

b) Raoul loves Christine and tries to save her, and he is a loyal friend. He is will to go through a torture and even die for her.

c) Christine cares about others more than herself. She is compassionate. She is willing to marry a monster to save other people’s lives. She is honest and sincere. She pities Erik’s sad life, and she makes the best of a bad situation. She has to make a difficult choice, and she does the right thing.

d) Persian is a good citizen and a police officer. He wants to solve crimes, and protect Christine and Raoul. He gave Erik a second chance when he let him go in Persia, and he wants to make sure Erik keeps his word. He is compassionate and smart.

Paragraph Frame for Personal and Emotional Connections In _____ (Chapter(s) #) of _____’s (author’s name) _____ (play, story, novel), _____ (title), the reader connects on an emotional level with the (main) character, _____. First, the reader can identify with _____ (the character) when _____. _____ (the character) feels _____ because _____ (Detail #1). When ____ _(the character) _____ (does or says something), the reader understands what _____ (the character) is experiencing because _____ and _____ (Detail #2) Then _____ (the character) _____(does or says something). The feelings that _____ (the character) expresses such as _____ and _____ are understandable. The reader is sympathetic to the character because _____ (Detail #3). When _____ (the character) decides to _____, it makes the reader think about _____. Everyone can imagine why at the end of _____ (the story, the chapter, the novel) _____ (the character) _____ and _____ (Conclusion).


The Phantom of the Opera: Lesson 6: Framed Paragraphs: Personal & Emotional Connections (Cont’d next page)


The Phantom of the Opera: Lesson 6: Framed Paragraph: Personal and Emotional Connections (Continued) Name ______________________________________

LITERARY ELEMENTS: PERSONAL & EMOTIONAL CONNECTIONS

TITLE/TOPIC/TEXT _________________________________________

Title/Topic/Text: The Phantom of the Opera____ Author: Gaston Leroux____ The most important part of reading is the personal and emotional connection we make as we read. These connections are why we enjoy and appreciate what we read. Use the faces to check your personal emotional connections with characters & events and write the reason.

CHARACTER or EVENT

REASON FOR CHOICE


I I would like to change the ending of the story this way: __________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities: (Continued) Name ______________________________________


TITLE/TOPIC/TEXT ______________________ Author ______________________ The most important part of reading is the personal and emotional connection we make as we read. These connections are how and why we enjoy and appreciate what we read. Use the sentence starters to write down your own personal and emotional connections with the reading.

I identify with this character, event, or situation: ________________________________________ ______________________________________________________________________________ My reason is ___________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

This character (event, situation) makes me feel ________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

In the same situation the action I would take is ________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Under these circumstances, I would feel______________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

My character _____________________.took this action: ________________________________ ______________________________________________________________________________ His/Her reason for the action was: __________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ … OR … If my event _______________________ had not happened, the ending of the story would have changed this way: _______________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________


The Phantom of the Opera: Lesson 6: Framed Paragraphs Activities: (Continued) Name ________________________


TITLE/TOPIC/TEXT _________________________________________________________ The most important part of reading is the personal and emotional connection we make as we read. These connections are how and why we enjoy and appreciate what we read. Use the “connection” organizer to write your personal and emotional connections with the reading. Describe my Why I connect my experience Describe an event personal with the event or person in story or person in story experience ____ __________________________ I “connect with”: ______________ __________________________ ___________________ ______________ __________________________ ___________________ ______________ __________________________ ___________________ ______________ __________________________ ___________________ ______________ __________________________ ___________________ ______________ __________________________ ___________________

What I have most in common with someone-something in the reading…

_________________________________ _________________________________ _________________________________

The reading made The reading made me remember… me remember… _________________ ____________________ _____________________________ ________________________________ _____________________________ ________________________________ _____________________________ ________________________________ _____________________________ ________________________________ _____________________________ ________________________________ _____________________________ ________________________________ _____________________________ ________________________________ Personal or emotional connections to the reading Feelings I “connected”

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Opinion/Proof

Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing) Procedure: Introduce the concept by having students read a selection from which opinions can be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion, students must find factual statements from the text that support the opinion. Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew up a new constitution. He made taxation fair. He chose government workers for their ability. Option: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a format for note taking from books, videos, and lectures. Option: Teams can write their opinions and support with proof. (think/pair/share activity). The Phantom of the Opera: Lesson 6: 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 Christine not only loved Raoul, but she also loved Erik. Proof She thought he was the Angel of Music her father had promised to send her. She got to know him as a man before she ever saw his face. She loved his music and voice. He gave her voice lessons, and she sang like an angel for him. She knew that he loved her and would never hurt her. She pitied him and understood his pain. He confided in her and shared his hopes and dreams with her. He loved her. She might have felt sorry for him, but she loved him too, because she returned to bury him. She buried him with the ring he had given her as a wedding gift. The Phantom of the Opera: Lesson 6: Opinion/Proof Activity (Continued on next page) Use the organizer on the following page for opinions and facts.


The Phantom of the Opera: Lesson 6: Opinion/Proof Activity (Continued from previous next page)

EXPRESSING OPINIONS Title/Topic/Text ___________________________________________

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

OPINION SIGNAL WORDS:

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

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Spool Writing Identifying Organizational Patterns of a Reading:

Time/Spatial Order, Cause Effect, Comparison Contrast 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. The Phantom of the Opera: Lesson 6 Spool Writing Activities: Use the Sample Formats on the following pages for Identifying Organizational Patterns of a Reading including:

Time Order, Cause/Effect, and Comparison/Contrast 1. suggested topics provided below, 2. graphic thinking organizers provided below, for each skill 3. sample writing format(s) provided below for a spool (5-paragraph composition) 4. spool writing organizer for a 5-paragraph composition first draft

The Phantom of the Opera: Lesson 6 Spool Writing Activities: Suggested Topic(s) Here are time order events:

Identifying Organizational Patterns of a Reading – Time/Spatial Order 1. Trapped in the torture chamber, Raoul and the Persian looked for an opening in the wall. 2. Erik demanded Christine answer his marriage proposal. 3. Erik flooded the chamber with lights. 4. Erik threw his voice like a ventriloquist, with sounds coming from every direction 5. The walls became burning hot, the ceiling lit up, and mirrors made the room look like a

burning forest. 6. The room became hot, and the men were very thirsty. 7. They saw rain, but when they licked the water in the mirror, it burned their tongues. 8. The Persian searched everywhere to find the spring to the trap door. 9. When the trapdoor opened, cool air rushed in, and they escaped down a staircase. 10. They found water barrels filled with enough gunpowder to kill everyone. 11. Christine had to agree to marry Erik by eleven o’clock. 12. Christine had to choose between two boxes with a scorpion and a grasshopper. 13. If she chose the scorpion, her answer was “yes”, but the grasshopper meant “no”, and

would blow up the opera. 14. Christine chose the scorpion and opened the box. 15. Something cracked, hissed, and gurgled, and a flood of water rushed down on them. 16. Raoul and the Persian spun around, lost their footing and choked. 17. They fought the dark water, and began to sink rapidly, calling out to Erik to save them.


The Phantom of the Opera: Lesson 6: Spool Writing Activities (Continued on next page)


The Phantom of the Opera: Lesson 6: Spool Writing Activities (Continued from previous page)

Identifying Organizational Patterns of a Reading – Cause-Effect The Phantom of the Opera: Lesson 6 Spool Writing Activities:

Identifying Organizational Patterns of a Reading – Cause-Effect Suggested Topic(s): Cause-Effect: Use these cause-effect statements for the spool writing activity:

1. They were prisoners in a torture chamber, so Persian looked for an opening in the wall. 2. The room looked like it was a burning forest because of the mirrors on all walls. 3. After the room became hot, the men were suddenly very thirsty. 4. When they licked the water in the mirror, it burned their tongues. 5. The Persian searched everywhere in order to find the spring to the trap door. 6. When the trapdoor opened, they escaped down a stone staircase. 7. Erik threatened to blow up the opera. Therefore, Christine agreed to marry him. 8. Erik said he saved Raoul and Persian because he wanted to please his new wife. 9. The police thought Persian was a lunatic because of his story about an opera ghost. 10. Philippe had drowned by accident when he fell into the lake. 11. Erik knew that Christine really loved Raoul, so he told her to marry Raoul. 12. Christine promised to return when Erik died, so she could bury him secretly with the ring. 13. Raoul and Christine moved far away so they could hide their happiness from the public. 14. Erik knew he would die soon, so he asked Persian to advertise his death in the paper. 15. The phantom case was interesting, because it had kidnapping, trapdoors, and death. 16. The investigator was grateful, since Persian had helped tell the story of the opera ghost. 17. Newspapers reported Christine was a victim after an argument between two brothers

The Phantom of the Opera: Lesson 6 Spool Writing Activities: Identifying Organizational Patterns of a Reading: Comparison-Contrast Suggested Topic(s): Comparison-Contrast: Use these comparison-contrast topics for the spool writing activity:

a) Compare and contrast Erik’s life before Christine and his life after Christine. b) Compare and contrast Erik’s life in Persia and his life before he died. (end of the story) c) Compare and contrast Raoul and Erik. d) Compare and contrast Christine’s feelings about Erik and her feelings about Raoul e) Compare and contrast one of the characters in the novel to yourself. f) Compare and contrast four story events by intensity on a scale of 1 to 10

The Phantom of the Opera: Lesson 6: Spool Writing Activities (Continued on next pages) Identifying Organizational Patterns of a Reading – Time/Spatial Order, Cause Effect, Comparison Contrast


The Phantom of the Opera: Lesson 6: Spool Writing First Draft: Spool Organizer (Continued)

Name: _________________________________

THINKING & WRITING ORGANIZER: EXPOSITORY ESSAY Essay Title: _____________________________________________

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

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



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


________________________________________________________________________________


The Phantom of the Opera: Lesson 6: Spool Writing First Draft:: Spool Organizer (Continued)

Name: ___________________

THINKING & WRITING ORGANIZER: EXPOSITORY ESSAY ESSAY TITLE: _________________________________________________________

TOPIC FOCUS # 1:

Support

Support

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

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

Support

TOPIC FOCUS # 1:

Support

Support

Support

TOPIC FOCUS # 1:

Support

Support

Support


Identifying Organizational Patterns of a Reading – Time/Spatial Order The Phantom of the Opera: Lesson 6: Spool Writing Activities (Continued from previous page) The Phantom of the Opera: Lesson 6 Spool Writing Activities: Suggested Topic(s): Time/Spatial Order: Use these time order events for the spool writing activity:

1. Trapped in the torture chamber, Raoul and the Persian looked for an opening in the wall. 2. Erik demanded Christine answer his marriage proposal. 3. Erik flooded the chamber with lights. 4. Erik threw his voice like a ventriloquist, with sounds coming from every direction 5. The walls became burning hot, and mirrors made the room look like a burning forest. 6. The room became hot, and the men were very thirsty. 7. They saw rain, but when they licked the water in the mirror, it burned their tongues. 8. The Persian searched everywhere to find the spring to the trap door. 9. When the trapdoor opened, cool air rushed in, and they escaped down a staircase. 10. They found water barrels filled with enough gunpowder to kill everyone. 11. Christine had to agree to marry Erik by eleven o’clock. 12. Christine had to choose between two boxes with a scorpion and a grasshopper. 13. The scorpion meant “yes”, and the grasshopper meant “no”, and death to many people. 14. Christine chose the scorpion and opened the box. 15. Something cracked, hissed, and gurgled, and a flood of water rushed down on them. 16. Raoul and the Persian spun around, lost their footing and choked. 17. They fought the dark water, and began to sink rapidly, calling out to Erik to save them..

SAMPLE FORMAT: IDENTIFYING ORGANIZATIONAL PATTERNS: TIME/SPATIAL ORDER

The chapter/passage/story/piece/poem _____, by_____, is organized in chronological

(or spatial) order. This pattern or organization is evident because the sequence of events is logical and makes sense. You can follow the order of events in time (or visualize the order of things in space). The author begins with_____ and ends with _____ (summarize key points)

At the beginning of the story/passage/chapter/poem, _____ (information in the reading-Argument #1 Topic Sentence) First, _______ (Supporting Detail #1 information) Then, _____ (Supporting Detail #2 information) occurs in time (or appears in space), followed by _____ (Supporting Detail #3 information).

Following the organization of events in time (or in space from front to back, left to right, etc), the next event is_____ (Argument #2 topic sentence). Subsequently (Behind, next to, to the left, etc) are _____ (Supporting Detail #1 information), and _____ (Supporting Detail #2 information). In addition, _____ (Supporting Detail #3 information)

The author finishes the picture in time (or space) with several interesting events. The reader follows in order (sees in space) _____ (Supporting Detail #1 information), and _____ (Supporting Detail #2 information) (next to, behind, in front of). Last in time (or space) is_____(Supporting Detail #3 information)

It is clear that the organizational pattern uses time (or space) to help the reader follow the events in time (or visualize in space). The order of events is chronological (or spatial) beginning with _____ and ending with _____ (restate key details here) This organization makes ____ (summarize a key point) easy to understand and appreciate.


The Phantom of the Opera: Lesson 6: Spool Writing Activities: (Continued) Thinking Organizer Identifying Organizational Patterns of a Reading – Time/Spatial Order

Name ________________________________

RECOGNIZING SEQUENCE: SEQUENCING NINE (9) EVENTS Chronological or Time Order is the order of events in time. Identify the NINE most important events to complete the chart. Title/Topic/Chapter_________________________ Author _____________________

1.

2.

3.

4.

5.

6.

7.

8.

9.


The Phantom of the Opera: Lesson 6: Spool Writing Activities: (Continued) Thinking Organizer Identifying Organizational Patterns of a Reading – Time/Spatial Order

Name ________________________________

RECOGNIZING SEQUENCE: CHRONOLOGICAL ORDER Chronological or time order is the order of events in time. Signal or transition words tell time order and show the sequence of events. Sequence signal words tell when one event is completed or the next event is beginning. Use the organizer and the sequence signal words to explain something that happened. (Real or imagined)

TITLE/TOPIC/TEXT ________________________ Author ______________

SEQUENCE OF EVENTS 1

In the beginning,

2

Suddenly,

3

Next, At the same time,

4

Next,

5

Following that,

6

Soon,

7

Then,

8

When

9

Subsequently,

10

The last thing


Identifying Organizational Patterns of a Reading –Cause Effect The Phantom of the Opera: Lesson 6: Spool Writing Activities: (Continued from previous page) The Phantom of the Opera: Lesson 6 Spool Writing Activities: Suggested Topic(s): Cause-Effect: Use these cause-effect statements for the spool writing activity:

1. They were prisoners in a torture chamber, so Persian looked for an opening in the wall. 2. The room looked like it was a burning forest because of the mirrors on all walls. 3. After the room became hot, the men were suddenly very thirsty. 4. When they licked the water in the mirror, it burned their tongues. 5. The Persian searched everywhere in order to find the spring to the trap door. 6. When the trapdoor opened, they escaped down a stone staircase. 7. Erik threatened to blow up the opera. Therefore, Christine agreed to marry him. 8. Erik said he saved Raoul and Persian because he wanted to please his new wife. 9. The police thought Persian was a lunatic because of his story about an opera ghost. 10. Philippe had drowned by accident when he fell into the lake. 11. Erik knew that Christine really loved Raoul, so he told her to marry Raoul. 12. Christine promised to return when Erik died, so she could bury him secretly with the ring. 13. Raoul and Christine moved far away so they could hide their happiness from the public. 14. Erik knew he would die soon, so he asked Persian to advertise his death in the paper. 15. The phantom case was interesting, because it had kidnapping, trapdoors, and death.

FORMAT FOR IDENTIFYING ORGANIZATIONAL PATTERNS: CAUSE/EFFECT

The chapter/passage/story/piece/poem _____, by_____, is organized by cause and effect. This pattern or organization is evident because the reader can identify why events happened (causes) and the effects or results of actions or events (effects). Examples include _____, _____, and _____ (summarize key cause/effect relationships in reading).

One example of the cause and effect pattern in the reading is _____ (Argument #1 Topic Sentence). This happened (result/effect) for several reasons that are in the story/piece/poem. These reasons include _____ (Supporting Detail #1), _____ (Supporting Detail #2), and _____ (Supporting Detail #3) (OR __caused several things to happen). These effects include _____, _____ and _____.

Another example that shows the reading is organized by cause and effect is _____ (Argument #2 Topic Sentence). The cause (or effect) of the action (or event) is _____ (Supporting Detail #1). Another detail that helps the reader to understand that _____ caused _____ is _____ (Supporting Detail #2). Finally, the relationship between these events (actions) is cause and effect because we know that _____ happened first and _____happened second in time (Supporting Detail #3).

The reader asks why _____ happened (or why ___ took _____action) (Argument #3 Topic Sentence). This event is a result of something else in the reading. The answer to the question “why” shows the cause. One cause of _____ is _____ (Supporting Detail #1). Another cause is _____ (Supporting Detail #2). If these things had not happened, then _____ wouldn’t have happened. (Supporting Detail #3)

It is clear that the organizational pattern uses cause and effect in this reading. The _____ caused _____, and the result of _____ is _____. In addition, _____ and _____ are the causes of _____ and _____ (restate key details here). This organization makes ____ (summarize a key point) easy to understand and appreciate.


The Phantom of the Opera: Lesson 6: Spool Writing Activities: (Continued) Thinking Organizer

Identifying Organizational Patterns of a Reading –Cause Effect Name__________________________ TITLE/TOPIC: ______________________________ Author _____________________

CAUSE & EFFECT

Cause ____________________________

____________________________

Effect _____________________________

_____________________________

Cause ____________________________

____________________________

Cause ____________________________

____________________________

Cause ____________________________

____________________________

Cause ____________________________

____________________________

Effect _____________________________

_____________________________

Effect _____________________________

_____________________________

Effect _____________________________

_____________________________

Effect _____________________________

_____________________________

Cause ____________________________

____________________________

Effect _____________________________

_____________________________

Cause ____________________________

____________________________

Effect _____________________________

_____________________________



Identifying Organizational Patterns of a Reading –Cause Effect

Name _____________________ TITLE/TOPIC _______________________________

EVENT #1: What happened FIRST?

EVENT #2: What happened SECOND?

EVENT #2: What happened SECOND?

EVENT #1: What happened FIRST?



Identifying Organizational Patterns of a Reading –Cause Effect Name ___________________

Cause & Effect

FISHBONE MAP

Cause #1 Cause #2

Cause #3 Cause #4 The Phantom of the Opera: Lesson 6: Spool Writing Activities (Continued on next page)

Effect/Result:



Identifying Organizational Patterns of a Reading –Cause Effect Name_______________________ TITLE/TOPIC_____________________________________

EFFECT (Result) What Happened? CAUSE (Reason)

Why?


Why?


Why?


Why?



Identifying Organizational Patterns of a Reading –Cause Effect

Name _________________________

TOPIC/TITLE __________________________________________________

CAUSE EFFECT 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6.


Identifying Organizational Patterns of a Reading-Comparison/Contrast The Phantom of the Opera: Lesson 6: Spool Writing Activities: (Continued from previous page) The Phantom of the Opera: Lesson 6 Spool Writing Activities: Suggested Topic(s): Comparison-Contrast: Use these comparison-contrast topics for the spool writing activity:

a) Compare and contrast Erik’s life before Christine and his life after Christine. b) Compare and contrast Erik’s life in Persia and his life before he died. (end of the story) c) Compare and contrast Raoul and Erik. d) Compare and contrast Christine’s feelings about Erik and her feelings about Raoul e) Compare and contrast one of the characters in the novel to yourself. f) Compare and contrast four story events by intensity on a scale of 1 to 10

SAMPLE FORMAT IDENTIFYING ORGANIZATIONAL PATTERNS: COMPARISON-CONTRAST

The chapter/passage/story/piece/poem _____, by_____, is organized by comparison

and contrast. This pattern or organization is evident because the reader can identify several similarities and differences between_____ and _____. The two (characters, events, results, places, etc.) are very different (similar) in several ways. These differences (similarities) include _____ (Argument #1), _____ (Argument #2), and _____ (Argument #3) (summarize key comparisons in reading).

One example of the comparison and contrast pattern is _____ (Argument #1 Topic Sentence). First of all, by comparison, _____ (Supporting Detail #1) Second, _____ (Supporting Detail #2) In addition, _____(Supporting Detail #3)

Another example of comparison and contrast is _____ (Argument #2 Topic Sentence). The author compares and contrasts _____ and _____ (Supporting Detail #1). . Similarities include _____ and _____ (Supporting Detail #2). . Differences include _____ and __________ (Supporting Detail #3). .

A third example of the author showing similarities and differences in the reading is _____ (Argument #3 Topic Sentence). First, ___ (Supporting Detail # 1) Second, _____ (Supporting Detail # 2) Furthermore, _____(Supporting Detail #3)

By comparing (contrasting) something familiar with something unfamiliar, the author assists the reader in understanding and organizing the information in the reading. There are several examples of differences (similarities), including _____ (Argument #1), _____ (Argument #2), and _____ (Argument #3) This pattern makes _____ (key point) easy to understand and appreciate. The Phantom of the Opera: Lesson 6: Spool Writing Activities (Continued on next page)



Identifying Organizational Patterns of a Reading –Comparison Contrast Name ____________________

TOPIC/TITLE/TEXT __________________________________________________

COMPARE & CONTRAST Complete the chart by comparing and contrasting two characters or two ideas. Think about events, motivation, setting, and resolution. 1.______________________ 2.____________________ (Character/Element # 1) (Character/Element #2)

DIFFERENT DIFFERENT

1. 1. 2. 2.

3. 3.

1.

2.

3.

SIMILAR


The Phantom of the Opera: Lesson 6: Spool Writing Activities: (Continued) Thinking Organizer Identifying Organizational Patterns of a Reading-Comparison Contrast Name ____________________

TOPIC/TITLE/TEXT __________________________________________________

COMPARE & CONTRAST

MYSELF 1 2 3 4 5 6

CHARACTER FROM READING

1 2 3 4 5 6



TOPIC/TITLE/TEXT __________________________________________________

COMPARE & CONTRAST

Character/Concept #1 __________________________

Character/Concept # 2 __________________________

HOW ALIKE? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________

HOW DIFFERENT?

1____________________________________________________________________2____________________________________________________________________3____________________________________________________________________4____________________________________________________________________

1____________________________________________________________________2____________________________________________________________________3____________________________________________________________________4____________________________________________________________________

With Regard To…



TOPIC/TITLE/TEXT __________________________________________________

COMPARE & CONTRAST: THEN & NOW

TITLE/TOPIC/TEXT _________________________________

THEN NOW



TOPIC/TITLE/TEXT __________________________________________________

COMPARE & CONTRAST

ITEMS BEING COMPARED CHARACTERISTICS

CONCLUSIONS ________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _______________________________________________________________


___________________________________________________


The Phantom of the Opera: Lesson 6: Spool Writing Activities: Contrast (Continued) Thinking Organizer Identifying Organizational Patterns of a Reading-Comparison Contrast Name ____________________

TOPIC/TITLE/TEXT __________________________________________________

COMPARE & CONTRAST: INTENSITY HIGH LOW

From the point of view of:

10

Story Event Story Event Story Event Story Event

9

8

7

6

5

4

3

2

1



TOPIC/TITLE/TEXT __________________________________________________

COMPARE & CONTRAST Comparing: A.________________________ B.________________________

DIFFERENCES A

1 2 3 4 5 6 7

SIMILARITIES A and B

1 2 3 4 5 6 7

DIFFERENCES B

1 2 3 4 5 6 7



TOPIC/TITLE/TEXT __________________________________________________

COMPARE & CONTRAST

Character/Concept/Event 1 Character/Concept/Event 2

Different Same

Different

Different

Different Same

Different

Different Same

Different

Different Same

Different



DETERMINE THE METHOD OF ORGANIZATION OF A READING COMPARISON/CONTRAST PATTERNS

A Comparison/contrast pattern tells how two ideas, places, people or things are alike and how they differ. Something that is unknown can be compared and contrasted to something familiar. Example: This Venn diagram organizes information comparing and contrasting Team A

with Team B. It shows both similarities and differences.

TOPIC/TITLE/TEXT __________________________________________________

DIFFERENT SAME DIFFERENT ___________________________________________________________

______________________________________________________________ _________________________________________________________________ ___________________________________________________________________ ____________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________ __________________________________________________________________ ________________________________________________________________ _____________________________________________________________

_________________________________________________________ _____________________________________________________ ______________________________________________

TEAM B INTELLIGENT TALL SERIOUS AGILE DILIGENT TALENTED

TEAM A SAME FAST EXPERIENCED CONDITIONED



TOPIC/TITLE/TEXT __________________________________________________

COMPARE & CONTRAST COMPARING: A._________________________________

B._________________________________

Features Unique to A Features Unique to B

Features Common to BOTH A and B


RAFT (Role, Audience, Format, Theme)

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

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

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

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

• (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, the format, and the topic These four components are critical in every written assignment. Assist teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences, formats, and strong verbs that are appropriate for each topic. Once the groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. The Phantom of the Opera: Lesson 6: RAFT Activities: For each RAFT Activity below use the writing templates and instructional materials on the following pages for students to practice writing personal and business letters, recipes, memos, journals, speeches, and newspaper columns and article. Practice with genres of writing expands knowledge of applicability of writing as an important form of communication. The Phantom of the Opera: Lesson 6: RAFT Activities: (Continued on following pages) Writing Formats and suggested topics for a variety of genres on following pages.


The Phantom of the Opera: Lesson 6: RAFT Activities: (Continued):RAFT WRITING TOPICS

The Phantom of the Opera: Lesson 6: RAFT Activities: Students write according to role, audience, format, & topic. Review the RAFT topics and use the instructional pages with writing formats that follow: RAFT Activity #1:

R: Your role as writer is Erik A: Your audience is Raoul and Christine. F: The format of your writing is a personal letter for them to open after your death. T: Your topic is to say goodbye, and share your feelings and thoughts after they married.

RAFT Activity #2: R: Your role as writer is a person who loves the opera. A: Your audience is the manager of the Paris Opera House. F: The format of your writing is a business letter. T: Your topic is to write to ask for historical information about the famous old Opera House.

RAFT Activity #3: R: Your role as writer is a newspaper writer for a Paris newspaper. A: Your audience is newspaper readers of Paris. F: The format of your writing is an obituary for Erik in a Paris newspaper T: Your topic is to write the death announcement of the famous architect, named Erik who designed the Paris Opera House.

**(Note: obituary-a published notice of someone's death; usually includes a brief biography) RAFT Activity #4:

R: Your role as writer is Erik A: Your audience is your music fans. F: The format of your writing is a recipe for writing a symphony. T: Your topic is to list the ingredients and directions (steps) for writing a good symphony.

RAFT Activity #5: R: Your role as writer is Erik. A: Your audience is the opera audience in the opera theater. F: The format of your writing is a speech to present your new opera “Don Juan Triumphant”. T: Your topic is to explain to the people in the theater that you have written an opera for them to hear and to introduce that opera before the performance.

RAFT Activity #6: R: Your role as writer is the opera manager. A: Your audience is the staff of employees at the Paris Opera House. F: The format of your writing is a memo to the opera house employees. T: Your topic is to explain the policy of the management and procedures to follow regarding reports of incidents in the theater. Refer to the chandelier falling and “ghost” reports.

RAFT Activity #7: R: Your role as writer is the investigator writer/narrator of the story of the opera phantom. A: Your audience is your readers. F: The format of your writing is a journal in your investigator’s notebook. T: Your topic is to write what you saw, heard, and felt when you discovered the initials “RC” in the dungeon in the cellars of the opera house.

RAFT Activity #8: R: Your role as writer is a columnist for the Paris newspaper. A: Your audience is the citizens of Paris, your readers. F: The format of your writing is a newspaper article.


T: Your topic is to write a column explaining to the public what happened to the opera singer Christine Daaè, and the two brothers, Philippe and Raoul De Chagny.

The Phantom of the Opera: Lesson 6: RAFT Activities: (Continued on following pages)


The Phantom of the Opera: Lesson 6: RAFT Activity: (Continued from previous page) Personal Letter Use the following information and writing template. RAFT Activity #1:

R: Your role as writer is Erik A: Your audience is Raoul and Christine. F: The format of your writing is a personal letter for them to open after your death. T: Your topic is to say goodbye, and share your feelings and thoughts after they married.

The Personal (or Friendly) Letter Has (5) Parts:

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

Paradise, FL 33443 January 14, 2005

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

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

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

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

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

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


The Phantom of the Opera: Lesson 6: RAFT Activity: Personal (or Friendly) Letters (Continued on next page)


The Phantom of the Opera: Lesson 6: RAFT Activity: Personal (or Friendly) Letters (Continued)

PERSONAL (FRIENDLY) LETTERS – IMPORTANT NOTES

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

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

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

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

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

Examples: Sincerely, Truly yours, With best wishes,

Personal (or Friendly) Letters:

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

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

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

The Phantom of the Opera: Lesson 6: RAFT Activity: Personal (or Friendly) Letters (Continued on next page)


Personal or Friendly Letter Format

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The Phantom of the Opera: Lesson 6: RAFT Activities: (Continued) Business Letter RAFT Activity #2:

R: Your role as writer is a person who loves the opera. A: Your audience is the manager of the Paris Opera House. F: The format of your writing is a business letter. T: Your topic is to write to ask for historical information about the famous old Opera House.

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

3. The Greeting (Salutation) The greeting of a business letter is on the left below the heading. The greeting in a business letter always ends in a colon. The greeting in a business letter is always formal, beginning with the word "Dear", and always including the person's title and last name. Always capitalize the first word in the greeting. Only use a person’s first name if the title is unclear and it is difficult to decide the title. For example, a business letter to Aaron Smith could be to a male or female. In this case, the title is unclear (Mr., Mrs., Miss, etc). Omit a title, and use the full name in the greeting. Skip a line after the greeting. Examples of Titles: Mr., Mrs., Miss, Ms., Dr., Professor, Senior Editor, Chairperson, Chief Executive Officer, 4. The Body The body of the letter contains the main text or the writer’s message. A business letter should not be hand-written. It is always typed or keyboarded. A block or semi-block style business letter does not indent paragraphs in the body. A modified block style indents each new paragraph. Whichever format the writer uses, skip a line between paragraphs in a business letter. Skip a line between the greeting and the body, and skip a line between the body and the closing of a business letter. The Phantom of the Opera: Lesson 6: RAFT Activity: Business Letters (Continued on next page)


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

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

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

Notes Business Letter Punctuation:

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

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

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

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

Examples: Sincerely, Thank you,

The Phantom of the Opera: Lesson 6: RAFT Activity: Business Letters (Continued on next page)


The Phantom of the Opera: Lesson 6: RAFT Activity: Business Letters (Continued from previous page)

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

Examples: Attention: Sales Department Attention: Shawn Miller

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Attention: _________________

The Phantom of the Opera: Lesson 6: RAFT Activity: Business Letters (Additional Practice)

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


look up an address in the phone book).


The Phantom of the Opera: Lesson 6: RAFT Activity: (Continued) Use ONE of the following THREE business letter formats: (block, modified block, and semi-block styles.) All three formats are acceptable.

Business Letter Format: Block Style

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Business Letter Format: Modified Block Style

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Business Letter Format: Semi-Block Style

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The Phantom of the Opera: Lesson 6: RAFT Activities (Continued): Examples of Recipes

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

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

Recipe for GRILLED HAM & CHEESE WITH PEARS

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

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


The Phantom of the Opera: Lesson 6: RAFT Activities: (Continued from previous page) Writing a Recipe: Use the format for Recipes to complete the lesson RAFT activity:

RAFT Activity #4: R: Your role as writer is Erik A: Your audience is your music fans. F: The format of your writing is a recipe for writing a symphony. T: Your topic is to list the ingredients and directions (steps) for writing a good symphony.

Recipe for ________________________________________

Serving Information: Time: Ingredients: Directions: Nutritional Information:


The Phantom of the Opera: Lesson 6: RAFT Activities: (Continued on next page)


The Phantom of the Opera: Lesson 6: RAFT Activities: (Continued) Memorandum A memorandum or memo is a communication (note, information, message, announcement, mandate, notice) RAFT Activity #6:

R: Your role as writer is the opera manager. A: Your audience is the staff of employees at the Paris Opera House. F: The format of your writing is a memo to the opera house employees. T: Your topic is to explain the policy of the management and procedures to follow regarding reports of incidents in the theater. Refer to the chandelier falling and “ghost” reports.

MEMORANDUM TO: _____________________________________________________________________________

FROM: _____________________________________________________________________________

DATE: _____________________________________________________________________________

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


The Phantom of the Opera: Lesson 6: RAFT Activities: (Continued) Journal Entry A journal is a record (or chronicle, a history, an account, a record, a narrative) of events. RAFT Activity #7:

R: Your role as writer is the investigator writer/narrator of the story of the opera phantom. A: Your audience is your readers. F: The format of your writing is a journal in your investigator’s notebook. T: Your topic is to write what you saw, heard, and felt when you discovered the initials “RC” in the dungeon in the cellars of the opera house.

JOURNAL ENTRY DATE ____________

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


The Phantom of the Opera: Lesson 6: RAFT Activities: (Continued) Newspaper Writing Newspaper Writings Newspapers contain many varieties of news, through articles (or columns), wedding, birth, graduation, or death announcements (obituary)

The Phantom of the Opera: Lesson 6: RAFT Activities: Use the writing template that follows to practice styles of newspaper writing for the lesson. RAFT Activity #3:

R: Your role as writer is a newspaper writer for a Paris newspaper. A: Your audience is newspaper readers of Paris. F: The format of your writing is an obituary for Erik in a Paris newspaper T: Your topic is to write the death announcement of the famous architect, named Erik who designed the Paris Opera House.

**(Note: obituary-a published notice of someone's death; usually includes a brief biography) RAFT Activity #8:

R: Your role as writer is a columnist for the Paris newspaper. A: Your audience is the citizens of Paris, your readers. F: The format of your writing is a newspaper article. T: Your topic is to write a column explaining to the public what happened to the opera singer Christine Daaè, and the two brothers, Philippe and Raoul De Chagny.

RAFT Activities: NEWSPAPER Announcement or Classified FORMAT

News Announcement or Classified Advertisement

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RAFT Activities: NEWSPAPER COLUMN (ARTICLE) FORMAT

HEADLINE ____________________________________________________________

Writer’s Photo (Drawing) Here:

Writer’s BYLINE HERE: _______________________

STORY PHOTO (Drawing) HERE:

STORY HERE

MORE STORY HERE Advertisement Here:

Advertisement Here:

Advertisement Here:


The Phantom of the Opera: Lesson 6: RAFT Activities: (Continued) Speech Writing RAFT Activity #5:

R: Your role as writer is Erik. A: Your audience is the opera audience in the opera theater. F: The format of your writing is a speech to present your new opera “Don Juan Triumphant”. T: Your topic is to explain to the people in the theater that you have written an opera for them to hear and to introduce that opera before the performance.

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

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

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

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

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

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

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

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

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

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

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

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

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

STEP – #5 Title The title may occur to you at anytime while writing the speech and it may change several times before you settle on one. Make the title short, creative and catchy, peaking audience curiosity. It should point to the thesis without giving it away. Try to mention the title in your speech (once in the introduction, once in the conclusion and once during each body section) The Phantom of the Opera: Lesson 6: RAFT Activities: Speech Writing Continued on next


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

STEP #1 – Thesis (Main Idea) One sentence that presents thesis or main idea of your speech (What you want audience to remember?) STEP #2 – Headings Organize headings in a sequence. (problem-cause-solution, step-by-step, past-present-future, they-me-you, far-closer-near, etc.) STEP #3 – Details Fill in details under each heading. Draw on experience and research. Collect details such as examples, stories, statistics, definitions of headings, etc. Identify transitions from one point to the next point, to connect details to your thesis topic. STEP #4 – Introduction and Conclusion Introduction: peak the interest of audience, clearly introduce thesis, and paint a road map to follow Conclusion: Wrap up, repaint road map, restate thesis it in different words, inspire audience. STEP – #5 Title Short, creative and catchy, peaking audience curiosity; Point to the thesis without giving it away.


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

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

audience or make eye contact, but reading gives confidence that you will not forget anything. • Using Notes: If you are afraid to recite a speech from memory, making notes may give you

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

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

Speech “Do’s and Don’ts” – Delivery Tips • Appearance is important. Present yourself well. • Speak clearly and be sure everyone hears you. Adjust your voice up or down accordingly. Do

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

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

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

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

• Enjoy being yourself when speaking publicly. Allow your personality to come through. Tips for Nervousness: 1. Know the room. Be familiar with the place where you will speak. Arrive early, walk around

the speaking area, sit in different locations in the room, and practice using the microphone or any visuals aids you will be using.

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

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

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

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

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

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

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

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


FCAT Writing FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders. The Phantom of the Opera: Lesson 6: FCAT Writing Activity (Expository Prompt): Writing Situation: Everyone has a good side and a bad side. A person’s good side can be generous, kind, and patient. The bad side can be mean, angry, and evil. Sometimes it is hard to believe it is the same person. Directions for Writing Consider your own good side and your bad side. Think of an example of your good side. What was the situation? What did you do? What did you say? Why do you think this is a good example of your good side? Now think of an example of your bad side. What was the situation? What did you do? What did you say? Why do you think this is a good example of your bad side? Which side of yourself do you like better and why?

Now write to explain two examples of yourself at your best and at your worst. The Phantom of the Opera: Lesson 6: FCAT Writing Activity (Persuasive Prompt): Writing Situation: Sometimes people make bad choices that hurt them. When someone close to us is making a bad choice, we try to change his/her mind. Think of someone you care about (such as a friend, neighbor, or family member) who is making bad choices about something that will hurt them. Perhaps that person is choosing the wrong friends, or making wrong decisions about school, parents, a job, their social life that will affect their future. How would you persuade your friend/family member not to make the bad choice? Directions for Writing: Before you write, think about the person and his/her bad choice. What is it? Why is it a bad choice, and why should your friend/family member change his/her mind? What should your friend/family member do instead and why? What is motivating your friend? What advice would you give? How would you persuade your friend to change his/her mind?

Now, write to persuade your friend or family member to change his/her mind and not make a bad choice. The Phantom of the Opera: Lesson 6: FCAT Writing Activity (Expository Prompt): Writing Situation: In Gaston Leroux’s The Phantom of the Opera, the main character, Erik (the phantom) pretends to be "The Angel of Music" and he inspires Christine to become a great singer. The phantom motivated, encouraged, taught, and influenced Christine by his example and by the power of his talent and his teaching. Directions for Writing Inspiration can be powerful Think of something or someone in your life that inspired you. Who or what was it? In what way(s) did this (person) motivate, encourage, or influence you? How did this inspiration change your way of thinking about yourself or about your life? Did this something or someone cause you to make a change, make a decision, or take an action? Explain.

Now write to explain someone or something that inspired and influenced you in your life, and whether you made any changes or took any action because of this inspiration.

The Phantom of the Opera: Lesson 6: FCAT Writing Activities: Continued next pages with Writing Templates:


The Phantom of the Opera: Lesson 6: FCAT Writing Activity (Expository Prompt): (Continued) Writing Situation: In Gaston Leroux’s The Phantom of the Opera, the main character, Erik (the phantom) pretends to be "The Angel of Music" and he inspires Christine to become a great singer. The phantom motivated, encouraged, taught, and influenced Christine by his example and by the power of his talent and his teaching. Directions for Writing Inspiration can be powerful Think of something or someone in your life that inspired you. Who or what was it? In what way(s) did this (person) motivate, encourage, or influence you? How did this inspiration change your way of thinking about yourself or about your life? Did this something or someone cause you to make a change, make a decision, or take an action? Explain. Now write to explain someone or something that inspired and influenced you in your life, and whether you made any changes or took any action because of this inspiration. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


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The Phantom of the Opera: Lesson 6: FCAT Writing Activity (Expository Prompt): Writing Situation: Everyone has a good side and a bad side. A person’s good side can be generous, kind, and patient. The bad side can be mean, angry, and evil. Sometimes it is hard to believe it is the same person. Directions for Writing Consider your own good side and your bad side. Think of an example of your good side. What was the situation? What did you do? What did you say? Why do you think this is a good example of your good side? Now think of an example of your bad side. What was the situation? What did you do? What did you say? Why do you think this is a good example of your bad side? Which side of yourself do you like better and why? Now write to explain two examples of yourself at your best and at your worst.

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The Phantom of the Opera: Lesson 6: FCAT Writing Activity (Persuasive Prompt): Writing Situation: Sometimes people make bad choices that hurt them. When someone close to us is making a bad choice, we try to change his/her mind. Think of someone you care about (such as a friend, neighbor, or family member) who is making bad choices about something that will hurt them. Perhaps that person is choosing the wrong friends, or making wrong decisions about school, parents, a job, their social life that will affect their future. How would you persuade your friend/family member not to make the bad choice? Directions for Writing: Before you write, think about the person and his/her bad choice. What is it? Why is it a bad choice, and why should your friend/family member change his/her mind? What should your friend/family member do instead and why? What is motivating your friend? What advice would you give? How would you persuade your friend to change his/her mind? Now, write to persuade your friend or family member to change his/her mind and not make a bad choice.

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Summary of Presenting Activities Beginning:

Dialog Intermediate: Show and Tell

Advanced: Making the News

Beginning Presenting Activities Dialog

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

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

Option 1: You take the part of A and the class takes the part of B. Then you take part B and the class takes A. Then work with whole teams and you, then individuals and you, then groups and groups, then individuals and individuals. Move back and forth among these combinations until you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words at random from each line during repetition. Then erase two more, two more, and so on until there are no words left on the board. Option 3: Each group chooses a member to represent them by presenting the dialog with a member from another group in front of the class. If the representative can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each member of the team gets the same grade. The Phantom of the Opera: Lesson 6: Dialog Activity:

The Persian: Murderer of Philippe de Chagny, what have you done with his brother and Christine?

Erik: (Gasping for breath) Count Philippe…was dead…when I found him…. It was…and accident…a very sad accident…He fell…into the lake!

The Persian: You lie! Where are Christine and Raoul? Erik: (Gasping for breath) I am going to die…Of love, Persian…I am dying …

of love….That is how it is…I loved her so!....I love her still, Persian. The Persian: (Shaking his arm) Will you tell me? Is she dead? Erik: (Gasping) No! … No! …She is not dead! …And no one shall ever hurt

her…. As for you, …you have Christine to thank…She agreed to be my wife only if I saved you and Raoul.

The Persian: What about Raoul? What did you do with Raoul? Erik: (Gasping) He was my hostage. I locked him up… in a dungeon… in the

cellar. …When I came back...she waited for me… I kissed her… and she did not run away.


The Phantom of the Opera: Lesson 6: Dialog Activity: Reproducible Script for Practice and Memorization

The

Persian: (Angry) Murderer of Philippe de Chagny! What have you done with his brother and Christine?

Erik: (Gasping for breath) Count Philippe…was dead…when I found him….It was…and accident…a very sad accident…He fell…into the lake!

The Persian:

You lie! Where are Christine and Raoul?

Erik: (Gasping for breath) I am going to die…Of love, Persian…I am dying … of love….That is how it is…I loved her so!....I love her still, Persian.

The Persian:

(Shaking his arm) Will you tell me? Is she dead?

Erik: (Gasping) No! … No! …She is not dead! …And no one shall ever hurt her…. As for you, …you have Christine to thank. She agreed to be my wife only if I saved you and Raoul.

The Persian:

(Upset) What about Raoul? What did you do with Raoul?

Erik: (Gasping) He was my hostage. I locked him up… in a dungeon… in the cellar. …When I came back...she waited for me… I kissed her… and she did not run away.


Intermediate Presenting Activities

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

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

Presenting Team Name

Presenting Team

Member

Presenting Team Object for Show and

Tell

Correct Answers

PLUS Points

Incorrect Answers

MINUS Points


Advanced Presenting Activities Making the News

Objective: Present orally to a group on a familiar academic topic in a news format. Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject being studied. There may be several related stories. There must be one story (no matter how short) for each member of the group. The reporting group may refer to notes but not to the text. Other teams can refer to their texts, and have the opportunity to each ask two questions of the reporting team. The reporting team members take turns answering questions, but other team members may help them. The questioning group gets two points for each question the reporting group cannot answer. The reporting group gets a point for each question it can answer. Follow the rules for Total Recall when there is a challenge. Examples of news titles: “Columbus Gets Jewels From Queen of Spain”, “The Long Voyage”, “Hispaniola Landing” The Phantom of the Opera: Lesson 6: Making the News Activities:

Opera Singer Victim of Brothers’ Argument Opera Ghost Disappears Family Scandal Rocks Paris

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

Reporting Team

News Topic

Reporting Team

Member Name

Notes for News Report Reporting

Team Points

Que

stio

ning

Te

am N

ame

Poin

ts


Summary of Viewing Activities

Beginning: Intermediate: Total Recall, True and False,

Judgment

Advanced: Total Recall, True and False,

Judgment

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

Objective: View a video or speech for the purpose of asking and answering simple questions, making true and false statements, and distinguish facts from opinions. Procedure: Modify reading activities, Total Recall, True or False, & Judgment to use when viewing a video/speech. The effectiveness of a challenge is not as high as with written text. The Phantom of the Opera: Lesson 6: Total Recall, True or False, Judgment Activities: Refer to Reading Activities section of this lesson (above) for directions, activities, and templates/handouts to use with Total Recall, True or False, and Judgment activities. These materials are very effective for viewing activities after oral presentations, role-play, mini-dramas of the story, or the video/film versions of The Phantom of the Opera, by Gaston Leroux.


Summary of Vocabulary Activities

Beginning: Line of Fortune, Concentration

Intermediate: Wrong Word, Jeopardy, Classification

Beginning Vocabulary Activities Line of Fortune

Objective: Identify and recreate words and word parts from spelling clues. Procedure: (This activity is very similar to Hangman, but involves more complex team decision-making.) Choose a word from the lesson’s vocabulary and write the appropriate number of dashes to represent the letters of the word. For example, for the word dicot you would draw five dashes. A team member guesses a letter. If the letter is not found in the word, write the letter under the dashes and move on to the next team. If their letter is found in the word, then write the letter on the appropriate dash. When a team guesses correctly, they have the option to guess the word. If they choose not to guess the word, call on the next team. If they choose to guess and successfully guess the word, then they receive ten points minus the number of letters written under the dashes from incorrect previous guesses, and the game is over. If they choose to guess and do not guess the word, then they lose points equal to the number of letters written under the dashes, and you call on the next team. If no team can guess the word before ten incorrect letters are written under the dashes then all teams lose points equal to the number of teams in the class. The Phantom of the Opera: Lesson 6: Line of Fortune Activity: Lesson Vocabulary: accused devil hide nail set off advertise direction hissed neither…nor sharp angel dragged hostage noticed shrill argument dungeon ill offer sink at hand either…or illusion pace (v) spin (spun) barrel electric current initials pitied spot begged entertain insane pretended staircase blazed epilogue instead of priest stunned blow up everywhere led (lead) proposal tapping breath experienced leopard public thirsty bury flies (fly) (n) licked rain throat buzzing flood (n) (v) lion real throw his voice cab footing lit up (light up) ripple train carved forest locked rising tricks case gasping lonely roar ventriloquist ceiling grasshopper lost (lose) rocket vowed clear grateful lunatic rushed weak couple greatest madness Scandinavia wept cracked groove meant scorpion writhed critical gunpowder memories searched cry out gurgled mirage seemed


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 6: Concentration Activity: Matching:

Round #1: stunned astonished, astounded, amazed proposal offer, request, suggestion accused charged, blamed advertise announce, make known, make public grateful thankful, appreciative bury inter, put in the ground, hide, cover rocket missile, projectile lunatic madman, maniac, crackpot, nutcase groove channel, rut, furrow gasping out of breath, breathless, winded Round #2: couple pair, duo hostage captive, prisoner, detainee dungeon prison, jail, cell vow (v) promise, swear, give your word, guarantee epilogue concluding speech, ending, finale, coda, postscript footing balance, grip, foothold, traction notice (v) see, observe, become aware of critical important, vital, essential, significant writhe squirm, wriggle, twist, thrash pity (v) pitied sympathize with, feel sorry for, feel badly for (Reproducible provided on next page for Small Group Team Concentration)


The Phantom of the Opera: Lesson 6: Concentration Activity: Matching – Reproducible Format

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

1

2

3 4

5 6 7

8 9 10

11 12 13

14 15 16

17 18 19 20


The Phantom of the Opera: Lesson 6: Concentration Activity: Matching – Reproducible (Continued)

ROUND #1

stunned

proposal groove

suggestion

gasping maniac

rut

charged lunatic

accused

inter make public

grateful

missile breathless

bury

advertise amazed

rocket thankful


The Phantom of the Opera: Lesson 6: Concentration Activity: Matching – Reproducible (Continued)

ROUND #2

couple

prisoner

pair, duo

traction

critical

footing

observe

squirm

writhe

vow (v)

epilogue

promise

sympathize with

ending

pity (v)

important

hostage

dungeon

notice (v)

prison


Intermediate Vocabulary Activities

Jeopardy Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story. Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on it, the second with B, and the third with C. Down the left side of the chart (one per line), place three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more difficult words on line 2 in the same manner, place three of the most difficult words on line three. Procedure: Choose one team to go first. A member of that team picks the word s/he wants to guess (“2-C” for example). Give the student a definition or clue for the word (This animal barks.) The student, with the help of his team, responds with the word presented in question format (What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for one point less than the previous team. For example, if the first team guessed incorrectly for a word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too guessed incorrectly, the next team would get one point if it answered correctly. If no team can answer correctly before the points are reduced to zero, then all teams lose 1 point. The Phantom of the Opera: Lesson 6: Jeopardy Activity: Question Answer a) Where Raoul and Christine went to live Scandinavia a) What the two creatures in the boxes were grasshopper, scorpion a) Who was held hostage in the cellar and let go Raoul b) Why Erik saved Raoul and the Persian Christine vowed to marry him b) What someone left in the dungeon initials “RC” b) How Christine knew that Erik died newspaper advertisement c) When Erik died 3 weeks after seeing Persian c) What another word for illusion is mirage c) Where Persian found the spring groove in the floor with a black nail The Phantom of the Opera: Lesson 6: Jeopardy Activity: (Jeopardy Reproducible provided on following page)


The Phantom of the Opera: Lesson 6: Jeopardy Activity Reproducible (See previous page)

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

CLUES

Poin

ts

a b c 2 Where

Raoul and Christine

went to live

Why Erik saved

Raoul and the Persian

When Erik died

3 What the two

creatures in the boxes

were

What someone left in the dungeon

What another word for illusion is

4 Who was held

hostage in the cellar and let go

How Christine knew that Erik died

Where Persian

found the spring


The Phantom of the Opera: Lesson 6: Jeopardy Activity Reproducible (Continued next page)


The Phantom of the Opera: Lesson 6: Jeopardy Activity Reproducible (Continued from previous page)

Answers: ……… (What is …?)

Poin

ts

a b c 2

Scandinavia

Christine vowed to marry him

3 weeks after seeing the Persian

3 grasshopper and

scorpion

the initials “RC” a mirage

4

Raoul

a newspaper advertisement

a groove in the floor

with a black nail


Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate (should be tropical). When teams get good at this activity, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct (“Wrong Sentences”) The Phantom of the Opera: Lesson 6: Wrong Word Activity: (The correction for the wrong word is in parentheses)

a) Erik repeated Carlotta’s croaking sound when she loss her voice (lost) b) When the water rushed down on them, the two men lost their feet. (footing) c) Erik could throw his noise like a world famous ventriloquist. (voice) d) There was enough gunpowder to blow out the entire Opera House. (up) e) Raoul was pacing, and the Persian tried to explain Erik’s ticks. (tricks) f) Erik’s insane vice came from everywhere (voice). g) Erik had enough gunpowder to blow up and berry the Opera House. (bury) h) Christine was alone for a few minutes, so she began taping on the wall. (tapping) i) They heard the loud roar of a lion, a leopard, and the buzzing of fries. (flies) j) It was burning hot, and they ride in pain. (writhed) k) A stone staircase led down to a black whole below. (hole) l) Erik had found Christine’s lost wing so he gave it as her wedding gift. (ring) m) The case of the opera ghost was interesting, and the opera ghost was wheel (real) n) The newspaper reported tree weeks later, “Erik is dead”. (three) o) Erik told Christine where to find his buddy and what to do with him. (body)

The Phantom of the Opera: Lesson 6: Wrong Word Activity (Reproducible “Wrong Word” Sentence Strips provided on next page)


The Phantom of the Opera: Lesson 6: Wrong Word Activity: (See previous page for directions and answers)

Wrong Word Sentence Strips

Erik repeated Carlotta’s croaking sound when she loss her voice.

Find the wrong word: When the water rushed down on them, the two men lost their feet.

Find the wrong word: Erik could throw his noise like a world famous ventriloquist.

Find the wrong word: There was enough gunpowder to blow out the entire Opera House.

Find the wrong word: Raoul was pacing, and the Persian tried to explain Erik’s ticks.

Find the wrong word: Erik’s insane vice came from everywhere.

Find the wrong word: Erik had enough gunpowder to blow up and berry the Opera House.

Find the wrong word: Christine was alone for a few minutes, so she began taping on the wall.

Find the wrong word: They heard the loud roar of a lion, a leopard, and the buzzing of fries.

Find the wrong word: It was burning hot, and they ride in pain.

Find the wrong word: A stone staircase led down to a black whole below.

Find the wrong word: Erik had found Christine’s lost wing, so he gave it as her wedding gift.

Find the wrong word: The case of the opera ghost was interesting, and the opera ghost was wheel.

Find the wrong word: The newspaper reported tree weeks later, “Erik is dead”.

Find the wrong word: Erik told Christine where to find his buddy and what to do with him.


Find the wrong word:


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. The Phantom of the Opera: Lesson 6: Classification Activity using lesson vocabulary:

1. The lesson vocabulary is provided below for quick reference. 2. This is a team activity. Once teams understand the activity, they make up their own

classification headers, and can deviate from lesson vocabulary to include synonyms, etc. 3. Getting Started: (2) Examples of the classification activity are provided below with

reproducible graphic organizers. Example #1: Classify Lesson Vocabulary into (4) groups

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

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

1. Words relating to Erik 2. Words relating to Christine 3. Words relating to Raoul 4. Words relating to the Persian 5. Words relating to torture chamber 6. Other words

Lesson Vocabulary: accused devil hide nail set off advertise direction hissed neither…nor sharp angel dragged hostage noticed shrill argument dungeon ill offer sink at hand either…or illusion pace (v) spin (spun) barrel electric current initials pitied spot begged entertain insane pretended staircase blazed epilogue instead of priest stunned blow up everywhere led (lead) proposal tapping breath experienced leopard public thirsty bury flies (fly) (n) licked rain throat buzzing flood (n) (v) lion real throw his voice cab footing lit up (light up) ripple train carved forest locked rising tricks case gasping lonely roar ventriloquist ceiling grasshopper lost (lose) rocket vowed clear grateful lunatic rushed weak couple greatest madness Scandinavia wept cracked groove meant scorpion writhed critical gunpowder memories searched cry out gurgled mirage seemed

The Phantom of the Opera: Lesson 6: Classification Activity: Continued on next page


The Phantom of the Opera: Lesson 6: Classification Activity: Continued from previous page Example #1: Organizer

Nouns: (people, place,

thing, idea words)

Verbs: (action or “being”

words)

Adjectives: (describing words)

Other Words (Don’t fit

other categories)



The Phantom of the Opera: Lesson 6: Classification Activity: Continued from previous page

The Phantom of the Opera: Lesson 6: Vocabulary Example #1: TEACHER’S ANSWER KEY (There may be some variations. Teams state rationale.)

Nouns: (people, place,

thing, idea words)

Verbs: (action or “being”

words)

Adjectives: (describing words)


other categories) angel accused buzzing at hand argument advertise carved either…or barrel begged clear everywhere breath blazed critical instead of cab blow up gasping neither…nor case bury grateful ceiling cracked greatest couple cry out ill devil dragged insane direction entertain locked dungeon experienced lonely electric current flood (v) real epilogue footing sharp flies (fly) (n) gurgled shrill flood (n) hide thirsty forest hissed weak grasshopper led (lead) groove licked gunpowder lit up (light up) hostage lost (lose) illusion meant initials noticed leopard offer lion pace (v) lunatic pitied madness pretended memories rising mirage rushed nail searched priest seemed proposal set off public sink rain spin (spun) ripple stunned roar tapping rocket throw his voice Scandinavia vowed scorpion wept spot writhed staircase throat train tricks ventriloquist




Example #2: Organizer (Hint: Look at each word, think about how it was used in the lesson summary (and text), and classify the word by who the word relates to in the story/summary text. Ask yourself “who?”)

Words relating to

Erik

Words relating to Christine

Words relating to

Raoul

Words relating to the Persian

Words relating to

torture chamber


other categories)




The Phantom of the Opera: Lesson 6: Vocabulary Example #2: TEACHER’S ANSWER KEY (There may be some variations. Teams state rationale.)

Words

relating to Erik

Words relating to Christine

Words relating to

Raoul

Words relating to the Persian

Words relating to

torture chamber


other categories)

blow up angel couple accused barrel at hand breath argument critical advertise blazed clear buzzing begged cry out cab ceiling direction devil bury dungeon carved cracked either…or dragged hide flood (n) (v) case electric current epilogue entertain pitied hostage experienced forest everywhere flies (fly) (n) pretended initials licked grasshopper instead of gasping priest locked lost their footing groove lost her voice grateful proposal pace (v) memories gunpowder neither…nor greatest Scandinavia public noticed gurgled offer ill scorpion sink searched hissed insane tapping spin (spun) thirsty illusion leopard vowed train writhed led -stairs lion lit up (light up) lonely mirage lunatic nail madness rain meant real set off ripple sharp rising shrill roar stunned rocket throat rushed throw his voice seemed tricks spot ventriloquist staircase weak wept



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

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

CATEGORY Main Problems & Solutions __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

CATEGORY Major Events_ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

The Phantom of the Opera: Lesson 6: Classification Activity: Name ________________________

Title/Topic/Text _______________________________ Author___________________ CLASSIFYING

Classifying is sorting, grouping, arranging, or organizing according to class or category. Classifying is distributing or ranking into classes by common features, common properties, common factors, or common themes. (Topic: The Phantom of the Opera, by Gaston Leroux Categories: Characters, Critical Settings (Scenes), Critical Events, Major Problems and their solutions)

Title: The Phantom of the

Opera Author: Gaston Leroux




“Epilogue”

“The case of the opera ghost was interesting, and the opera ghost was real. The story had kidnapping, disappearances, trapdoors, and death. The newspapers reported that the singer Christine Daaè was a victim of an argument between two brothers. After the strange death of Philippe, Raoul and Christine did not want anyone to know about their happiness. No one knew that Raoul and Christine had disappeared together. They took a train to the north, perhaps somewhere in Scandinavia. Mrs. Valérius disappeared at the same time. I may look for them some day. I am very grateful to the Persian who showed me his papers and told me his memories. The Persian knew who had information about the opera ghost that he did not have. I never found Erik’s house, but I did find the initials of Raoul de Chagny, “RC”, carved in the wall in a dungeon of the opera house. Those initials are still there”.

Category 1: Words or phrases that tell

Where


When


Who


What

Classifying is sorting, grouping, arranging, or organizing according to class or category. Classifying is distributing or ranking into classes by common features, common properties, common factors, or common themes. Directions: Read the lesson summary of the “Epilogue” of The Phantom of the Opera, by Gaston Leroux. Complete the chart below identifying and classifying words or phrases in the summary that tell Where, When, Who, What.


Category #1 __________________ ________________________________________________________________________________________________________________________________________________

Category #2 __________________ ________________________________________________________________________________________________________________________________________________

Category #5 __________________ ________________________________________________________________________________________________________________________________________________

Category #6 __________________ ________________________________________________________________________________________________________________________________________________

Category #4 __________________ ________________________________________________________________________________________________________________________________________________

Category #3 __________________ ________________________________________________________________________________________________________________________________________________


Title/Topic/Text _______________________________ Author __________________ CLASSIFYING

Classifying is sorting, grouping, arranging, or organizing according to class or category. Classifying is distributing or ranking into classes by common features, common properties, common factors, or common themes. Directions: Complete the chart using these suggestions for classifying by common features. Identify & classify from the reading Words that… 1. Name containers-things that contain or hold something or someone 2. Tell the condition of someone or something 3. Can be a verb and a noun 4. Express emotions 5. Express sounds 6. Express thoughts or ideas (abstract nouns)

TOPIC: Gaston Leroux’s

The Phantom of the Opera


GIOVANNI’S RECIPE Ingredients Description of Ingredients

Rad

ishe

s

Cau

liflo

wer

Mus

hroo

ms

Red

pep

per

Pea

pods

Car

rots

Blue

berr

ies

Wat

ery

Snow

y

Baby

Swee

t

Cru

nchy

Tiny

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The Phantom of the Opera: Lesson 6: Classification Activity: Name ______________________

CLASSIFYING Classifying is sorting, grouping, arranging, or organizing according to class or category. Classifying is distributing or ranking into classes by common features, common properties, common factors, or common themes. How are ideas or objects placed in groups? What do items in a group have in common? Read the EXAMPLE and study the chart:

Everything in the shopping cart was part of the special recipe Giovanni wanted to prepare. He looked again under the watery radishes and snowy cauliflower to see if he had remembered the baby mushrooms. Then suddenly he had another idea. If he added sweet red pepper, crunchy pea pods, tiny carrots and fresh blueberries, he could add more color and flavor to his recipe.

DIRECTIONS: Read the excerpt from the lesson summary of The Phantom of the Opera, by Gaston Leroux. Classify details telling what they heard, saw, felt, and did in the paragraph.

“Christine cried out to Erik that the wall was getting very hot, like it was burning. Erik laughed because the ceiling of the torture chamber was all lit up and the reflection of the lights in the mirrors made the illusion that the room blazed with fire. Raoul was pacing, and the Persian tried to explain Erik’s tricks. The room looked like a burning forest, but it was just a little room. For more than an hour, the Persian searched every inch of the glass to find the spring that would make the door turn open. They heard the loud roar of a lion, a leopard, and the buzzing of flies. It was Erik making the noises. The room became very hot, and the men became very thirsty. Raoul pointed to a spot on the wall that looked like water. They heard the ripple sound of rain. Either it was real water, or it was a mirage. When they licked the rain in the mirror, they burned their tongues. It was burning hot, and they writhed in pain.”

What They Heard What They Saw What They Felt What They Did


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Classifying is sorting, grouping, arranging, or organizing according to class or category. Classifying is distributing or ranking into classes by common features, common properties, common factors, or common themes.

LOVE: In American English, we use the word “LOVE” love to talk about strong emotions for just about anything, (I love ice cream), (I would love to visit China.). Love between people uses the same word in English. A philosopher is someone who investigates knowledge about the way people think and believe about the world. Ancient Greek philosophers thought there were different kinds of love. From Socrates to Plato, and Aristotle, the question of love has always been important. The Greeks use different words for different kinds of love.

1. “STAUROS”- is family love between parents-children, brothers-sisters, aunts, uncles, etc. 2. “PHILEOS”- is love between friends, friendship, “brotherly” love, or kindness to others. 3. “EROS”- is love for someone’s beloved (married love), or an artist’s love for his creative work.

Eros is a self-fulfilling love for self. 4. “AGAPE”- love is the best love philosophers can describe. Agape is spiritual and self-less and

“self forgetting” love that places the good of others above the love of oneself. Agape love is above a person’s feelings and it sacrifices self for others.

Directions: Think about the (4) different kinds of love and complete the chart giving (3) examples of each in the novel, The Phantom of the Opera, by Gaston Leroux. Use the text and lesson summary.

Topic: Different kinds of LOVE in The Phantom of the Opera, by Gaston Leroux

___________ ___________

___________ ___________

___________ ___________

___________ ___________

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

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

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


The Phantom of the Opera: Lesson 6: Classification Activity:

Name ________________________

Title/Topic/Text ______________________________________ Author___________________

CLASSIFYING Classifying is sorting, grouping, arranging, or organizing according to class or category. Classifying is distributing or ranking into classes by common features, common properties, common factors, or common themes. Directions: Use the text and the lesson summary of The Phantom of the Opera, by Gaston Leroux to complete the chart to identify and classify words:

1. Words/phrases in the reading that I do not know yet 2. Words/phrases in the reading that I just learned and I like. 3. Words/phrases in the reading that I just learned and I do not like.

CATEGORY

Words/Phrases that … I do not know yet

CATEGORY

Words/Phrases that … I just learned and I like.

CATEGORY

Words/Phrases that … I just learned and I do not

like


Summary of Grammar Activities

Beginning: Single Slot Substitution,

Word Order Cards

Intermediate/Advanced: Sentence Builders; Multiple Slot Substitution; Flesh It Out;

Transformation; Who, What, Where, When, How, Why; Sentence Stretchers; Look It Up; Rewrite the Paragraph

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

PARALLEL STRUCTURE AND COORDINATING CONJUNCTIONS Conjunctions connect words or phrases that have the same function in the sentence. This happens when a subject has two verbs, a verb has two subjects, a noun has two adjectives, or a verb has two infinitives, etc. This is parallel structure. The conjunctions used to connect parallel structure are:

and but or nor (They are coordinating conjunctions because they coordinate or connect two ideas.) A parallel structure sometimes has more than two parts. In a series, commas separate them. Study the patterns in the chart below to identify parallel structure.

Mom and Dad cook for the family. noun + and + noun Joe, Millie, or Carl came for dinner. noun + noun + or + noun The taxi arrived for you and me. pronoun + and + pronoun Without you or them, the party is over. pronoun + or + pronoun The baby cried, ranted, and raved. verb + verb + and + verb He is walking and talking at once. verb + and + verb Is it just raining or pouring? verb + or + verb It is time to do repairs or get a new car. infinitive + or + infinitive I was supposed to call or send e-mail. infinitive + or + infinitive The cat was white, black, and orange. adjective + adjective + and + adjective Professor Lin is intelligent but forgetful. adjective + but + adjective

Correlative Conjunctions Some conjunctions combine with other words and they are “co-related” (related together, as relatives). They always travel in pairs, joining words or phrases that have the same function in a sentence. They follow parallel structure with grammatically equal words and phrases (subject has two verbs, a verb has two subjects, a noun has two adjectives, or a verb has two infinitives, etc.) Correlative conjunctions follow parallel form. Here is a list of common correlative conjunctions.

either … or both … and not … but neither … nor not only...but also whether … or

Examples: It was neither a good day nor a bad day. It was just an ordinary day.

neither…nor Neither + noun + nor + noun

Either you take your seat now, or you will leave the room immediately.

either…or Either + noun + or + noun

They traveled to both Africa and Asia on their trip. I enjoy eating both apples and bananas.

both … and both + noun + and + noun

She is a well-known person not only for her talent but also for her work helping others in need.

not only… but also not only + noun + but also + noun

The restaurant manager said not to use this table, but to choose a table in the other room.

not … but not + noun + but + noun

Whether you win or lose this race does not matter, as long as you do your best.

whether … or whether + noun + or + noun


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.

The Phantom of the Opera: Lesson 6: Word Order Cards Activity:

When Erik raised his mask a little, his lips did not move, but he made different sounds that seemed to come from every direction.

Erik repeated the croaking sounds that they had heard coming from Carlotta’s throat the night she lost her voice.

Erik laughed because the ceiling of the torture chamber was all lit up, and the reflection of the lights in the mirrors made the illusion that the room blazed with fire.

For more than an hour, the Persian the searched every inch of the glass to find spring that would make the door turn open.


The Phantom of the Opera: Lesson 6: Word Order Cards Activity: (Continued from previous page)

In the total darkness, the Persian and Raoul discovered there was gunpowder in the barrels, not water.

Behind the wall near the barrels, Raoul and the Persian could hear footsteps and then someone tapping on the wall.

The Persian believed that Philippe was the person who had rung the bell at Erik’s house, and Erik had murdered Philippe.

The Persian believed that Philippe was the person who had rung the bell at Erik’s house, and Erik had murdered Philippe.

I never found Erik’s house, but I did find the initials of Raoul de Chagny, “RC”, carved in the wall in a dungeon of the opera house.


Modified Single Slot Substitution Drill Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children

Notes: • Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. • It is not necessary for the sentences to be historically correct, sensible, or even possible. It is

important for the correct part of speech to be used. • This activity is a good opportunity for students to practice using a thesaurus to find substitute

words that keep the meaning approximately the same. • Encourage students to change the meaning buy substituting words that fit grammatically,

but change the meaning. This can be a very humorous and fun activity by changing the meanings.

The Phantom of the Opera: Lesson 6: Modified Single Slot Substitution Activity: (a) The story (b) had (c) kidnapping. Possibilities:

a) the novel, the chapter, the scene, b) contained, described, demonstrated, c) disappearances, trapdoors, death

To The Teacher: -----Answers to The Phantom of the Opera: Lesson 6: Modified Single Slot Substitution:

Using single slot A substitutions (see above): (a) The story (b) had (c) kidnapping.

(a) The novel (b) had (c) kidnapping. (a) The chapter (b) had (c) kidnapping. (a) The scene (b) had (c) kidnapping.

Using single slot B substitutions: (a) The story (b) had (c) kidnapping.

(a) The story (b) demonstrated (c) kidnapping. (a) The story (b) described (c) kidnapping. (a) The story (b) contained (c) kidnapping.

Using single slot C substitutions: (a) The story (b) had (c). kidnapping

(a) The story (b) had (c) disappearances. (a) The story (b) had (c) trapdoors. (a) The story (b) had (c) death.


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 6: Sentence Builders: a) Example: Remember to add only one new word/phrase at a time:

Erik was surprised. Erik was surprised. (when he returned) Erik was surprised when he returned. (because Christine had not run) Erik was surprised when he returned because Christine had not run. (away) Erik was surprised when he returned because Christine had not run away. (and she had waited) Erik was surprised when he returned because Christine had not run away and she had waited. (for Erik) Erik was surprised. (when he returned) (because Christine had not run) (away) (and she had waited) (for Erik)

Continue with the following: b) Raoul did not want anyone to know. (and Christine) (After the death of Philippe)

(strange) (about their happiness) c) His lips did not move. (When Erik raised his mask) (a little) (but he made different

sounds) (that seemed to come from every direction) d) Erik repeated. (the sounds) (croaking) (that they had heard) (coming from Carlotta’s

throat) (the night she lost her voice) e) The Persian searched. (every inch) (of the glass) (For more than an hour) (to find the

spring) (that would make the door turn open) f) Raoul spoke. (through the wall) (and Christine whispered back) (that the hour was at

hand)( final) (of eleven) g) Erik said they were safe. (both) (and soon Erik would take them up) (to the surface)

(to please his wife) (new) h) Raoul went. (to find) (a priest) (and Christine) (and some lonely place) (where they

could hide) (their happiness) (from the public)


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 6: Multiple Slot Substitution Activities: (a) A flood of water (b) suddenly (c) rushed down (d) on them. Possibilities:

a) something, a noise, a rocket sound, a rush of noise, a loud racket, commotion, clamor, uproar

b) all of a sudden, swiftly, unexpectedly, without warning, all at once, rapidly, gradually slowly,

c) descended, plunged, tumbled, gushed, bubbled d) in their ears, in the room, behind them, above their heads, under their feet

To The Teacher: -----Answers to The Phantom of the Opera: Lesson 6: Modified Single Slot

Substitution: There are many different combinations of (a) (b) and (c) that make be correct responses. Remember the sentence des not have to make sense, only place the substitution in the correct place. Here are examples of some combinations that are correct responses. (***Note: substitutions are in italics): Original sentence: (a) A flood of water (b) suddenly (c) rushed down (d) on them. Using multiple slot substitutions (a) Something (b) swiftly (c) plunged (d) on them. (a) A noise (b) all of a sudden (c) gushed (d) in their ears. (a) A rocket sound (b) without warning (c) rushed down (d) in the room. (a) A rush of noise (b) unexpectedly (c) tumbled (d) on them. (a) A loud racket (b) all at once (c) rushed down (d) behind them. (a) A commotion (b) rapidly (c) bubbled (d) above their heads. (a) A clamor (b) gradually (c) descended (d) under their feet. (a) An uproar (b) slowly (c) rushed down (d) on them.


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 6: Flesh it Out Activities:

a) I/be/very/grateful/Persian/who/show/me/papers/tell/his/memories (past tense) b) Persian/know/who/have/information/about/opera/ghost/that/he/do/not/have (past tense) c) Then/Erik/pretend/entertain/Christine/by/throw/voice/like/ventriloquist (past tense) d) Persian/realize/that/grasshopper/be/connected/to/electric/current (past tense) e) If/Christine/open/grasshopper/box/say/“no”/it/blow up/gunpowder (past tense) f) Erik/be/gasp/for/breath/and/stunned/and/he/drag/himself/to/chair (past tense) g) When/Erik/leave/take/Persian/home/he/lock/Raoul/cellar/dungeon/as/hostage (past tense) h) Christine/weep/with/Erik/and/know/he/have/experience/all/life/have/offer/him (past tense)

To The Teacher: -----Answers to The Phantom of the Opera: Lesson 6: Flesh it Out

Activities:

a) I am very grateful to the Persian who showed me his papers and told me his memories. b) The Persian knew who had information about the opera ghost that he did not have. c) Then Erik pretended to entertain Christine by throwing his voice like a ventriloquist. d) The Persian realized that the grasshopper was connected to an electric current. e) If Christine opened the grasshopper box to say “no”, it would blow up the gunpowder. f) Erik was gasping for breath and stunned, and he dragged himself to the chair,. g) When Erik left to take the Persian home, he had locked Raoul in a cellar dungeon as a

hostage. h) Christine wept with Erik and he knew he had experienced all life had to offer him.


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 6 Transformation Exercises: Students combine two sentences to into one sentence using parallel structure with a coordinating conjunction (and, but, or).

Example: The room became very hot. The men became very thirsty. The room became very hot, and the men became very thirsty.

a) It was burning hot. They writhed in pain. b) The Persian kicked over the lantern. The light went out. c) Erik explained that he still loved Christine. Erik explained that that no one would ever

hurt her. d) Christine had two choices, and one was the scorpion. The other was the grasshopper. e) Erik told the Persian that he was dying. Then Erik told the Persian the rest of the story. f) The two men began to sink rapidly. They called out to Erik to save them. g) Erik tried to control his anger. He failed. h) Christine silently made tea. The man in the mask brought the tea to the Persian’s bed. i) Christine put the ring on her finger. She vowed to return when Erik died. j) The Persian was angry. He accused Erik of murdering Philippe. k) Christine needed more time to think. It was already almost eleven o’clock, the hour of

decision. l) Philippe had fallen into the lake. Philippe had drowned by accident. m) Erik told Christine where to find his body. Erik told Christine what to do with the body. n) Erik had found Christine’s lost ring. He gave it to her as her wedding gift. o) Christine chose the scorpion. Christine opened the box.


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 6: Who, What, When, Where, How, Why Activities:

a) I never found Erik’s house, but I did find the initials of Raoul de Chagny, “RC”, carved in the wall in a dungeon of the opera house. (Who, What, Where, How)

b) When Raoul and the Persian saw the flood of water rising quickly, they realized that instead of burning, they were going to drown. (Who, What, When, Where, How, Why)

c) Behind the wall near the barrels, Raoul and the Persian could hear footsteps and then someone tapping on the wall. (Who, What, When, Where)

d) Darius reported Raoul had disappeared, and Philippe was dead, his body found near the Opera Lake. (Who, What, Where, How)

e) The Persian believed that Philippe was the person who had rung the bell at Erik’s house, and Erik had murdered Philippe that night. (Who, What, When, Where, How)

f) In the total darkness, the Persian and Raoul discovered there was gunpowder in the barrels, not water. (Who, What, Where, How)

g) The newspapers reported that the singer Christine Daaè was a victim of an argument between two brothers. (Who, What, Where, Why)

The Phantom of the Opera: Lesson 6: Who, What, When, Where, How, Why Activities: (Sample answers for this activity on the next page)


The Phantom of the Opera: Lesson 6: Who, What, When, Where, How, Why Activities: (Continued) Sample Answers to the “WH-“ questions:

a) I never found Erik’s house, but I did find the initials of Raoul de Chagny, “RC”, carved in the wall in a dungeon of the opera house. (Who, What, Where, How) Who found the initials “RC” carved in the dungeon wall? (The writer) What did the writer find carved in the dungeon wall? (the initials “RC”) Where did the writer find the initials carved? (in the dungeon wall of the opera house) How did the writer find the initials “RC”? (by looking in the dungeons of the opera house; the initials were carved in the wall)

b) When Raoul and the Persian saw the flood of water rising quickly, they realized that instead of burning, they were going to drown. (Who, What, When, Where, How, Why) Who saw the flood of water rising quickly? (Raoul and the Persian) What did Raoul and the Persian see? (the flood of water rising quickly) When did they realize they were going to drown? (When they saw the water rising fast) Where was the water when they thought they were burning? (the water was rising fast) How was the water rising? (quickly) Why did they think they were going to drown? (because the water was rising quickly)

c) Behind the wall near the barrels, Raoul and the Persian could hear footsteps and then someone tapping on the wall. (Who, What, When, Where) Who could hear footsteps and someone tapping? (Raoul and the Persian) What did Raoul and the Persian hear? (footsteps and someone tapping) When did they hear these sounds? (when they were behind the wall) Where were Raoul and the Persian when they heard these sounds? (behind the wall near the barrels)

d) Darius reported Raoul had disappeared, and Philippe was dead, his body found near the Opera Lake. (Who, What, Where, How) Who reported that Raoul had disappeared and Philippe was dead? (Darius) What did Darius report?( that Raoul had disappeared and Philippe was dead) Where did they find Philippe’s body? (near the Opera lake) How did they discover Philippe’s fate? (they found his dead body near the opera lake)

e) The Persian believed that Philippe was the person who had rung the bell at Erik’s house, and Erik had murdered Philippe that night. (Who, What, When, Where, How) Who believed that Erik murdered Philippe? (The Persian) What did the Persian believe? (that Philippe was the person who had rung the bell at Erik’s house, and Erik had murdered Philippe that night) When did the Persian believe the murder happened? (that night when a person rang the bell) Where did the Persian believe the murder happened? (at Erik’s house) How did Persian believe Philippe died? (Erik murdered him that night when he rang the bell)

f) In the total darkness, the Persian and Raoul discovered there was gunpowder in the barrels, not water. (Who, What, Where, How) Who discovered there was gunpowder in the barrels, not water? (the Persian and Raoul) What did the Persian and Raoul discover? (there was gunpowder in the water barrels) Where was gunpowder? ( in water barrels) How, did the Persian and Raoul discover gunpowder in the barrels? (In the total darkness)

g) The newspapers reported that the singer Christine Daaè was a victim of an argument between two brothers. (Who, What, Where, Why) Who reported that the singer Christine Daaè was a victim of an argument? (newspapers) What did the newspapers report? (that the singer Christine Daaè was a victim of an argument between two brothers) Where did they find out that Christine was a victim of an argument? (in the newspapers) Why was Christine a victim? (There was an argument between two brothers)


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 6: Sentence Stretcher: Begin with the sentence: Erik laughed. Erik laughed. Erik laughed because the ceiling was lit up. Erik laughed because the ceiling of the chamber was lit up. Erik laughed because the ceiling of the torture chamber was lit up. Erik laughed because the ceiling of the torture chamber was all lit up. Erik laughed because the ceiling of the torture chamber was all lit up and the reflection made the illusion. Erik laughed because the ceiling of the torture chamber was all lit up and the reflection of the lights made the illusion. Erik laughed because the ceiling of the torture chamber was all lit up and the reflection of the lights in the mirrors made the illusion. Erik laughed because the ceiling of the torture chamber was all lit up and the reflection of the lights in the mirrors made the illusion that the room blazed. Erik laughed because the ceiling of the torture chamber was all lit up and the reflection of the lights in the mirrors made the illusion that the room blazed with fire.

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 6: Look it Up: Teams locate examples of Parallel Structure & Coordinating Conjunctions in the text and in the summary. Use the organizers on the following pages for Look It Up Version #1, Version #2, Version #3.


“LOOK IT UP” – (VERSION ONE) Find example sentences of the grammar point in your textbooks.

Grammar Point _________________________________________________ This search is limited to textbook pages ________ to________.

COPY THE EXAMPLE FROM TEXT Page Number

Paragraph Number

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Rewrite the Paragraph Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Use a paragraph based on the text, and language focus structures of the lesson. Teams read and discuss necessary changes. Members work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.) The Phantom of the Opera: Lesson 6: Rewrite the Paragraph Activity: Teams rewrite paragraphs in the present. Note: The simple past forms in the summaries below change to the simple present. The past perfect forms change to the simple past. Check the chart as you go.) Chapter 11: “The Torture Chamber”

Trapped in the torture chamber, Raoul and the Persian looked for a secret opening in the wall. Erik demanded Christine answer his marriage proposal. Erik flooded the chamber with lights. Then Erik began to throw his voice like a ventriloquist. Erik’s lips did not move, but he made different sounds that seemed to come from every direction. Erik repeated the croaking sounds in Carlotta’s throat the night she lost her voice. Erik repeated the sounds in the ghost’s chair in the theater. The walls became burning hot, and the ceiling lit up. Mirrors made the room look like it was a burning forest. Erik made the noises of a roaring lion, a leopard, and buzzing flies. The room became hot, and the men were very thirsty. They saw rain, but when they licked the water in the mirror, it burned their tongues. The Persian searched everywhere to find the spring to the trap door. When the trapdoor opened, cool air rushed in, and they escaped down a stone staircase. They found water barrels filled with enough gunpowder to blow up the Opera and kill everyone. Christine had to agree to marry Erik by eleven o’clock. Erik had given Christine two boxes, one with a scorpion and one with a grasshopper. If Christine chose the grasshopper, her answer was “no”. If she chose the scorpion, her answer was “yes”. The grasshopper was connected to an electric current to blow up the opera. Christine chose the scorpion and opened the box. Something cracked, hissed, and gurgled, and a flood of water rushed down on them. Raoul and the Persian spun around, lost their footing, choked, fought the dark water, and began to sink rapidly. They called out to Christine and Erik to save them.

Refer to next page for more The Phantom of the Opera: Lesson 6: Rewrite the Paragraph Activity & Sequence of Verb Tenses Reference Chart


The Phantom of the Opera: Lesson 6: Rewrite the Paragraph Activity (Continued) Refer to next page for Sequence of Verb Tenses Reference Chart Chapter 12: “The Ghost’s Story” When the Persian woke up, he was on a bed. Erik said that Raoul was alive and they were both safe. Erik wanted to please his new wife. The newspaper reported that Philippe was dead, found near the Opera Lake. The Persian believed that Philippe had rung the bell at Erik’s house, and Erik had murdered him. The Persian told the whole story to the police, but the police thought the Persian was a lunatic. One day, a weak and ill Erik came to visit. The Persian accused Erik of murdering Philippe, and demanded to know what had happened to Raoul and Christine. Erik was dying and gasping for breath, but he told the Persian the rest of the story. Count Philippe was already dead when he arrived at Erik’s door. Philippe had fallen into the lake and drowned by accident. Christine had agreed to marry Erik if he saved Raoul and the Persian. Erik took the Persian home, and locked Raoul in a dungeon as a hostage. When Erik returned, Christine saw Erik without his mask, and she did not run away. This made Erik the happiest man in the world. Erik knew that Christine really loved Raoul, so he told her to marry Raoul. Erik gave Christine the ring as her wedding gift. Christine promised to return when Erik died, and to bury him secretly with the ring. Raoul and Christine left to find a secret place to live away from the public. Erik knew that he would die soon and he asked the Persian to advertise his death in the newspaper. Three weeks later, the newspaper reported, “Erik is dead”. “Epilogue” The case of the opera ghost was interesting, and the opera ghost was real. The story had kidnapping, disappearances, trapdoors, and death. The newspapers reported that the singer Christine was a victim of an argument between two brothers. No one knew about Raoul and Christine’s happiness. They took a train to the north, perhaps somewhere in Scandinavia. Mrs. Valérius disappeared at the same time. I may look for them some day. I am very grateful to the Persian for helping me tell the story of the opera ghost. I never found Erik’s house, but I did find the initials of Raoul de Chagny, “RC”, carved in the wall in a dungeon of the opera house. Those initials are still there. Refer to next page for The Phantom of the Opera: Lesson 6: Sequence of Verb Tenses Reference Chart


Sequence of Verb Tenses

Tense of Independent

Clause

Tense of Dependent

Clause

Purpose of Dependent

Clause Example(s)

Simple Present

+ present Show same-time action

I want to go to the movies because I love popcorn.

+ past Show earlier action

We know that we did a good job.

+ present perfect

Show a period of time extending from some point in the past to the present

They think that they have done their best work.

+ future Show action to come

The teacher says that she will score the test soon.

Simple Past

+ past Show another completed past action

He needed to see his friend because he wanted to talk.

+ past perfect Show an earlier action

Father knew he had cooked an excellent meal.

+ present State a general truth

The founding fathers believed that all people are equal.

Present Perfect OR Past Perfect + past For any purpose

She has excelled in all her classes because she studied.

OR I had left the party before you arrived.

Future

+ present Show action happening at the same time

I will be happy if I pass all of my classes with “A” or “B”.

+ past Show an earlier action

If you studied hard, you will pass this exam

+ present perfect

Show future action earlier than the action of the independent clause

You will feel better when you have rested and eaten a good meal.

Future Perfect + present

OR present perfect

For any purpose

We will have traveled 1200 miles by the time we get to Ohio.

OR By the time we have saved enough money for the trip, we will have worked several hundred extra hours.


Name ____________________________ Date __________ The Phantom of the Opera: Lesson 6: Exercise 1 Fill in the blanks with the correct word from: The Phantom of the Opera (Gaston Leroux) Chapter 11: “The Torture Chamber”

Trapped in the __________ chamber, Raoul and the Persian looked for a secret opening

in the wall. Erik demanded Christine answer his marriage __________. Erik flooded the

chamber with lights. Then Erik began to throw his voice like a __________. Erik’s lips did not

move, but he made different sounds that __________ to come from every direction. Erik

repeated the croaking sounds in Carlotta’s __________ the night she lost her voice. Erik

repeated the sounds in the ghost’s chair in the theater. The walls became burning hot, and the

__________ lit up. Mirrors made the room look like it was a burning forest. Erik made the noises

of a roaring lion, a leopard, and buzzing flies. The room became hot, and the men were very

thirsty. They saw rain, but when they __________ the water in the mirror, it burned their

tongues. The Persian searched everywhere to find the spring to the trap door. When the

__________ opened, cool air rushed in, and they escaped down a stone staircase. They found

water barrels filled with enough __________ to blow up the Opera and __________ everyone.

Christine had to agree to marry Erik by eleven o’clock. Erik had given Christine two boxes one

with a scorpion and one with a __________. If Christine chose the grasshopper, her answer

was “no”. If she chose the __________, her answer was “yes”. The grasshopper was connected

to an electric __________ to blow up the opera. Christine chose the scorpion and opened the

box. Something cracked, hissed, and __________ and a flood of water rushed down on them.

Raoul and the Persian spun around, lost their __________, choked, fought the dark water, and

began to sink rapidly. They called out to Christine and Erik to save them.

trapdoor current gunpowder kill grasshopper proposal ceiling seemed footing ventriloquist scorpion licked throat gurgled torture


The Phantom of the Opera: Lesson 6: Exercise 1 (Continued): Fill in the blanks with the correct word From: The Phantom of the Opera (by Gaston Leroux) Chapter 12: “The Ghost’s Story”

drowned advertise hostage please lunatic

bury happiest gasping believed mask

When the Persian woke up, he was on a bed. Erik said that Raoul was alive and they

were both safe. Erik wanted to __________ his new wife. The newspaper reported that Philippe

was dead, found near the Opera Lake. The Persian __________ that Philippe had rung the bell

at Erik’s house, and Erik had murdered him. The Persian told the whole story to the police, but

the police thought the Persian was a __________. One day, a weak and ill Erik came to visit.

The Persian accused Erik of murdering Philippe, and demanded to know what had happened to

Raoul and Christine. Erik was dying and __________ for breath, but he told the Persian the rest

of the story. Count Philippe was already dead when he arrived at Erik’s door. Philippe had fallen

into the lake and __________ by accident. Christine had agreed to marry Erik if he saved Raoul

and the Persian. Erik took the Persian home, and locked Raoul in a dungeon as a __________.

When Erik returned, Christine saw Erik without his __________, and she did not run away. This

made Erik the __________ man in the world. Erik knew that Christine really loved Raoul, so he

told her to marry Raoul. Erik gave Christine the ring as her wedding gift. Christine promised to

return when Erik died, and to __________ him secretly with the ring. Raoul and Christine left to

find a secret place to live away from the public. Erik knew that he would die soon and he asked

the Persian to __________ his death in the newspaper. Three weeks later, the newspaper

reported, “Erik is dead”.

“Epilogue”

Scandinavia initials grateful argument disappearances

The case of the opera ghost was interesting, and the opera ghost was real. The story

had kidnapping, __________, trapdoors, and death. The newspapers reported that the singer

Christine was a victim of an __________ between two brothers. No one knew about Raoul and

Christine’s happiness. They took a train to the north, perhaps somewhere in __________. Mrs.

Valérius disappeared at the same time. I may look for them some day. I am very __________ to

the Persian for helping me tell the story of the opera ghost. I never found Erik’s house, but I did

find the __________ of Raoul de Chagny, “RC”, carved in the wall in a dungeon of the opera

house. Those initials are still there.


Name _____________________________________ Date _____________ The Phantom of the Opera: Lesson 6: 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. Choosing the scorpion meant “no” to marrying Erik and it would explode the gunpowder.

______________________________________________________________________

2. Erik gave Christine back the ring as her as her wedding gift for her marriage to Raoul.

______________________________________________________________________

3. Persian made noises everywhere, like a roaring lion, buzzing of flies, and croaking sounds.

______________________________________________________________________

4. Erik threw a ventriloquist voice, his lips did not move, but sounds came from everywhere.

______________________________________________________________________

5. Raoul and Christine found a priest and a lonely place to hide their marriage from the public.

______________________________________________________________________

6. When Erik left to take Raoul home, he had locked Christine in a dungeon as a hostage.

______________________________________________________________________

7. The reflection of the fire in the mirrors made the illusion that in the chamber burned with fire.

______________________________________________________________________

8. Raoul and Christine put an announcement in the Paris newspaper about their marriage.

______________________________________________________________________

9. Persian told the whole story to the police, but the police thought the Persian was a lunatic.

______________________________________________________________________

10. The paper reported Christine a victim of an argument between Erik and Raoul de Chagny.

______________________________________________________________________


Name ____________________________ Date __________

The Phantom of the Opera: Lesson 6: Exercise 3 (FCAT Practice/Reading Comprehension)

Read a chronology of the facts about the life of Gaston Leroux, author of The Phantom of the Opera. Complete the timeline of Leroux’s life by writing the facts or events in time order and by calculating the age for each fact or event in the timeline. (See following page for teacher script to read about Leroux’s life as an introduction to this activity)

TIMELINE –Life of Gaston Leroux, Writing Career, Works

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Event 1868 1890 1907 1911 1925 1926 1927

The Life of Gaston Leroux, His Writing Career, and Works 1. Gaston Leroux was born in Paris in 1868. 2. In 1890, Gaston Leroux became an investigative reporter for

a French newspaper. 3. In 1907, Gaston Leroux created a character who was a

young detective in his first novel, The Mystery of the Yellow Room.

4. In 1911, Gaston Leroux published The Phantom of the Opera (Le Fantôme de l'Opéra).

5. In 1925, an American movie company made Gaston Leroux’s novel, The Phantom of the Opera, into a movie.

6. Gaston Leroux was in poor health by 1925, but saw his film in Paris in 1926.

7. Gaston Leroux died in 1927 at the age of 59 before seeing the full success of his work.


AGE


Supplemental Page for: The Phantom of the Opera: Lesson 6: Exercise 3 (FCAT Reading Comprehension)

Read about the life of Gaston Leroux, author of The Phantom of the Opera, or listen to the teacher read the story of the writer’s life. (Haining, Peter. The Man Who Created the Phantom. (1986) Source:: http://www.thephantomoftheopera.com/history/book/creat_phan.htm)

“ Leroux, the French author who created The Phantom of the Opera, loved the theater. For many years, he wrote for the newspaper and several plays, but he was not successful. The Phantom of the Opera is a novel about France's greatest opera house in Paris. It is his most famous work. The Phantom of the Opera has been made into movies and plays for the theater. The Phantom of the Opera, takes place in the late part of the nineteenth century, the late 1800’s. At that time in France’s history, it was popular to believe in the supernatural and the spirit world.

Gaston Leroux was born in Paris in 1868. The story of Leroux’s life is very interesting. His photographs show that he was a big, rather plump man with slicked back dark hair and a moustache. He dressed fashionably and wore gold spectacles on his nose. He was a flamboyant character, and claimed that his family descended from William the Conqueror. Gaston was an excellent student, but his father decided that he should become a lawyer. Gaston changed from a happy student into a lazy one. His imagination was for writing, not studying law. After he completed his law studies and became an lawyer, he continued to write in his spare time.

When Gaston’s father died suddenly, his life changed forever. His father left him a fortune of almost one million francs. Gaston immediately left law and began to gamble at poker, and spent his money on the high society of Paris. At the end of one year, he had squandered his inheritance. It was 1890, and Gaston Leroux had to beg for a job at the newspaper, L'Echo de Paris. He used his knowledge of the law and his love of the theater in his job as a drama critic and court reporter. Leroux enjoyed his work as an investigative reporter. The newspaper allowed him to investigate suspected malpractice in the local police force and public administration. Leroux’s reports exposed corrupt officials and made him famous as a journalist. His work took him on adventures to Finland, Italy, Egypt, and Morocco. Leroux liked to disguise himself to witness events first hand. When his health began to fail, he settled down with his family and gave up the footloose life of a roving correspondent to become a novelist. Gaston Leroux’s first books were not successful.

In 1907, he created a character who was a young detective. Gaston admired the violence and detective stories of other famous writers of the day, Edgar Allan Poe and Sir Arthur Conan Doyle. Leroux created his own mysterious character, a young detective who solved a crime locked in a room in his first novel, The Mystery of the Yellow Room. In 1911, Leroux published The Phantom of the Opera (Le Fantôme de l'Opéra). The character in this story investigated strange events in the famous Paris Opera House in the 1880s. In the story, the investigator visited the huge underground lake where the Phantom hid. In the cellars of the Opera, he found skeletons of murdered victims. Sales of The Phantom of the Opera were moderate, and the reviews were disappointing. The public became interested in the story when French, English, and American newspapers serialized the story. The newspapers printed graphic illustrations of the Phantom haunting the dimly lit caverns of the Opera House.

In 1925, an American movie company (Universal Pictures) made The Phantom of the Opera into a movie. Leroux was in poor health by then, and saw his film in Paris in 1926. Tragically, Leroux died in 1927 at the age of 59 before seeing the full success of his work. Gaston Leroux wrote over sixty novels, but none of them made him rich. Only two of his novels

http://www.thephantomoftheopera.com/history/book/creat_phan.htm�


are easy to find today, The Phantom of the Opera and The Mystery of the Yellow Room. Today the Phantom is a familiar character around the world, but few know its creator. “


Name ____________________________ Date __________

The Phantom of the Opera: Lesson 6: Exercise 4 (FCAT Practice/Reading Comprehension)

Read Gaston Leroux’s words from the original novel The Phantom of the Opera. Complete the chart below about the paragraph by writing the main idea of the paragraph, key supporting details, at least one conclusion, and one generalization about what the writer said.

“The Opera ghost really existed. He was not, as was long believed, a creature of the imagination of the artists, the superstition of the managers, or the absurd and impressionable brains of the young ladies of the ballet, their mothers, the box-keepers, the cloak-room attendants, or the concierge. No, he existed in flesh and blood, though he assumed all the outward characteristics of a real phantom, that is to say, of a ghost." (Gaston Leroux)

GENERALIZATIONS (Apply to real life situations outside the Reading)

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CONCLUSIONS (Details + Your Knowledge)

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DETAILS ______________________________________

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MAIN IDEA _____________________________

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______________________________ ________________________

Conclusion: A Conclusion is a logical result of thinking about information in the reading. Add up the details (facts, or clues), with your knowledge of people. What do the details in the reading lead you to think or conclude? What will happen next? Generalization: How does your conclusion about the phantom apply to real life situations? Is there a lesson learned from the story?


Name __________________ The Phantom of the Opera: Lesson 6: Exercise 5 Fill in the blanks. Directions:

Chapter 11: “The Torture Chamber”

Raoul and the Persian __________ were trapped in the __________ chamber. When

Raoul heard __________ return, he could not __________ his anger, and he __________ out

to Christine. Erik __________ to know who was __________, but Christine said she

__________ nothing. Raoul’s voice set __________ Erik’s madness, and he __________ the

torture chamber with __________. Then he made Christine __________ the stairs to look

__________ the torture chamber. Christine __________ nothing was there. Erik’s __________

changed from sharp and __________ to calm and low. __________ wanted Christine to say

__________ she loved him.

Then __________ pretended to entertain Christine __________ throwing his voice like

__________ ventriloquist. When Erik raised __________ mask a little, his __________ did not

move, but __________ made different sounds that __________ to come from every

__________. Erik said he was __________ world’s greatest ventriloquist. Erik __________ the


croaking sounds that __________ had heard coming from __________ throat the night she

__________ her voice. Then he __________ the sounds that had __________ from the ghost’s

chair __________ the theater. Erik’s insane __________ came from everywhere, even

__________ torture chamber.

Christine cried __________ to Erik that the __________ was getting very hot,

__________ it was burning. Erik __________ because the ceiling of __________ torture

chamber was all __________ up, and the reflection __________ the lights in the __________

made the illusion that __________ room blazed with fire. __________ was pacing, and the

__________ tried to explain Erik’s __________. The room looked like __________ burning

forest, but it __________ just a little room. __________ more than an hour, __________

Persian searched every inch __________ the glass to find __________ spring that would make

__________ door turn open. Raoul __________ the Persian heard the __________ roar of a

lion, __________ leopard, and the buzzing __________ flies. It was Erik __________ the

noises. The room __________ very hot, and the __________ became very thirsty. Raoul

__________ to a spot on __________ wall that looked like __________. They heard the ripple

__________ of rain. Either it __________ real water, or it __________ a mirage. When they

__________ the rain in the __________, they burned their tongues. __________ was burning

hot, and __________ writhed in pain.

Suddenly __________ Persian noticed a groove __________ the floor with a

__________ nail. The Persian had __________ the spring to the __________ door. When he

opened __________ trapdoor, cool air rushed __________ the room. A stone __________ led

down to a __________ hole below. At the __________ of the stairs, there __________ barrels

that looked like __________. The Persian kicked over __________ lantern and the light

__________ out. In the total __________, the Persian and Raoul __________ there was

gunpowder in __________ barrels, not water. Erik __________ enough gunpowder to blow


__________ and bury the entire __________ Opera House. Now it __________ clear to them

what __________ had meant before. Erik __________ many people would die __________

Christine did not marry __________. Time was critical, and __________ was almost eleven

o’clock. __________ had given Christine until __________ to answer his proposal __________

marriage.

Behind the wall __________ the barrels, Raoul and __________ Persian could hear

footsteps __________ then someone tapping on __________ wall. Erik had left __________

alone for a few __________, and she was tapping __________ the wall. Raoul spoke

__________ the wall, and Christine __________ back that the final __________ of eleven was

at __________. Erik had given Christine __________ boxes to help make __________ decision

about the marriage. __________ box had a scorpion, __________ the other box had

__________ grasshopper. If Christine chose __________ grasshopper, her answer was

“__________”, and if she chose __________ scorpion, her answer was “__________”. The

Persian realized that __________ grasshopper was connected to __________ electric current.

If Christine __________ the grasshopper box to __________ “no”, it would blow __________

the gunpowder. Christine had __________ choice now. She must __________ to marry the

Erik, __________ everyone would die.

When __________ returned, Christine chose the __________ and opened the box.

__________ cracked, hissed like a __________, and gurgled loudly. Suddenly __________

flood of water rushed __________ on them. When Raoul __________ the Persian saw the

__________ of water rising quickly, __________ realized that instead of __________, they

were going to __________. The two men spun __________, lost their footing, choked,

__________ fought the dark water. __________ two men began to __________ rapidly, and

they called __________ to Christine and Erik __________ save them.


Chapter 12: “The Ghost’s Story”

When the Persian woke __________, he was on a __________, looking at an angel

__________ a devil. Christine silently __________ tea and the man __________ the mask

brought tea __________ the Persian’s bed. Erik __________ the Persian that Raoul

__________ alive and well, asleep __________ another sofa. Erik said __________ were both

safe, and __________ Erik would take them __________ to the surface, to __________ his

new wife.

The __________ time the Persian awoke, __________ was in his apartment

__________ his servant Darius. When __________ Persian was feeling better, __________

asked about the De Chagny __________, Philippe and Raoul. __________ reported Raoul had

disappeared, __________ Philippe was dead, his __________ found near the Opera

__________. The Persian believed that __________ was the person who __________ rung the

bell at __________ house, and Erik had __________ Philippe.

The Persian told __________ whole story to the __________, but the police thought

__________ Persian was a lunatic. __________ the Persian could write __________ letter to

the newspaper, __________ came to visit him. __________ was weak and ill, __________

wearing his mask. The __________ was angry, and he __________ Erik of murdering Philippe.

__________ the Persian demanded to __________ what had happened to __________ and

Christine.

Erik was __________ for breath and stunned, __________ he dragged himself to

__________ chair. Erik explained that __________ was dying, and then __________ told the

Persian the __________ of the story. Erik __________ that Count Philippe was __________

dead when Erik found __________ at his door. Philippe __________ fallen into the lake


__________ drowned by accident.

Then __________ explained that he still __________ Christine, and no one __________

ever hurt her. Christine __________ begged Erik to save __________ and the Persian. She

__________ agreed to be Erik’s __________ only if he saved __________ lives. When Erik left

__________ take the Persian home, __________ had locked Raoul in __________ cellar

dungeon as a __________. Erik was surprised when __________ returned, because Christine

had __________ run away and she __________ waited for Erik. Christine __________ Erik kiss

her forehead, __________ when she saw him __________ his mask, she neither __________

nor ran away. Christine __________ with Erik and he __________ he had experienced all

__________ had to offer him. __________ made Erik the happiest __________ in the world.

However, __________ knew that Christine only __________ him, and that she

__________ loved Raoul. That was __________ Erik brought Raoul to __________ and told

her to __________ Raoul. Erik had found __________ lost ring, and he __________ it to her as

__________ wedding gift. Christine put __________ ring on her finger, __________ she vowed

to return __________ Erik died. Christine promised __________ bury Erik with the __________

in secret. Erik told __________ where to find his __________ and what to do __________ him.

Then Christine kissed __________ for the first time __________ his forehead. Raoul and

__________ went to find a __________ and some lonely place __________ they could hide

their __________ from the public.

Erik __________ that he would die __________. If Christine kept her __________, she

would come back __________. Erik asked the Persian __________ tell the young couple

__________ his death, and to __________ it in the newspaper. __________ Persian sent Erik

in __________ cab to the Opera __________. The newspaper reported three __________ later,

“Erik is dead”.


“Epilogue”

The case of the __________ ghost was interesting, and __________ opera ghost was

real. __________ story had kidnapping, disappearances, __________, and death. The

newspapers __________ that the singer Christine __________ was a victim of __________

argument between two brothers. __________ the strange death of __________, Raoul and

Christine did __________ want anyone to know __________ their happiness. No one

__________ they disappeared together. They __________ a train to the __________, perhaps

somewhere in Scandinavia. __________. Valérius disappeared at the __________ time. I may

look __________ them some day. I __________ very grateful to the __________ who showed

me his __________ and told me his __________. The Persian knew who __________

information about the opera __________ that he did not __________. I never found Erik’s

__________, but I did find __________ initials of Raoul De Chagny, “__________”, carved in

the wall __________ a dungeon of the __________ house. Those initials are __________

there.


Name _______________________ Date __________

The Phantom of the Opera: Lesson 6: Exercise 6

Combine the sentences to make one sentence containing parallel structure. (Use the coordinating conjunctions and, but, or). Follow the example:

Erik tried to control his anger. He failed. (Erik tried to control his anger, but he failed.)

1. I never found Erik’s house. I did find the initials “RC”, carved in the wall of the dungeon. ____________________________________________________________________________

2. They went to find a priest. They went to find a lonely place to hide from the public. ____________________________________________________________________________

3. The grasshopper meant “no”. The scorpion meant “yes”. ____________________________________________________________________________

4. She must agree to marry the Erik. If not, everyone would die. ____________________________________________________________________________

5. The case of the opera ghost was interesting. The opera ghost was real. ____________________________________________________________________________

6. Erik wanted Christine to say that she loved him. Christine did not say those words. ____________________________________________________________________________

7. Erik said they were both safe. Soon Erik would take them up to the surface. ____________________________________________________________________________

8. Darius reported Raoul had disappeared. Darius reported Philippe’s dead body was found. ____________________________________________________________________________

9. Christine should have run away. Christine should have gone to the police. ____________________________________________________________________________

10. Erik laughed when torture chamber lit up. Erik laughed when it looked like it blazed with fire. ____________________________________________________________________________

Choose the parallel completion from the list that follows and write it in the blank: a devil gurgled calm and low ill tapping

1. Still wearing his mask, Erik was weak and ____________________. 2. Something cracked, hissed like a rocket, and loudly ____________________. 3. When the Persian woke up, he was on a bed, looking at an angel and _________________. 4. Behind the wall, Raoul heard someone pacing and ____________________. 5. Erik’s voice changed from sharp and shrill to _________________________. Fill in the blank with the conjunctions that complete the meaning of the sentence.

either … or both … and not … but neither … nor not only…but also whether … or

1. It seemed that the men would __________ drown __________ burn to death. 2. They heard the ripple sound of rain. _________ it was real water, ________ it was a mirage. 3. When Christine saw Erik without his mask, she __________ died __________ ran away. 4. __________ Raoul __________ the Persian lost their footing, and fought the dark water. 5. Raoul and the Persian heard __________ the roar of a lion, __________ the buzzing of flies. 6. The mirrors made a room look like a forest. It was ______ a large room ______ a little room. 7. _________ Christine escaped _________ she stayed with Erik, Raoul’s life was still in danger.

english iv through esol - the school district of palm ... · english iv through esol: the phantom...

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