English II Through ESOL
Drama: Lesson 1: Antigone, by Sophocles: Introduction: “The Story of Oedipus”
FCAT Reading/Writing Focus:
Language Focus:
Recognizing Sequence
Drawing Conclusions; Making Generalizations; Dramatic
Irony; Elements of Tragedy
Adjectives & Verb Forms Used As Adjectives (Participles)
Text:
Prentice Hall Literature:
Platinum Level 10
Main Text pp. 768-809; English Learner’s Companion: p.
260-261 (English/Spanish summaries with alternative
reading strategies: Writing headlines, paraphrasing dialogue)
FCAT Support Skills:
(*Key language focus words in RED)
Vocabulary
English
among
blind (v)
childless
claim
classic
‘commit suicide’
destined
destiny
dwell
encounter (v)
fate
favor
flee (fled)
gain (v)
gouge (out)
herdsman
horrified
journey
just (adj.)
kind-hearted
newborn
oracle
overcome
persuade
plague
prophecy (prophesize)
prospered
put to death
quarrel
recently
refused
shepherd
soothsayer
true
widowed
wise
Spanish
Haitian Creole
entre
cegar (v)
no poder tener hijos
alegación
clásico
suicidarse
destinado
destino
habitar
encontrarse con (v), encontrar (v)
destino
el favor
huyó
ganarse (v), ganar (v)
sacar (v), arrancar (v)
cuidador de rebaños
horrorizado, aterrorizado
travesía
justo
noble de corazón
recién nacido
oráculo de Apolo
vencer
persuadir
plaga
profecía (profetizar)
prosperó
ejecutar
reñir (v), pelear (v)
recientemente
rehusó
pastor de ovejas
adivino
verdadero, verdadera
había enviudado
sabio
pami
avèg
santimoun
reklamasyon
klasik
“komèt sisid”
destine
desten
bitasyon, abita
rankontre
destine, sò
favè
pran lafuit (te plf)
genyen
rache
siveyan
efreye
vwayaj
jis
bon
nouvone
orak, repons
triyonfe
konvenk
plak
pwofesi
pwospere
pèndemò
dispit, kerèl
dènyèman
refize
bèje
divinò
vrè
vèf
saj
English II Through ESOL: Antigone Lesson 1
Page 1
LIST OF CHARACTERS
“The Story of Oedipus” (Introduction to Antigone, by Sophocles)
Note: The story of Oedipus is a play called Oedipus Rex written by Sophocles.
This story happened before the beginning of the play Antigone by Sophocles.
King and Queen of Thebes (King Laios and Queen Jocasta) —They gave birth to a baby
boy. They believed in fate, the oracle, and prophecy. When the oracle made a fearful prophecy,
they ordered a herdsman to put the baby to death. The oracle said that the child would grow up
to kill his father and marry his mother. A stranger murdered King Laios on the road to Thebes.
Queen Jocasta married a young man from Corinth named Oedipus and they had four children.
Oedipus turned out to be the baby that Laios and Jocasta had told the herdsman to kill. In the
end, when the prophecy came true, Jocasta committed suicide, leaving behind four children,
Antigone, Ismene, Polyneices, and Eteocles.
Soothsayer /Oracle—The soothsayer (oracle, prophet) said that when the baby boy grew up,
he would kill his father and marry his mother.
Herdsman—A common animal keeper had to kill the baby for the King and Queen of Thebes.
However, he was kind-heated, and he secretly took the baby to a Corinthian shepherd in the
woods.
Shepherd— A caretaker of sheep took the baby from the herdsman, and gave it to the childless
King and Queen of Corinth.
King and Queen of Corinth — They called the baby Oedipus and raised him as their own son.
Oedipus—The child grew to be a young man, and believed that King and Queen of Corinth
were his true mother and father. When a soothsayer told Oedipus the prophecy, Oedipus
believed he would harm his loving parents, and fled home. On his journey, he fought and killed
a stranger. When he got to Thebes, he met Queen Jocasta, gained her favor, and married her.
When a terrible plague fell on the city, Oedipus asked a soothsayer for help. The soothsayer
said the gods were punishing the city because the murderer of King Laios lived among them.
Oedipus learned that the stranger he had killed on the way to Thebes was really King Laios.
The herdsman revealed that he never killed to kill the child of Jocasta and Laios. Oedipus
discovered with horror that King Laios and Queen Jocasta were his real parents. The prophecy
had come true. Without knowing, Oedipus had killed his father and married his mother. Oedipus
and Jocasta were horrified. Oedipus gouged out his eyes to make himself blind, and he fled
from the city. Jocasta committed suicide.
Antigone—She was one of four children Oedipus and Jocasta left behind. After their father
Oedipus died, she remained in Thebes with her sister Ismene.
Ismene— She was one of four children Oedipus and Jocasta left behind. After their father
Oedipus died, she remained in Thebes with her sister Antigone.
Polyneices— He was one of four children Oedipus and Jocasta left behind. After their father
Oedipus died, the sons Polyneices and Eteocles agreed to take turns ruling Thebes. When it
was Polyneices turn to rule, Eteocles refused to give up the throne. The brothers quarreled.
Polyneices went to Argos, raised an army, and attacked the city. The brothers fought each other
and both died.
Eteocles— He was one of four children Oedipus and Jocasta left behind. After their father
Oedipus died, the sons Eteocles and Polyneices agreed to take turns ruling Thebes. When it
was Polyneices turn to rule, Eteocles refused to give up the throne. The brothers quarreled.
Polyneices went to Argos, raised an army, and attacked the city. The brothers fought each other
and both died.
King Creon— When Polyneices and Eteocles fought and died, Creon became the new king of
Thebes.
English II Through ESOL: Antigone Lesson 1
Page 2
Personajes
“La historia de Edipo” (Introducción a Antígona, de Sófocles)
Nota: La historia de Edipo está basada en una obra de teatro titulada Edipo Rey
escrita por Sófocles y ocurre antes del comienzo de la obra Antígona del mimo autor.
El rey y la reina de Tebas (el rey Layo y la reina Yocasta) —Tuvieron un hijo varón y ambos
creían en el destino, el oráculo y las profecías. Cuando el oráculo les anunció la espantosa
profecía de que el niño crecería para matar a su padre y casarse con su madre, ordenaron a un
cuidador de rebaños que eliminara al bebé. Un extraño asesinó al rey Layo en el camino a
Tebas. La reina Yocasta entonces se casó con un joven de Corinto llamado Edipo y tuvieron
cuatro hijos. Edipo resultó ser el bebé que Layo y Yocasta habían mandado a matar. Cuando
al final la profecía se cumple, Yocasta se suicida, dejando huérfanos a sus cuatro hijos,
Antígona, Ismene, Polinices y Eteocles.
El adivino/oráculo de Apolo—El adivino (oráculo, profeta) quien dijo que el niño crecería,
mataría a su padre y se casaría con su madre.
El cuidador de rebaños—Un sencillo cuidador de animales, quien, por orden de los reyes de
Tebas, tenía que ejecutar al recién nacido. Sin embargo, él era noble de corazón, y le llevó el
bebé secretamente a un pastor de ovejas en los bosques de Corinto.
El Pastor— Un pastor de ovejas que recibió el bebé del cuidador de rebaños y se lo entregó a
los reyes de Corinto quienes no podían tener hijos.
El rey y la reina de Corinto — Nombraron Edipo al bebé y lo criaron como si fuera su hijo.
Edipo—El recién nacido que se hizo un hombre, pensando que los reyes de Corinto eran sus
verdaderos padres. Cuando un adivino le contó la profecía sobre su futuro, creyó que les haría
daño a sus amorosos padres y huyó de Corinto. En su travesía, luchó y mató a un extraño en
el camino a Tebas. Al llegar a esa ciudad, conoció a la reina Yocasta, se ganó su favor y se
casó con ella. Cuando una plaga terrible cayó sobre la ciudad, Edipo fue a pedirle ayuda a un
adivino quien le dijo que los dioses estaban castigando a la ciudad porque el asesino del rey
Layo vivía entre ellos. Edipo descubrió que el desconocido a quien había matado en su camino
a Tebas era realmente el rey Layo. El cuidador de rebaños reveló que nunca había matado al
hijo de Yocasta y Layo. Edipo se dio cuenta con horror que el rey Layo y la reina Yocasta eran
sus verdaderos padres. La profecía se había cumplido: aunque sin saberlo, Edipo había
matado a su padre y se había casado con su madre. Edipo y Yocasta estaban horrorizados.
Edipo se arrancó los ojos para enceguecerse y huyó de la ciudad y Yocasta se suicidó.
Antígona—Uno de los cuatro hijos que Edipo y Yocasta dejaron huérfanos. Después de la
muerte de Edipo, se quedó en Tebas con su hermana Ismene.
Ismene— Uno de los cuatro hijos que Edipo y Yocasta dejaron huérfanos, se quedó en Tebas
con su hermana Antígona después de la muerte de Edipo.
Polinices— Uno de los cuatro hijos que Edipo y Yocasta dejaron huérfanos. Después de la
muerte de Edipo, él y su hermano Eteocles se pusieron de acuerdo para gobernar Tebas
alternándose. Cuando le llegó su turno a Polinices, Eteocles rehusó abandonar el trono y
ambos hermanos se enfrascaron en una disputa por el poder. Polinices se fue a Argos,
organizó un ejército, y atacó la ciudad. Los dos hermanos lucharon entre sí hasta la muerte.
Eteocles— Uno de los cuatro hijos que Edipo y Yocasta dejaron huérfanos. Después de la
muerte de Edipo, Eteocles y Polinices acordaron turnarse para gobernar Tebas, pero cuando le
llegó el turno de gobernar a Polinices, Eteocles rehusó cederle el trono y a causa de esto los
dos pelearon. Polinices se fue a Argos, formó un ejército y atacó la ciudad. Ambos hermanos
lucharon entre sí hasta la muerte.
Rey Creontes— Cuando Polinices y Eteocles lucharon y murieron, Creontes se convirtió en el
nuevo rey de Tebas.
English II Through ESOL: Antigone Lesson 1
Page 3
Supplemental Reading
Antigone: Lesson 1: Antigone, (Sophocles) “Story of Oedipus” (Used in Follow Directions
Activity)
The Sphinx
The Sphinx was a creature with a head and chest of a woman, the body and legs of a
lion, and the wings of an eagle. The Sphinx lived on the road west of Thebes. Every time a
traveler passed by on the way to Thebes, the Sphinx told a riddle. If the traveler answered the
riddle correctly, the Sphinx would allow the traveler to pass by. If the traveler gave a wrong
answer, the Sphinx would kill and greedily eat the traveler.
The riddle was, “What is four-footed, two-footed, and three-footed?” or “What is it that is
at the same time a ‘quadruped,’ a ‘biped,’ and a ‘triped’?” According to mythology, an oracle told
the people of Thebes that they would be free of the Sphinx when they guessed the riddle.
Everyone was perplexed, and people came together to search for the answer. Each time, the
Sphinx seized and ate one of them.
Creon had become the ruler of Thebes when King Laius died, leaving Creon’s sister
Jocasta a widow. The Sphinx had devoured many men. Creon made a proclamation throughout
Greece, and promised a generous reward for the man who could solve the riddle of the Sphinx.
Creon offered the kingdom of Thebes and his beautiful sister, Jocasta (newly widowed) in
marriage. Many men came because of greed for the kingdom, and the Sphinx devoured many
men.
No one but Oedipus could solve the riddle. When Oedipus correctly answered the riddle,
the Sphinx killed herself by jumping off the cliff. According to the myth, an oracle required the
Sphinx to throw herself down a precipice.
The answer to the riddle was ‘man’. As an infant man is a quadruped and moves on all
fours. When grown, a man is a biped, standing on his two feet. In old age a man is a triped
because of illness that causes him to walk with a staff or cane. As a baby, man crawls on all
fours, two hands, and two feet. As an adult man is two-footed, and as man grows old, he gains
a third foot because he uses a cane. At this, the Sphinx threw herself from the acropolis.
Oedipus became king, and without knowing, he married his mother (Jocasta) and
became the father of their children. Oedipus was the son of Laius and Jocasta, but did not know
this. Oedipus had received his father’s kingdom. According to mythology, this was how Oedipus
ended up marrying his own mother.
________________________________________________________________________________________________________________________________________
References
Retrieved March, 2005 at http://www.timelessmyths.com/classical/beasts.html#Sphinx
Apollodorus, The Library - Greek Mythography C2nd BC Apollodorus. The Library of Greek Mythology. Translation by Aldrich, K.
Lawrence, Kansas: Coronado Press.
Diodorus Siculus. Library of History. Translation by Oldfather, C H. Loeb Classical Library Vols 279, 303, 377, 390. Cambridge,
Massachusetts: Harvard University Press.
Hyginus. The Myths of Hyginus. Translation by Grant, M. Lawrence, Kansas: University of Kansas Publications. (incl Preface,
Fabulae, Astronomica)
English II Through ESOL: Antigone Lesson 1
Page 4
Lectura suplementaria
Unidad 2: Lección 1: Antígona, (Sófocles) “Historia de Edipo” (empleado en las actividades
para seguir instrucciones)
La Esfinge
La esfinge era una criatura monstruosa con cabeza y torso de mujer, cuerpo y
extremidades de león y alas de águila que vivía en el camino que estaba al oeste de Tebas.
Cada vez que un viajero pasaba por ese camino en dirección a la ciudad, la esfinge le
planteaba un enigma; si el viajero lo solucionaba correctamente, la Esfinge le permitía seguir su
camino; pero si daba una respuesta equivocada, lo mataba y lo devoraba ávidamente. El
enigma era: “¿Qué es lo que camina en cuatro pies por la mañana, en dos al mediodía y en
tres al atardecer?” o “¿Qué es al mismo tiempo un ‘cuadrúpedo’, un ‘bípedo’, y un ‘trípedo’?”
De acuerdo con la mitología, un oráculo anunció al pueblo de Tebas que serían liberados de la
esfinge cuando alguien descifrara el enigma. Todos estaban perplejos, y la gente se reunía
para ver si podían encontrar la respuesta. En cada una de las ocasiones, la esfinge agarraba a
uno de ellos y se lo comía.
Cuando el rey Layo murió dejando viuda a Yocasta, el hermano de ésta, Creontes, se
convirtió en el gobernante de Tebas. Creontes proclamó por toda Grecia que daría una
generosa recompensa al hombre que pudiera resolver el enigma de la esfinge: ofrecía el reino
de Tebas y la mano de su bella hermana Yocasta, quien había enviudado recientemente.
Aparecieron muchos ambicionando el reino, pero la esfinge devoró a numerosos de ellos.
Nadie, excepto Edipo, podía solucionar el enigma. Cuando Edipo lo respondió
correctamente, la esfinge se mató saltando desde los acantilados. Según el mito, el oráculo
exigía que la esfinge se lanzara a un precipicio.
La solución al enigma era ‘el hombre’. Cuando es un niño, el hombre es cuadrúpedo
y se mueve con sus cuatro extremidades. Cuando crece, el hombre es bípedo, erguido sobre
sus dos pies. En la vejez, el hombre se hace trípedo porque las enfermedades causan que
tenga que caminar con la ayuda de una vara o de un bastón. Cuando es un bebé, el hombre
gatea en cuatro patas, dos manos y dos pies. Como adulto, anda con los dos pies y cuando
envejece, adquiere un tercer pie porque usa un bastón. Al llegar a esto, la esfinge se despeñó
desde la acrópolis.
Edipo se convirtió en rey y, sin saberlo, se casó con su madre, Yocasta, y llegó a ser el
padre de sus hijos. Edipo era hijo de Layo y Yocasta, pero no lo sabía. Edipo había recibido el
reino de su padre. Según la mitología, esta fue la manera en la cual terminó casándose con su
propia madre.
________________________________________________________________________________________________________________________________________
References
Retrieved March, 2005 at http://www.timelessmyths.com/classical/beasts.html#Sphinx
Apollodorus, The Library - Greek Mythography C2nd BC Apollodorus. The Library of Greek Mythology. Translation by Aldrich, K.
Lawrence, Kansas: Coronado Press.
Diodorus Siculus. Library of History. Translation by Oldfather, C H. Loeb Classical Library Vols 279, 303, 377, 390. Cambridge,
Massachusetts: Harvard University Press.
Hyginus. The Myths of Hyginus. Translation by Grant, M. Lawrence, Kansas: University of Kansas Publications. (incl Preface,
Fabulae, Astronomica)
English II Through ESOL: Antigone Lesson 1
Page 5
English Summary
Lesson 1:
Antigone, by Sophocles: “The Story of Oedipus”
Written by Sophocles, the story of Oedipus is a play called Oedipus Rex. The story of
Oedipus happened before the beginning of the play Antigone, also written by Sophocles.
Oedipus Rex is the story of a family that believed in fate, and tried to overcome it.
According to the story, long ago, the King and Queen of Thebes gave birth to a child.
They were happy with their baby boy, until one day the oracle made a prophecy. The
soothsayer said that when the boy grew up, he would kill his father and marry his mother.
Frightened by the prophecy, the Queen and King ordered a herdsman to take the baby and put
him to death. However, the herdsman was kind-hearted, and secretly took the baby to a
Corinthian shepherd in the woods.
The shepherd took the baby to the childless King and Queen of Corinth. They named the
baby ‘Oedipus’ and raised him as their own son. Believing that the Corinthian King and Queen
were his true mother and father, Oedipus grew into a young man.
Then one day, a soothsayer came to Oedipus and told him about the prophecy.
Oedipus’s destiny was to kill his father and marry his mother. Horrified that he would hurt the
parents he loved, Oedipus fled from home. On his journey, he encountered a stranger. Believing
that the stranger had insulted him, Oedipus fought and killed the man. Oedipus continued his
journey to the city of Thebes.
In Thebes, Oedipus quickly gained the favor of Queen Jocasta. Recently widowed by the
death of her husband the King of Thebes, Queen Jocasta married Oedipus. For many years,
Thebes prospered because Oedipus was a wise and just king. Oedipus and Jocasta lived
happily until a terrible plague came upon the city. Asking a soothsayer for help, Oedipus and
Jocasta believed that the gods were punishing the city. Dwelling among the people of Thebes,
the murderer of King Laios was still present. Determined to find the murderer, Oedipus
investigated the soothsayer’s claim. Oedipus learned that the stranger he had killed on the way
to Thebes was not a stranger, but King Laios of Thebes. The herdsman who was supposed to
kill the child of Jocasta and Laios revealed that he had never killed the baby. Discovering the
truth of his birth, Oedipus realized with horror that King Laios and Queen Jocasta were his real
parents. The prophecy had come true. Without knowing it, Oedipus had killed his real father and
married his real mother. Oedipus and Jocasta were horrified at this realization. Oedipus gouged
out his own eyes to make himself blind, and he fled from the city. Horrified that the prophecy
had come true, Jocasta committed suicide.
Oedipus and Jocasta left behind four children, Antigone, Ismene, Polyneices, and
Eteocles. After their father Oedipus had died, the sisters Antigone and Ismene remained in
Thebes. Agreeing to take turns ruling Thebes, the brothers Polyneices and Eteocles quarreled
when it was time for Polyneices to rule. Eteocles refused to give up the throne. Polyneices went
to Argos, raised an army, and attacked the city of Thebes. Polyneices and Eteocles fought each
other and both died. King Creon, the brother of Jocasta, became the new king of Thebes.
The story of Oedipus is a play called Oedipus Rex, written by Sophocles. This story
happened before the beginning of the play Antigone.
English II Through ESOL: Antigone Lesson 1
Page 6
Antigone by Sophocles – Spanish version
Spanish Summary
Lección 1:
Antígona, de Sófocles: “La historia de Edipo”
Escrita por Sófocles, la historia de Edipo está basada en una obra de teatro titulada
Edipo Rey, y ocurre antes del comienzo de la obra Antígona, escrita también por Sófocles.
Edipo Rey es el relato sobre una familia que creía en el destino, y trató de vencerlo.
Según la leyenda, hace muchos años, el rey y la reina de Tebas tuvieron un hijo.
Estaban felices con su bebé hasta un día que el oráculo de Apolo anunció una profecía. El
adivino dijo que cuando el niño creciera, asesinaría a su padre y se casaría con su madre.
Aterrorizados por la profecía, los reyes ordenaron a un cuidador de rebaños a que tomara al
recién nacido y lo ejecutara. Sin embargo, el hombre era noble de corazón, y le entregó
secretamente el bebé a un pastor de ovejas que vivía en los bosques corintios.
El pastor le llevó el niño al rey y la reina de Corinto que no podían tener hijos, éstos lo
llamaron Edipo y lo criaron como a su propio hijo. Edipo creció hasta hacerse un hombre,
creyendo que los reyes de Corinto eran sus verdaderos padres.
Entonces, un día, un adivino se acercó a Edipo y le contó sobre la profecía que
predecía que su destino era asesinar a su padre y casarse con su madre. Aterrado por la
posibilidad de hacer daño a los padres que amaba, Edipo se escapó de la casa. En su
travesía, se encontró con un extraño. Creyendo que este lo había insultado, peleó con él y lo
mató. Edipo continuó su camino hacia la ciudad de Tebas.
En Tebas, Edipo se ganó rápidamente el favor de la reina Yocasta. Como había
enviudado recientemente por la muerte de su marido el rey de Tebas, la reina Yocasta se casó
con Edipo. Por muchos años, Tebas prosperó porque Edipo era un soberano sabio y justo.
Edipo y Yocasta vivieron felices hasta que una terrible plaga cayó sobre la ciudad. Consultaron
la ayuda de un adivino, y Edipo y Yocasta creyeron que los dioses estaban castigando la
ciudad. Viviendo entre los habitantes del pueblo de Tebas, aún estaba presente el asesino del
rey Layo. Decidido a encontrar al asesino, Edipo investigó la alegación del vidente. Así
comprendió que el extraño a quien había matado en el camino a Tebas no era un desconocido,
sino el rey Layo de Tebas. El cuidador de rebaños que se suponía que ejecutara al hijo de
Yocasta y Layo, reveló que nunca había matado al bebé. Descubriendo la verdad de su
nacimiento, Edipo se dio cuenta con pavor que el rey Layo y la reina Yocasta eran sus
verdaderos padres. La profecía se había cumplido. Sin saberlo, Edipo había matado a su
verdadero padre y se había casado con su verdadera madre. Tanto Edipo como Yocasta
estaban horrorizados ante estas revelaciones. Edipo se sacó sus propios ojos para quedar
ciego, y huyó de la ciudad. Horrorizada de que se hubiera cumplido la profecía, Yocasta se
suicidó.
Edipo y Yocasta dejaron cuatro hijos, Antígona, Ismene, Polinices y Eteocles. Después
de la muerte de su padre, las hermanas Antígona e Ismene se quedaron en Tebas. Habiendo
acordado alternarse para regir a Tebas, los hermanos Polinices y Eteocles riñeron cuando le
tocó gobernar a Polinices porque Eteocles rehusó ceder el trono. Polinices se fue a Argos,
organizó un ejército y atacó la ciudad de Tebas. Polinices y Eteocles lucharon entre ellos hasta
la muerte. Creontes, el hermano de Yocasta, se convirtió en el nuevo rey de Tebas.
La historia de Edipo está basada en la obra llamada Edipo Rey, escrita por Sófocles, y tiene
lugar antes de que comience la obra Antígona.
English II Through ESOL: Antigone Lesson 1
Page 7
Haitian Creole Summary
Leson 1:
Antigone, selon Sophocles: “Istwa Oedipe”
Lstwa Oedipe la Sophocles ekri se yon pyès teyat ki rele Rex Oedipe. Istwa Oedipe la te
rive avan kòmansman pyès teyat Antigone Sophocles te ekri tou. Rex Oedipe se istwa yon
fanmi ki te kwè nan desten l epi ki te eseye pou tryonfe sou li.
Selon istwa a, sa gen lontan, Rwa ak Rèn Thèbes te fè yon pitit. Yo te kontan avèk pitit
gason yo a, jiskaske yon jou orak la fè yon pwofesi. Divinò a di lè ti gason an vin gran, l ap
touye papa l pou l marye ak mamman l. Wa ak Rèn nan tèlman sezi tande pwofesi a, yo pase
yon gadyen lòd pou touye ti bebe a. Men, gadyen an ki te gen bon kè pran ti bebe ansekrè pote
l bay yon bèje korentyen nan rakbwa yo.
Bèje a pote bebe a bay Rwa ak Rèn Korent ki te san pitit la. Yo rele bebe a ‘Oedipe’ epi
yo leve l tankou pwòp pitit gason yo. Oedipe grandi, li devni yon jenn gason ak sètitid Rwa ak
Rèn korent lan se vrè manman l ak papa l.
Alò yon jou, yon divinò rankontre Oedipe epi li rakonte l pwofesi a. Desten Oedipe se te
touye papa l pou li marye ak manman l. Toumante anba lide li kapab fè paran l renmen anpil yo
mal, Oedipe kouri kite kay la. Sou chemen vwayaj li, li rankontre ak yon etranje. Panse ke
etranje a ta kapab agrese l, Oedipe goumen avèk li epi li touye mesye a. Oedipe kontinye
vwayaj li ale nan vil Thèbes.
Nan vil Thèbes, Oedipe rapidman jwenn favè rèn Jocasta. Tonbe vèv aprè lanmò mari
li, rwa Thèbes, rèn Jocasta marye avèk Oedipe. Pandan anpil tan, Thèbes pwospere paske
Oedipe se yon wa saj ki bay jistis. Oedipe ak Jocasta viv avèk kè kontan jiskaske yon tèrib
epidemi tonbe sou vil la. Daprè sa yon divinò di yo, Oedipe ak Jocasta kwè se lwa yo k ap pini
vil la. Apre li fin touye wa Laios la, asasen an toujou rete nan mitan pèp Thebes la. Detèrmine
pou chèche malfèktè a, Oedipe fè envestige reklamasyon divinò a. Oedipe vin konnen moun li
te touye sou chemen Thèbes la se pat yon etranje, men pito se te rwa Laios nan Thèbes.
Gadyen ki te sipoze touye pitit Jocasta ak Laios la revele li pat touye ti bebe a. Nan dekouvri
laverite sou nesans li, Oedipe reyalize avèk anpil emosyon ke rwa Laios ak rèn Jocasta se vrè
paran l. Pwofesi a tounen reyalize. San li pa konnen sa, Oedipe touye vrè papa l epi li marye
avèk vrè manman l. Oedipe ak Jocasta efreye devan reyalite sa a. Oedipe rache pwòp je l pou l
enfim tèt li, epi li pati kite vil la. Efreye akoz pwofesi ki vin akonpli a, Jocasta suiside tèt li.
Oedipe ak Jocasta kite dèyè kat timoun, Antigone, Ismene, Polyneices, ak Eteocles.
Aprè lanmò papa yo Oedipe, de sè yo Antigone ak Ismene rete nan vil Thèbes. Lè de frè yo fin
tonbe dakò pou dirije Thèbes atoudewòl, yon dispit eklate antre yo lè tou pa Polyneices rive pou
l pran rèn pouvwa a. Eteocles refize abandone twòn nan. Polyneices ale Argos, li fòme yon
lame, epi li atake vil Thèbes. Polyneices ak Eteocles goumen kont youn lòt epi tou de mouri.
Rwa Creon, frè Jocasta a,devni nouvo rwa Thèbes.
Istwa Oedipe la se yon pyès teyat ki rele Rex Oedipus Sophocles ekri. Istwa sa a te rive
avan kòmansman pyès teyat Antigone lan.
English II Through ESOL: Antigone Lesson 1
Page 8
Summary of Listening Activities
Beginning:
Intermediate:
Proficient:
Minimal Pairs, Bingo
Follow Directions, Team Spelling, Dictation
Interview
Beginning Listening Activities
Minimal Pairs
Objective: Auditory discrimination of confusing sounds in words
Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2
above the second. The teacher models by pronouncing one of the words without indicating
which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair.
Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with
the word (Can be done with sentences). Use both words in the pair in otherwise identical
sentences. (Example: The Constitution is the heart of US government. The contribution is the
heart of US government.) Teams decide which sentence has meaning, and which is silly.
(Award points for correct responses.)
Antigone: Lesson 1: Minimal Pairs Activity:
true-through
fate-faith
blinded-blind it
gouge-/gauge
heart-hurt
sooth-soothe
kill-gill
father-fodder
queen-/clean
death-debt
time-dime
believe-belie
both-boat
fled-Fred
there-dare
raised-raced
truth-truce
Antigone: Lesson 1: Minimal Pairs Activity: Continued on next page
Reproducibles provided on following pages.
English II Through ESOL: Antigone Lesson 1
Page 9
Antigone: Lesson 1: Minimal Pairs Activity: Continued from previous page
Team Viewing Sheet
Minimal Pairs: Listening Activity,
“…1 or 2…?”
The teacher pronounces one word in the pair, without indicating which. Teams take turns
guessing which word they heard, #1, or #2.
Teacher pronounces both words in or out of order. Teams guess the order they heard (1-2, 2-1).
Teams call out number #1, or #2.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
1
true
fate
blinded
sooth
time
truth
raised
there
fled
both
believe
kill
gouge
heart
death
queen
father
2
through
faith
blind it
soothe
dime
truce
raced
dare
Fred
boat
belief
gill
gauge
hurt
debt
clean
fodder
Antigone: Lesson 1: Minimal Pairs Activity: Continued on next page
English II Through ESOL: Antigone Lesson 1
Page 10
Antigone: Lesson 1: Minimal Pairs Activity: Continued from previous page
Use the sentences below as a teacher script for listening practice to develop auditory
discrimination of confusing sounds/words, and later as a follow-up activity for reading practice.
1
Minimal Pair
true-through
2
fate-faith
3
weeps -reaps
4
gouge-gauge
5
heart-hurt
6
sooth-soothe
7
kill-gill
8
father-fodder
9
queen-/clean
10 death-debt
11 time-dime
12 believe-belief
13 both-boat
14 fled-Fred
15 there-dare
16 raised-raced
17 truth-truce
Sentence Pairs (Teacher reads ONE……)
Circle answer
The prophecy had come true. Oedipus had killed his true-through
father and married his mother.
This is the story of a family that believed in fate.
fate-faith
blinded-blind it
weeps –reaps
blinded-blind it Oedipus gouged out his eyes, making
himself blinded.
gouge-/gauge Oedipus decided to gouge out his eyes to gouge-gauge
make himself blind.
The herdsman had a kind heart and did not kill the baby. heart-hurt
The soothsayer said the boy would kill his father and
marry his mother.
Oedipus’s destiny was to kill his father and marry his
mother.
Oedipus believed that the king was his true father.
Oedipus continued on to the city of Thebes. There, he
quickly gained the favor of the Queen.
The King ordered a herdsman to take the baby and put
him to death
time-dime Once upon a time the King and Queen of
Thebes gave birth to a child.
Oedipus believed that they were his true mother and
father.
So Polyneices went to Argos, raised an army, and
attacked the city of Thebes. They fought each other and
both died.
Horrified that he would cause harm to the parents he
loved, Oedipus fled from home.
In Thebes, Oedipus quickly gained the favor of the
Queen.
The king and queen of Corinth raised Oedipus as their
own son.
Oedipus discovered the truth of his birth.
sooth-soothe
kill-gill
father-fodder
queen-/clean
death-debt
time-dime
believe-belief
both-boat
fled-Fred
there-dare
raised-raced
truth-truce
English II Through ESOL: Antigone Lesson 1
Page 11
Bingo
Objective: Auditory comprehension of vocabulary from the lesson
Procedure: Choose vocabulary words/phrases from the lesson summary list or from students'
texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you
provide on the board in the spaces of their choice. Randomly select sentences from the text and
read them aloud. Teams mark Bingo spaces when they hear the word or phrase.
Antigone: Lesson 1: 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:
among, blind (v), childless, claim, classic, commit suicide , destined, destiny, dwell ,
encounter (v), fate, favor, fled, gain, gouge out, herdsman, horrified, journey, just, kindhearted, newborn, oracle, overcome , persuade, plague, presence, prophecy,
prophesize, prospered, put to death, quarrel, recently, refused shepherd, soothsayer,
true, widowed, wise
Antigone: Lesson 1:: Bingo Activity:
Reproducible Bingo Cards are provided on the following page
English II Through ESOL: Antigone Lesson 1
Page 12
Antigone: Lesson 1: Bingo Activity: (Continued from previous page): Bingo Cards
English II Through ESOL: Antigone Lesson 1
Page 13
Intermediate Listening Activities
Team Spelling Test
Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly.
Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a
chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team
uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left
margin) Read the spelling words as you would during a traditional spelling test. The first team
member writes word number one with the team's help, and then passes the paper and pencil to
the second team member who will write word number two, etc. Students on each team take
turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's
tests. A team gets one point for each word spelled correctly.
Options: Ask for additional information. For example, you may ask teams to write a sentence
with the word in it. You might ask for a specific tense, plural form, opposite, etc.
An alternative technique is to have each team member complete all spelling items on his/her
own paper. Team members are allowed to help each other. On completion, collect the one
paper of your choice. The grade on that paper will count for each team member.
Antigone: Lesson 1: 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:
among, blind (v), childless, claim, classic, commit suicide , destined, destiny, dwell ,
encounter (v), fate, favor, fled, gain, gouge out, herdsman, horrified, journey, just, kindhearted, newborn, oracle, overcome , persuade, plague, presence, prophecy,
prophesize, prospered, put to death, quarrel, recently, refused shepherd, soothsayer,
true, widowed, wise
TEAM SPELLING TEST
TEAM NAME ______________________________
Score ____________
(Do not Write in this Space)
1
2
3
4
5
6
7
8
9
10
English II Through ESOL: Antigone Lesson 1
Page 14
Follow Directions
Objective: Listen for the purpose of following spoken directions.
Procedure: With one piece of paper and one pencil, team members take turns writing on paper
what the teacher directs to complete a task.
a) For example, there might be a list of dates. The teacher might say the following: Draw a
circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line.
b) The teacher might direct teams to make changes to a sentence. Example: He sailed to the
Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”.
c) Another example: Change the verb to the present tense. Add 505 years to the date.
Change the subject to the third person plural.
d) The teacher might also direct teams to complete a drawing, or draw the route of an
explorer on a map. Teams that complete the exercise correctly get a point.
Unit 2 Lesson 1: Follow Directions Activity #1: Provide teams with pencil and blank paper.
Teams will listen to the teacher read the story of the Sphinx. Teams will follow the teacher’s oral
directions to create a drawing of the Monster Sphinx. The teacher reads the following story of
“The Sphinx” aloud to the class. The reading should be slow and animated with discussion (as
needed) for concepts, vocabulary, and questions. (Do not read citations in parentheses aloud).
The Sphinx
The Sphinx was a creature with a head and chest of a woman, the body and legs of a
lion, and the wings of an eagle. The Sphinx lived on the road west of Thebes. Every time a
traveler passed by on the way to Thebes, the Sphinx told a riddle. If the traveler answered the
riddle correctly, the Sphinx would allow the traveler to pass by. If the traveler gave a wrong
answer, the Sphinx would kill and greedily eat the traveler.
The riddle was, “What has one voice, and is two-footed, three-footed, and four-footed?”
or “What is it that is at the same time a biped, a triped, and a quadruped?” According to
mythology, an oracle told the people of Thebes that they would be free of the Sphinx when they
guessed the riddle. Everyone was perplexed, and people came together to search for the
answer. Each time, the Sphinx seized and ate one of them.
Creon had become the ruler of Thebes when King Laius died, leaving Creon’s sister
Jocasta a widow. The Sphinx had devoured many men, including King Creon’s son Haimon.
Creon made a proclamation throughout Greece, and promised a generous reward for the man
who could solve the riddle of the Sphinx. Creon offered the kingdom of Thebes and his beautiful
sister, Jocasta (newly widowed) in marriage. Many men came because of greed for the
kingdom, and the Sphinx devoured many men.
No one but Oedipus could solve the riddle. When Oedipus correctly answered the riddle,
the Sphinx killed herself by jumping off the cliff. According to the myth, an oracle required the
Sphinx to throw herself down a precipice.
The answer to the riddle was ‘man’. As an infant man is a quadruped and moves on all
fours. When grown, a man is a biped, standing on his two feet. In old age a man is a triped
because of illness that causes him to walk with a staff or cane (Diodorus Siculus 4.64.4). As a
baby man crawls on all fours, two hands and two feet. As an adult man is two-footed, and as
man grows old, he gains a third foot because he uses a cane. At this the Sphinx threw herself
from the acropolis (Apollodorus 3.52-55).
Oedipus became king, and without knowing, he married his mother (Jocasta) and
became the father of their children. Oedipus was the son of Laius and Jocasta, but did not know
this. Oedipus had received his father’s kingdom (Hyginus Fabulae 67). According to mythology,
this was how Oedipus ended up marrying his own mother.
Antigone: Lesson 1: Follow Directions Activity #1: (Continued on following pages)
English II Through ESOL: Antigone Lesson 1
Page 15
Antigone: Lesson 1: Follow Directions Activity #1 (Continued from previous page)
The Sphinx: References: Retrieved March, 2005 at: http://www.timelessmyths.com/classical/beasts.html#Sphinx
Apollodorus, The Library - Greek Mythography C2nd BC Apollodorus. The Library of Greek Mythology. Translation by
Aldrich, K. Lawrence, Kansas: Coronado Press.
Diodorus Siculus. Library of History. Translation by Oldfather, C H. Loeb Classical Library Vols 279, 303, 377, 390.
Cambridge, Massachussets : Harvard University Press.
Hyginus. The Myths of Hyginus. Translation by Grant, M. Lawrence, Kansas: University of Kansas Publications. (incl
Preface, Fabulae, Astronomica)
Antigone: Lesson 1: Follow Directions Activity #1:
After listening to the read-aloud of the story “The Sphinx” by the teacher, students/teams listen
and follow directions to create a drawing of the sphinx. (The teacher reads the following oral
directions): Another version of the activity is to provide teams with a script of the story and the
directions as they take turns reading, giving directions, and following the directions.
a)
b)
c)
d)
e)
f)
Write the title, “The Monster Sphinx” at the top of the paper.
Draw the body of a lion (without a face) in the middle of the page.
Draw the wings of an eagle on the body of the lion.
Draw the face of a woman on the sphinx.
Draw and label the “City of Thebes” behind the sphinx.
Draw a dialog box for the sphinx and write the following question inside it: (Note that
the riddle may be asked in different ways—Select the favorite version)
• “What creature goes on four legs in the morning, two legs in the afternoon, and
three legs in the evening?” OR
• “What has one voice, and is two-footed, three-footed, and four-footed?” OR
• “What is it that is at the same time a biped, a triped, and a quadruped?”
g) At the bottom of the page, write your answer to the question.
Antigone: Lesson 1: Follow Directions Activity #1: (Continued on following pages)
English II Through ESOL: Antigone Lesson 1
Page 16
Antigone: Lesson 1: Follow Directions Activity (Continued from previous page)
Use the script of “The Sphinx” for additional listening, speaking, reading, writing, or presenting activities.
(e. g. framed paragraphs, scan, interview, Cloze, who what where, etc.) Citations and references for this
information on the sphinx are included in Follow Directions Activities (above).
The Sphinx
The Sphinx was a creature with a head and chest of a woman, the body and legs
of a lion, and the wings of an eagle. The Sphinx lived on the road west of Thebes. Every
time a traveler passed by on the way to Thebes, the Sphinx told a riddle. If the traveler
answered the riddle correctly, the Sphinx would allow the traveler to pass by. If the
traveler gave a wrong answer, the Sphinx would kill and greedily eat the traveler.
The riddle was, “What has one voice, and is two-footed, three-footed, and fourfooted?” or “What is it that is at the same time a ‘biped’, a ‘triped’, and a ‘quadruped’?”
According to mythology, an oracle told the people of Thebes that they would be free of
the Sphinx when they guessed the riddle. Everyone was perplexed, and people came
together to search for the answer. Each time, the Sphinx seized and ate one of them.
Creon had become the ruler of Thebes when King Laius died, leaving Creon’s
sister Jocasta a widow. The Sphinx had devoured many men, including King Creon’s
son Haimon. Creon made a proclamation throughout Greece, and promised a generous
reward for the man who could solve the riddle of the Sphinx. Creon offered the kingdom
of Thebes and his beautiful sister, Jocasta (newly widowed) in marriage. Many men
came because of greed for the kingdom, and the Sphinx devoured many men.
No one but Oedipus could solve the riddle. When Oedipus correctly answered
the riddle, the Sphinx killed herself by jumping off the cliff. According to the myth, an
oracle required the Sphinx to throw herself down a precipice.
The answer to the riddle was ‘man’. As an infant man is a quadruped and
moves on all fours. When grown, a man is a biped, standing on his two feet. In old age
a man is a triped because of illness that causes him to walk with a staff or cane. As a
baby, man crawls on all fours, two hands, and two feet. As an adult man is two-footed,
and as man grows old, he gains a third foot because he uses a cane. At this, the Sphinx
threw herself from the acropolis.
Oedipus became king, and without knowing, he married his mother (Jocasta) and
became the father of their children. Oedipus was the son of Laius and Jocasta, but did
not know this. Oedipus had received his father’s kingdom. According to mythology, this
was how Oedipus ended up marrying his own mother.
Antigone: Lesson 1: Follow Directions Activity #1: (Continued on following pages)
English II Through ESOL: Antigone Lesson 1
Page 17
Antigone: Lesson 1: Follow Directions Activity #1: (Continued from previous page)
____________________________________________________________________________________
The Sphinx
Antigone: Lesson 1: Follow Directions Activities: (Continued on following pages)
English II Through ESOL: Antigone Lesson 1
Page 18
Antigone: Lesson 1: Follow Directions Activity (Continued from previous page)
Unit 2 Lesson 1 Follow Directions Activity #2: Use the map of the world below without the
stars. Students will listen and follow the directions to identify continents and oceans of the world.
Directions:
a) Write the title of the map, “THE WORLD” on the map title line at the top of the map.
b) On the continent of Europe, write Antigone’s name, A-N-T-I-G-O-N-E.
c) Above Europe, write the author’s name, Sophocles, S-O-P-H-O-C-L-E-S.
d) Draw a line from North America to Europe.
e) Circle Africa.
f) Draw a box around Antarctica.
g) Underline the continent of South America.
h) Underline twice the continent of Asia.
i) Circle the Indian Ocean.
j) Draw a box around the Arctic Ocean.
k) Draw a line from the North Atlantic Ocean to the South Atlantic Ocean
l) Find three locations labeled “Pacific Ocean “, and circle each Pacific Ocean label.
Unit 2: Lesson 1: Follow Directions Activity (Continued on following page)
English II Through ESOL: Antigone Lesson 1
Page 19
Antigone: Lesson 1: Follow Directions Activity (Continued from previous page)
Unit 2 Lesson 1 Follow Directions Activity #3: (Continued from previous page)
Use the map of the world with the stars.
Students will listen and follow the directions to identify continents and oceans of the world.
Directions:
a) Write "Continents and Oceans of the World" in the space at the top of the map of the world.
b) Find the star for the Atlantic Ocean, and write the number #1 in front of the star.
c) Identify the star where Africa is located, and draw a circle around it.
d) Identify the star where Europe (Greece) is located. Write, Antigone (play title) under the star.
e) Identify the star where Asia is located, and write the number #2 after the star.
f) Identify the star where the Arctic Ocean is located, and write the number #3 under the star.
g) Identify the star where South America is located, and draw a box around the star.
h) Identify the star for Antarctica, and underline the name of the continent, “Antarctica”.
i) Find the Indian Ocean and draw a circle around the star for the Indian Ocean.
j) Draw an arrow from North America’s star to Africa’s star.
k) Identify the star where the Pacific Ocean is located. Draw a line from the words “North
Pacific Ocean” to the words, “South Pacific Ocean”.
l) Identify the star where Oceania is located. Find the scale of miles under the continent of
Oceania. Using the scale, estimate the number of miles from one side of Oceania to the
other side (the width of Oceania-How wide is the continent of Oceania?)
Unit 2: Lesson 1: Follow Directions Activity (Continued on following pages)
English II Through ESOL: Antigone Lesson 1
Page 20
Unit 2 Lesson 1 Follow Directions Activity #4: (Continued from previous page)
Use the latitude and longitude map of the world below. Students will listen and follow the
directions to identify continents and oceans of the world.
Directions:
a) On the map of the world, circle latitude 40 degrees northwest.
b) Circle latitude 40 degrees northeast.
c) Draw a box around longitude 60 degrees northwest.
d) Draw a box around longitude 60 degrees southwest.
e) Underline latitude zero degrees, and circle the word “equator”.
f) With your pencil, follow longitude 100 degrees to latitude 25 degrees north. (End in Florida.)
g) Follow longitude zero degrees to latitude zero degrees. Circle the continent that is the
closest to the intersection. (Africa)
h) Start at longitude zero degrees north, and draw an arrow west to 180 degrees northwest.
i) Start at longitude zero degrees south, and draw an arrow west to 180 degrees southwest.
j) Start at longitude zero degrees north, and draw an arrow east to 180 degrees northeast.
k) Start at longitude zero degrees south, and draw an arrow east to 180 degrees southeast.
Unit 2: Lesson 1: Follow Directions Activity (Continued on following pages)
English II Through ESOL: Antigone Lesson 1
Page 21
Antigone: Lesson 1: Follow Directions Activity #5: (Continued from previous pages)
Use the map of Europe below. Students will listen and follow the directions to identify important
locations in Modern Europe.
Directions:
a) Write the title of the map, “Modern Europe”
b) Find the star for the Mediterranean Sea, and circle it.
c) Find the star for the Ionian Sea, and underline it.
d) Draw an arrow from the Mediterranean Sea to the Ionian Sea, to the Sea of Crete, and to
the Aegean Sea.
e) Find the island of Crete and circle the island.
f) Draw a box around the words, “North Atlantic Ocean”.
g) In the Sea of Crete, write the number #1 after the star.
h) Draw a line around the modern country of Greece, where the play Antigone takes place.
Antigone: Lesson 1: Follow Directions Activity (Continued on following pages)
English II Through ESOL: Antigone Lesson 1
Page 22
Antigone: Lesson 1: Follow Directions Activity #6: (Continued from previous pages)
Use the map of Europe below. Students will listen and follow the directions to identify important
nations and other locations in Europe. Directions:
a) Write the title of the map, “Nations of Europe”
b) Find the Black Sea, and circle it.
c) Find the Adriatic Sea, and underline it.
d) Draw a box around the words, “Mediterranean Sea”.
e) Find the legend of the map and the symbol for national capitals. If you count all of this
symbol you will identify the number of nations with capitals in Europe. Count the number of
nations or countries in Europe.
f) Find the Aegean Sea, and then find the closest star to the Aegean Sea. This is the capital of
Greece. Write G_R_E_E_C_E above the star for the capital.
g) Find the legend of the map and the symbol for national boundaries. With your pencil, draw
the national boundary for the country of Greece.
Antigone: Lesson 1: Follow Directions Activity (Continued on following pages)
English II Through ESOL: Antigone Lesson 1
Page 23
Antigone: Lesson 1: Follow Directions Activity #7: (Continued from previous pages)
Use the map of Europe below. Students will listen and follow the directions to identify important
nations and other locations in Europe.
Directions:
a) Write the title of the map, “Nations of Europe”.
b) Find two more continents that are neighbors to Europe, Asia and Africa, and circle them.
c) Each person in your team will take turns naming different counties and their capitals from
the map of Europe and show the team. Don’t forget to use the box with countries numbered
1-6 to identify the small countries. The team will shade each country lightly in pencil as it is
named, until all are shaded.
Antigone: Lesson 1: Follow Directions Activity (Continued on following pages)
English II Through ESOL: Antigone Lesson 1
Page 24
Antigone: Lesson 1: Follow Directions Activity #8: (Continued from previous pages)
Use the map of Greece below. Students will listen and follow the directions to identify interesting
features of modern Greece as background for the play Antigone, by Sophocles.
Directions:
a) Write the title of the map, “Modern Greece and Its Neighbors”
b) Find the 5 stars that identify Rhodesia/Zimbabwe’s 5 neighboring countries. Draw a circle
around the names: Italy, Albania, Macedonia, Bulgaria, and Turkey.
c) Find the star for the capital of Greece,” Athens”, and circle it.
d) Four important bodies of water surround Greece. Each of the Greek seas has a star. Find
and circle the four stars. Then lightly shade with a pencil the 4 Greek seas: Sea of Crete,
Ionian Sea, Aegean Sea, and the Mediterranean Sea.
e) Estimate the number of “little islands” in Greece, and write the team’s estimate on the map.
Unit 2: Lesson 1: Follow Directions Activity (Continued on following pages)
English II Through ESOL: Antigone Lesson 1
Page 25
Antigone: Lesson 1: Follow Directions Activity #9: (Continued from previous pages)
Use the map of Greece below. Students will listen and follow the directions to identify interesting
features of modern Greece as background for the play Antigone, by Sophocles.
Directions:
a) Write the title of the map, “Modern Greece and Its Neighbors”
b) Find the 5 stars that identify Rhodesia/Zimbabwe’s 5 neighboring countries. Draw a circle
around the names: Italy, Albania, Macedonia, Bulgaria, and Turkey.
c) Find the star with a circle around it,” Athens”. Write the word, “capital”.
d) Use the mileage legend on the map to estimate the distance (in miles) from the west coast
of Greece to the east coast of Greece. Write your estimate in miles on the map.
e) Find the city of “Thessaloniki”, the 2nd largest city in Greece, and draw a box around it.
f) Each person on the team will name a different city or island on the map and show the
team.
Unit 2: Lesson 1: Follow Directions Activity (Continued on following pages)
English II Through ESOL: Antigone Lesson 1
Page 26
Antigone: Lesson 1: Follow Directions Activity #10: (Continued from previous pages)
Use the map of Ancient Greece below. Students will listen and follow the directions to identify
interesting features of ancient Greece as background for the play Antigone, by Sophocles.
Directions:
a) Write the title of the map, “Ancient Greece”
b) Identify and circle the THREE major regions of Greece: Thessaly, Euboea, Peloponnesus
c) Find the city of Thebes, where the story of the play Antigone takes place. Draw a box
around Thebes.
d) Find the city of Corinth, where Oedipus grew up. Draw a box around Corinth.
e) Each person on the team will name a different city, island, or body of water on the map of
ANCIENT GREECE, and show the team.
f) Using the mileage legend on the map, estimate the distance (in miles) from the far west of
Ancient Greece to the far east of Ancient Greece, and write your estimate in miles on the
map.
English II Through ESOL: Antigone Lesson 1
Page 27
Antigone: The Story of Oedipus—WORD SEARCH
V
U
K
I
N
D
H
E
A
R
T
E
D
E
E
H
P
G
Z
H
P
G
C
R
Y
G
Y
N
O
M
M
L
D
U
I
B
T
D
O
D
K
I
I
E
Q
G
S
G
H
D
D
A
R
S
O
Z
M
R
G
E
Q
H
V
Y
R
C
F
T
T
E
U
T
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Z
I
R
R
Y
X
S
M
Z
J
A
X
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W
N
M
S
Y
I
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W
K
I
F
B
Q
T
C
C
I
S
S
A
L
C
R
T
C
X
D
O
F
T
B
S
N
I
R
I
P
H
K
G
E
E
L
I
E
O
W
I
T
Q
Q
P
C
N
X
J
P
T
Y
A
P
X
D
N
H
M
E
V
I
N
D
D
F
Y
BLIND
COMMIT
DWELL
FOSTER
HORRIFIED
ORACLE
PARENTS
PROPHESIZE
SOOTHSAYER
S
P
U
O
D
M
Q
E
W
E
P
D
L
K
M
K
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W
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E
D
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O
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C
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M
E
E
E
N
O
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S
CHILDLESS
DESTINED
ENCOUNTER
GOUGE
KIND-HEARTED
OUT
PERSUADE
QUARREL
SUICIDE
G
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N
D
H
L
O
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W
B
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D
F
A
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Y
P
P
Q
M
CLASSIC
DESTINY
FATE
HERDSMAN
NEWBORN
OVERCOME
PROPHECY
SHEPHERD
TRUE
English II Through ESOL: Antigone Lesson 1
Page 28
PUZZLE SOLUTION—Antigone: Story of Oedipus—WORD SEARCH
(On Previous page)
Unused Letters Omitted (+)
R
+
Y
+
T
F
B
E
+
E
+
+
O
D
+
+
E
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C
O
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M
L
N
+
+
U
E
O
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D
+
Y
S
E
O
M
C
I
+
T
T
+
R
N
+
E
T
A
C
H
O
M
+
N
R
H
+
A
R
D
E
S
R
S
U
P
C
O
A
D
O
S
C
O
R
E
E
T
N
H
L
O
E
C
E
R
U
L
B
E
V
S
T
I
A
T
H
R
+
Z
R
I
E
W
O
T
E
T
S
N
D
O
L
P
I
I
C
E
E
+
R
A
S
I
N
E
L
O
+
S
F
I
D
N
+
+
I
F
I
N
E
D
+
S
E
I
D
A
+
+
C
+
K
+
W
Y
+
+
+
H
E
E
U
+
S
S
E
L
D
L
I
H
C
+
P
D
G
S
+
H
E
R
D
S
M
A
N
+
+
O
+
U
R
+
D
R
E
H
P
E
H
S
E
U
R
T
O
E
+
(Over, Down, Direction)
P
A
R
E
N
T
S
+
+
+
P
+
G
P
+
BLIND (1 ,7, SE)
CHILDLESS (12,9,N)
CLASSIC (5 ,8, NE)
COMMIT (6, 10, NW)
DESTINED (3, 1, SE)
DESTINY (5, 1, SE)
DWELL (12, 5, SW)
ENCOUNTER (1, 10, NE)
FATE (10, 4, NW)
FOSTER (1, 6, NE)
GOUGE (15,13,W)
HERDSMAN (13, 1, S)
HORRIFIED (4, 12, E)
KIND-HEARTED (11, 4, SW)
NEWBORN (9, 15, W)
ORACLE (2, 14, E)
OUT (1, 13, NE)
OVERCOME (8, 1, SW)
PARENTS (15, 1, S)
PERSUADE (15, 14, W)
PROPHECY (8, 10, NW)
PROPHESIZE (15, 11, W)
SHEPHERD (14, 8, N)
SOOTHSAYER (10, 10, NW)
SUICIDE (5, 13, E)
TRUE (14, 12, N)
Puzzle Solutions: (For puzzles on the following pages)
Double Puzzle #1— Oedipus killed his father and married his mother
Double Puzzle #2—Oedipus killed his father and married his mother
Double Puzzle #3—Everyone died, except Antigone, Ismene and King Creon.
English II Through ESOL: Antigone Lesson 1
Page 29
Antigone: The Story of Oedipus—Double Puzzle #1
Unscramble each of the clue words. Take the letters that appear in
unscramble them for the final message.
boxes and
English II Through ESOL: Antigone Lesson 1
Page 30
Antigone: The Story of Oedipus—Double Puzzle #2
Unscramble each of the clue words. Copy the letters in the numbered cells to other cells with
the same number.
English II Through ESOL: Antigone Lesson 1
Page 31
Antigone: The Story of Oedipus—Double Puzzle #3
Unscramble each of the clue words. Take the letters that appear in
them for the final message.
boxes and unscramble
English II Through ESOL: Antigone Lesson 1
Page 32
The Story of Oedipus: HIDDEN MESSAGE
After all of the words are found, the letters that are not used reveal a hidden message!
S
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P
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X
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T
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G
R
BLIND
COMMIT
DWELL
GOUGE
KIND-HEARTED
OVERCOME
PROPHESIZE
SOOTHSAYER
__ __ __ __ __ __ __ __ __
__ __ __ __ __ __
__ __ __
S
D
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A
V
C
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Q
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N
O
V
E
R
C
O
M
E
P
N
W
A
D
J
H
N
O
L
A
X
CHILDLESS
DESTINED
ENCOUNTER
HERDSMAN
NEWBORN
PERSUADE
QUARREL
SUICIDE
O
F
O
G
E
S
L
I
Z
E
T
Z
S
B
D
E
C
D
A
L
__ __ __ __
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T
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N
Q
H
F
T
S
T
S
H
Z
P
P
E
W
K
M
E
Z
S
L
P
CLASSIC
DESTINY
FATE
HORRIFIED
ORACLE
PROPHECY
SHEPHERD
TRUE
__ __ __ __ __
__ __ __
T
O
F
O
W
E
U
F
N
V
R
E
S
H
Q
D
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L
S
M
__ __ __ __ __ __ __
__ __ __ __ __ __ __ __ __
__ __
__ __ __ __ __ __ __ __ .
English II Through ESOL: Antigone Lesson 1
Page 33
PUZZLE SOLUTION—Antigone: The Story of Oedipus—HIDDEN MESSAGE
(On Previous page)
Unused Letters Omitted (+)
S
I
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P
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B
D
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C
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H
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O
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P
L
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N
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E
W
+
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D
D
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O
E
W
G
N
+
N
B
+
P
+
+
+
A
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T
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S
D
I
U
+
+
C
O
R
H
+
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S
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C
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P
W
B
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T
O
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+
O
R
E
E
+
L
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M
H
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K
R
E
G
I
+
G
+
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U
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Y
R
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+
+
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M
I
+
+
O
V
E
R
C
O
M
E
P
N
+
A
D
+
+
N
O
L
+
+
O
F
O
G
+
S
L
I
+
E
T
+
S
+
+
E
C
D
+
+
T
O
F
O
+
E
U
F
+
+
R
E
+
H
+
D
+
L
+
+
E
R
T
N
R
+
T
I
+
+
+
S
R
+
T
+
+
E
+
+
O
E
H
R
+
E
R
R
C
+
+
+
U
+
+
O
+
S
+
+
E
T
A
E
T
+
U
R
+
I
+
+
+
A
+
+
O
S
+
+
D
U
E
A
+
+
E
O
+
+
D
+
+
+
D
+
+
S
+
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Q
H
F
+
+
+
+
H
+
+
+
E
+
+
+
E
+
+
+
+
(Over, Down, Direction)
BLIND(1,9,N)
CHILDLESS(10,18,E)
CLASSIC(1,13,SE)
COMMIT(14,17,W)
DESTINED(8,16,E)
DESTINY(6,8,S)
DWELL(10,2,W)
ENCOUNTER(8,5,SE)
FATE(20,3,SW)
GOUGE(12,6,NW)
HERDSMAN(5,8,N)
HORRIFIED(20,8,W)
KIND-HEARTED(11,20,NW)
NEWBORN(6,4,SE)
ORACLE(7,13,E)
OVERCOME(13,1,S)
PERSUADE(13,9,SE)
PROPHECY(4,4,S)
PROPHESIZE(10,20,W)
QUARREL(20,1,SW)
SHEPHERD(6,6,SE)
SOOTHSAYER(19,18,NW)
SUICIDE(14,6,SE)
TRUE(16,7,E)
HIDDEN MESSAGE—Sophocles wrote Oedipus before the beginning of the play Antigone
Puzzle Solutions: (For puzzles on the following pages)
LETTER TILES—
Sophocles wrote the story of Oedipus before the beginning of the play Antigone.
FALLEN PHRASE #1—
Without knowing, Oedipus made the prophecy come true. He killed his father and
married his mother.
FALLEN PHRASE #2—
After Oedipus, Polyneices, and Eteocles died, King Creon became King of Thebes.
CRYPTOGRAM—
(Give away letters: k o i a x t h)
In the Story of Oedipus, the main characters died except for Antigone, Ismene and King Creon
English II Through ESOL: Antigone Lesson 1
Page 34
The Story of Oedipus: LETTER TILES
Unscramble the tiles to reveal a message.
____________________________________________________________________________
Antigone: The Story of Oedipus: FALLEN PHRASE #1
Each letter in the grid appears in the same column, but below where it should be. Put the letters
back in the grid and rebuild the phrase.
English II Through ESOL: Antigone Lesson 1
Page 35
Antigone: The Story of Oedipus: FALLEN PHRASE #2
Each letter in the grid appears in the same column, but below where it should be. Put the letters
back in the grid and rebuild the phrase.
____________________________________________________________________________
Antigone: The Story of Oedipus: Cryptogram
Each letter has a number in a cryptogram. Solve the puzzle by matching letters and numbers to
complete the sentence about the story.
English II Through ESOL: Antigone Lesson 1
Page 36
Antigone: Story of Oedipus: Crisscross Puzzle #1
Across
1. a prediction of the future
3. argue, fight
5. do, perform
7. generous, caring
9. live, inhabit
13. defeat, conquer
15. literary work of ancient Greece or Rome
16. dig, cut out
17. destiny
18. fate, future
19. keeper of the sheep
20. barren, without children
21. real, authentic
Down
2. shocked, afraid
4. sightless
6. prophet, oracle
8. tiny baby
10. to predict, tell the future
11. keeper of animal herd
12. convince, cause to agree
13. prophecy, soothsayer
14. meet
19. intentionally killing oneself
English II Through ESOL: Antigone Lesson 1
Page 37
Antigone: Story of Oedipus: Crisscross Puzzle #2
Across
1. sightless
4. sheep driver
5. prediction, forecast
8. livestock owner
11. shocked, appalled
12. scratch, cut into
14. fate, providence
16. ordained, intended, fated
17. meet, come across
20. predict
21. destiny, providence
22. convince
Down
2. tiny baby
3. prophet, soothsayer
6. valid, real
7. barren, unfruitful
9. oracle, prophet
10. fight, argue
13. intentional killing of oneself
15. generous
16. reside, inhabit
18. timeless masterpiece
19. conquer, defeat
English II Through ESOL: Antigone Lesson 1
Page 38
Crisscross Puzzle Solutions: (For puzzles on the previous pages)
Crisscross Puzzle #1— Vocabulary and clues for Crossword Puzzle
blind sightless
childless barren, without children
classic literary work of ancient Greece or Rome
commit do, perform
destiny fate, future
dwell live, inhabit
encounter meet
fate destiny
gouge dig, cut out
herdsman keeper of animal herd
horrified shocked, afraid
kind-hearted generous, caring
newborn tiny baby
oracle prophecy, soothsayer
overcome defeat, conquer
persuade convince, cause to agree
prophecy a prediction of the future
prophesize to predict, tell the future
quarrel argue, fight
shepherd keeper of the sheep
soothsayer prophet, oracle
suicide intentionally killing oneself
true real, authentic
Crisscross Puzzle #2— Vocabulary and clues for Crossword Puzzle
destined ordained, intended, fated
blind sightless
childless barren, unfruitful
classic timeless masterpiece
suicide intential killing of oneself
destiny fate, providence
dwell reside, inhabit
encounter meet, come across
fate destiny, providence
gouge scratch, cut into
herdsman livestock owner
horrified shocked, appalled
kind-hearted generous
newborn tiny baby
oracle prophet, soothsayer
overcome conquer, defeat
persuade convince
prophecy prediction, forecast
prophesize predict
quarrel fight, argue
shepherd sheep driver
soothsayer oracle, prophet
true valid, real
English II Through ESOL: Antigone Lesson 1
Page 39
Dictation
Grades 9-12 SSS Language Arts Benchmarks: LA.B.1.4.2, LA.C.1.4.1, LA.C.1.4.3, LA.C.3.4.2
Objective: Listen to discriminate words in sentences and reproduce them in writing.
Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if
listening skills allow) Team members take turns writing the sentences, assisting each other.
(Teams can write sentences on the board to correct them in class, or collect as a quiz.)
Option: An alternative technique is to have each team member complete all dictation items on his/her
own paper. Team members are allowed to help each other. On completion, collect one paper of your
choice. The grade on that paper will count for each team member.
Option: Dictate a sentence with an important word left out. Offer four choices for teams to write.
Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England
Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in
word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the
question, so teams can write them down. Then each team answers the question in the group. (What kind
of polygon has two parallel sides?)
Antigone: Lesson 1: Dictation Activity:
a) This story happens before the beginning of the play Antigone.
b) This is the story of a family that believed in fate, but tried to overcome it.
c) Believing that the stranger had insulted him, Oedipus killed him.
d) Oedipus and Jocasta lived happily until terrible plague came upon the city.
e) Oedipus was horrified at this realization
Unit 3: Lesson 1: TEAM DICTATION
TEAM NAME ______________________________
Score ____________
(Do not Write in this Space)
1
2
3
4
5
6
7
8
English II Through ESOL: Antigone Lesson 1
Page 40
Proficient Listening Activities
Interview
Grades 9-12 SSS Language Arts Benchmarks: LA.B.1.4.2, LA.C.1.4.1, LA.C.1.4.3,
LA.C.3.4.2
Objective: Role play a verbal interaction in the form of an interview
Procedure: You play the role of an informative person relative to the topic of the unit.
Choose a representative from each team and distribute the questions among them. These
students play the role of journalists. Provide students with these questions to interview you in
your new role. Teams must coach their representative, and take notes of the answers for
Writing Activity #1, Language Experience Story.
Antigone: Lesson 1: Interview Activities:
You play the role of Oedipus. Choose several students to play the role of Jocasta when she first
meets Oedipus. Provide these students with the questions below. They take turns asking you
questions. Students not asking questions must take notes of Joscasta’s answers. Students
should save notes for Writing Activity #1, Language Experience Story.
a)
b)
c)
d)
e)
Why did you come to Thebes?
What happened when the man tried to rob you?
Who are your parents?
What did the soothsayer tell you?
Did you believe the prophecy?
Antigone: Lesson 1: Interview Activities:
Sentence Strips for individual team members and space for additional questions and
note taking provided on the following page.
English II Through ESOL: Antigone Lesson 1
Page 41
Antigone: Lesson 1: Interview Activities: (Continued from previous page)
Sentence Strips for Individual Team Members
Interview Activity (with Space for Note-Taking)
Why did you come to Thebes?
Notes:
What happened when the man tried to rob you?
Notes:
Who are your parents?
Notes:
What did the soothsayer tell you?
Notes:
Did you believe the prophecy?
Notes:
_________________________________________________________________?
Notes:
_________________________________________________________________?
Notes:
_________________________________________________________________?
Notes:
_________________________________________________________________?
Notes:
_________________________________________________________________?
Notes:
_________________________________________________________________?
Notes:
_________________________________________________________________?
Notes:
_________________________________________________________________?
Notes:
English II Through ESOL: Antigone Lesson 1
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Summary of Speaking Activities
Beginning:
Intermediate:
Intentional Intonation
Backward Build-Up
Charades
Mixed-Up Sentence
Proficient:
Twenty Questions
Beginning Speaking Activities
Intentional Intonation
Objective: Auditory discrimination and oral production of intonation and stress patterns in
spoken English
Procedure: Write the sentence on the board and then say it, stressing one word. Teams take
turns explaining the special meaning the emphasis brings to the sentence. Repeat this process
several times with the same sentence, each time emphasizing a different word.
Example:
All for one and one for all! (not none) …..(not, “None for one and one for all!)
All for one and one for all! (not from) …..(not, All from one and one for all!)
All for one and one for all! (not three) …..(not, “All for three and one for all!)
All for one and one for all! (not or) …..(not, “All for one or one for all!”)
All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”)
All for one and one for all! (not to)….. (not, “All for one and one to all”!)
All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”)
Antigone: Lesson 1: Intentional Intonation Activity:
Oedipus’ destiny was to marry his mother. (Not Jocasta’s)
Oedipus’ destiny was to marry his mother. (Not plan)
Oedipus’ destiny was to marry his mother. (Not might be)
Oedipus’ destiny was to marry his mother. (Not kill)
Oedipus’ destiny was to marry his mother. (Not her)
Oedipus’ destiny was to marry his mother. (Not sister)
English II Through ESOL: Antigone Lesson 1
Page 43
Backwards Build-up
Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English
Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating,
by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as
necessary) until teams can pronounce the segments well. Continue to build up to the complete
sentence. Teams completing the exercise correctly get a point. Example:
…in fourteen hundred and ninety-two
…blue in fourteen hundred and ninety-two
…the ocean blue in fourteen hundred and ninety-two
…sailed the ocean blue in fourteen hundred and ninety-two
Columbus sailed the ocean blue in fourteen hundred and ninety-two.
Antigone: Lesson 1: Backward Build-up Activity: (Follow the example above)
a) Fearful of the prophecy, the Queen and King ordered a herdsman to take the baby
and kill him.
b) Horrified that he would kill his father and marry his mother, he fled from his home.
c) Oedipus, determined to find the murderer and expel him from the city, investigated
the soothsayer’s claim.
d) In the process, he learned that the stranger he had killed on the way to Thebes had
not been a robber.
e) Horrified that he would cause harm to the parents he loved, Oedipus fled from home.
Intermediate Speaking Activities
Charades
Objective: Oral production to determine word meaning and context of new lesson vocabulary
Procedure: Team members guess who/what the teacher (or student) is silently role-playing.
(Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point.
Antigone: Lesson 1: Charades Activity: Suggestions:
blind, commit suicide, dwell, encounter, flee (fled), horrified, journey, kind-hearted,
refuse, soothsayer
English II Through ESOL: Antigone Lesson 1
Page 44
Mixed-up Sentence
Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence.
Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but
scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the
class the way the sentence should read. Example sentence: A dicot seed has two parts. You
might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must
verbally give directions to make a correction after consulting with the team. The teacher follows
the exact directions given and, if correct, gives the team a point. Then s/he calls on next team.
Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at
the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in
front of the classroom. In both cases, you were not given the detailed instructions necessary to
complete the task, and you would move on to the next group without awarding a point. You are
looking for a response something like, “Remove the first capital A and replace it with a lower
case A.” Directions like these get teams points. Continue until the sentence is reorganized, with
a capital at the beginning and a period at the end.
Notes: This activity is very difficult and takes several weeks to master. Students will prefer to
show you what to do, but do not let them. The idea is to tell you, not show you. The first time
you use the activity do not spend more than five minutes. Stop and discuss the kinds of
directions they need to give in the future. Do not give up on this activity, no matter how
immature the students.
Antigone: Lesson 1: Mixed-up Sentence Activity: Sentences to use from summary:
a)
b)
c)
d)
e)
happens play before This the beginning story of the Antigone.
the tried fate This is of a that family story to believed in, but overcome it.
Believing that insulted Oedipus had him, him stranger killed the
and Jocasta happily until terrible Oedipus plague upon the lived city came
realization horrified this Oedipus was at
Proficient Speaking Activities
Twenty Questions
Objective: Ask questions about a photo or picture to determine meaning of vocabulary words.
Procedure: A student from one team selects a photo or picture without showing it to members
of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can
only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of
questions that have been asked divided by two. Ex: Is it from the fifteenth Century? Is it a boat?
Antigone: Lesson 1: Twenty Questions Activity: Photo or picture suggestions:
herdsman, robber, herdsman, birth, city, Queen, King, prophecy
English II Through ESOL: Antigone Lesson 1
Page 45
Summary of Reading Activities
Beginning:
Pre Reading
Intermediate:
Proficient:
Total Recall, True-False, Judgment,
Scan, Story Grammars
Total Recall, True-False,
Judgment, Scan, Story Grammars
FCAT FOCUS READING SKILL: 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: Recognizing Sequence
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
RECOGNIZING SEQUENCE
What to do and what to watch for-Organizing the events of the story in time order can help
you understand the information more easily. You can use a graphic organizer like the one below
to list the order or sequence of events in a passage or a story.
Chronological or time order. Events occur is a certain order in a reading. The order of the
events in time is called chronological (time) order. The ability to sequence events in
chronological order is an important skill. Pay attention to signal or transition words that tell time
order and show the sequence of events.
Sequence signal words. Transition or signal words will signal you when one event is
completed or the next event is beginning. Understanding these words helps you to understand
the sequence of the events. Refer to the chart below for examples.
SIGNAL / TRANSITION WORDS FOR RECOGNIZING SEQUENCE
first, second, third, etc.
now
at the beginning
the first/next/last thing
during
prior to
afterwards
finally
shortly thereafter
while
last
subsequently
soon
soon
next
simultaneously
at (in) the end
at the same time
then
before
following that
when
after
later
Example:
In the beginning, the girls were just talking while they waited for the bus. Suddenly a
car pulled up and blew its horn loudly. Next, a woman jumped out with her hair flying. At the
same time, the driver put the car in park and stepped into the street. When he did this, cars
began stopping. Next, the bus arrived and joined the line of stopped cars. Following that, the
police arrived. Soon they had the woman calmed down. Then they asked the driver to move his
car out of the way. When the street was clear, the line of cars moved on. Subsequently, the
girls got on the bus. The last thing they saw was a happy dog jump into the arms of the
woman.
Refer to next page(s) for more Recognizing Sequence.
English II Through ESOL: Antigone Lesson 1
Page 46
Recognizing Sequence (Continued from previous page)
SEQUENCE OF EVENTS
1
2
3
4
5
6
7
8
9
10
In the beginning, the girls were just talking while they waited for the bus.
Suddenly, a car pulled up and blew its horn loudly.
Next, a woman jumped out with her hair flying.
At the same time, the driver put the car in park and stepped into the street.
When he did this, cars began stopping.
Next, the bus arrived and joined the line of stopped cars.
Following that, the police arrived
Soon, they had the woman calmed down.
Then, they asked the driver to move his car out of the way
When the street was clear, the line of cars moved on
Subsequently, the girls got on the bus.
The last thing they saw was a happy dog jump into the arms of the woman
SEQUENCE OF EVENTS
1
2
3
4
5
FIRST
SECOND
NEXT
FINALLY
THEN
Refer to next page(s) for more Identifying Cause and Effect.
English II Through ESOL: Antigone Lesson 1
Page 47
Beginning Reading Activities
Pre-Reading
Objective: Listen to a short series of oral sentences in order to answer simple questions.
Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to
the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to
ask questions. Ask different types of questions (i.e. yes/no, either/or, and “wh-“) at a quick pace.
If the group cannot answer quickly enough, move on to the next group.
Example: Columbus sailed to America in 1492.
Sample Questions:
Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or
America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King
Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or
1942? When did he sail?
Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the
paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from
each team. Each student on the team receives the same grade.
Antigone: Lesson 1: Pre Reading Activity:
A soothsayer prophesized to the King and Queen of Thebes. Their baby would kill his
father and marry his mother. Laios and Jocasta gave the baby to a herdsman to kill. Instead, the
herdsman took the baby to the childless king and queen of Corinth. The family called him
Oedipus and raised him. When Oedipus was a man, the soothsayer told him the prophecy.
Oedipus was so frightened he fought with a stranger and killed him. In Thebes, Oedipus met the
widowed queen, married her, and had four children. A plague fell on the city. The gods were
punishing the man who killed King Laios. Oedipus had killed his father and married his mother.
English II Through ESOL: Antigone Lesson 1
Page 48
Beginning-Intermediate-Proficient Reading Activities
Story Map/Story Grammar Activity:
(Can be used in conjunction with LANGUAGE EXPERIENCE APPROACH and/or
graphic organizers as a Beginning-Intermediate-Proficient Writing Activity)
Objective: Identify a common organizational pattern or “grammar” of a reading text.
Procedure: Introduce story grammars by using the Language Experience Approach. (See
Beginning- Writing Activities Language Experience Story). The second time, have each group
prepare one. Once groups have mastered story grammars, individuals can prepare their own,
but include incentives for the group to help individual members. For example, you might want to
give a team a point for each member who receives a grade of B or higher.
Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal
(list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves
problem, character learns to live with problem, problem defeats character)
Note: Story grammars help students understand that most stories have a common
organization. Story grammars help students to write reports, evaluate the quality of stories, find
answers to their questions about stories, and write their own stories.
Antigone: Lesson 1: Story Map/Story Grammar Activity:
a) Use graphic organizers such as the Plot Maps (Story Maps, Story Grammars) on the
following pages to assist students in organizing ideas for Antigone, by Sophocles:
Introduction: “The Story of Oedipus”
b) Use question prompts as starters to identify key story elements (Who; What, Where,
When, Why, How. Review key story elements/objectives below with the key questions.
Key Story Elements – Objectives
Characters:___, ___, ___, ___
Motivation ___, Goal:___
Setting: Time ___, Place ___
Problem:___ Resolution: ___
Cause ___ Effect (Result) ___
Events leading to goal (in order):___, ___, ___, ___, ___
Actions leading to resolution/result (in order):___, ___, ___
Key Questions
Who ? How…?
What…? Why…?
When…? Where…?
What…? Why…? How…?
Why…? What…? How…?
What…? Why…? How…?
What…? Why…? How…?
Antigone: Lesson 1: Story Map/Story Grammar Activity: (Continued on next pages )
(Use graphic organizers on following pages)
English II Through ESOL: Antigone Lesson 1
Page 49
Antigone: Lesson 1: Story Map/Story Grammar Activity: (Continued from previous page)
Name ______________________________________
STORY GRAMMAR
STORY MAP
PLOT MAP
TITLE/TOPIC/TEXT ______________________________________________
Literary Element – Plot:
The series of events that make up a story are the plot.
Use the chart to plot the reading.
STORY PLOT
Exposition/Beginning: ____________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Conflict: External /Internal: ________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Rising Action: __________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Climax: _______________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Resolution/End: ________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
English II Through ESOL: Antigone Lesson 1
Page 50
Antigone: Lesson 1: Story Map/Story Grammar Activity: (Continued from previous page)
Name ______________________________________
STORY GRAMMAR
STORY MAP
PLOT MAP
TITLE/TOPIC/TEXT ______________________________________________
Literary Element – Plot:
The series of events that make up a story are the plot. The four
(4) main elements of the plot are Exposition, Rising Action (Conflict), Climax (or Turning Point),
and Resolution. Use the chart to plot the reading.
English II Through ESOL: Antigone Lesson 1
Page 51
Antigone: Lesson 1: Story Map/Story Grammar Activity (Continued from previous page)
Name ________________________
STORY GRAMMAR/ MAP/ PLOT MAP: Turning Point / Climax
TITLE/TOPIC/TEXT __________________________________ Author _____________
Literary Element – Plot:
The series of events that make up a story are the plot. The four
(4) main elements of the plot are Exposition, Rising Action (Conflict), Climax (or Turning Point),
and Resolution. Use the chart to plot the reading.
4. Climax (Turning Point)
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
2. Rising Action
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
3. Conflict
External /Internal
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
1. Exposition/Beginning
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
5. Conflict
External /Internal
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
6. Resolution/End
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
English II Through ESOL: Antigone Lesson 1
Page 52
Antigone: Lesson 1: Map/Story Grammar Activity: (Continued from previous page)
Name ________________________
STORY GRAMMAR
STORY MAP
PLOT MAP
TITLE/TOPIC/TEXT ______________________________________________
Literary Elements: Complete the chart with information in the reading: Title, Author,
Characters, Setting, Main Conflict, Events, & Resolutions. (What do the little characters show?)
TITLE/TOPIC/TEXT ______________________________________________________
AUTHOR _____________________________________________________________
CHARACTERS
_____________________________
________________________________
_____________________________
________________________________
_____________________________
________________________________
SETTING:
TIME _____________________________________________________
_____________________________________________________
PLACE ____________________________________________________
MAIN CONFLICT ___________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
EVENT #1 _____________________________________________________________
______________________________________________________________________
EVENT #2 _____________________________________________________________
______________________________________________________________________
EVENT #3 _____________________________________________________________
______________________________________________________________________
EVENT #4 _____________________________________________________________
______________________________________________________________________
EVENT #5 _____________________________________________________________
______________________________________________________________________
RESOLUTION _________________________________________________________
______________________________________________________________________
______________________________________________________________________
English II Through ESOL: Antigone Lesson 1
Page 53
Antigone: Lesson 1: Map/Story Grammar Activity: (Continued from previous page)
Name ________________________
STORY MAP / Rising Action Narration Map
Complete the chart below with information from the reading: Title, Author, Characters, Setting,
Beginning Action, Events, Turning Point (Climax), Events, and Resolution / /Conclusion. Use the
text or lesson summary and identify all of the literay elements listed below).
Title _____________________________________________ Author ____________________
Characters __________________________________________________________________
Setting:
Time __________________________
Place: _______________________
Beginning Action
____________________________________________________________________________
____________________________________________________________________________
Events
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Events
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Turning Point (Climax)
____________________________________________________________________________
____________________________________________________________________________
Events
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Events
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Conclusion
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
English II Through ESOL: Antigone Lesson 1
Page 54
Antigone: Lesson 1: Story Map/Story Grammar Activity: (Continued from previous page)
Name ________________________
STORY GRAMMAR/ MAP/ PLOT MAP: Turning Point/ Climax
TITLE/TOPIC/TEXT _____________________________________________________
Literary Elements: The series of events that make up a story are the plot. The elements of the
plot are exposition, rising action, internal/external conflicts, climax (or turning point), and
resolution. Complete the boxes with information from the reading.
Climax: When the rising action reaches a high point, or climax, the
reader is at the highest point of interest in the story. At the climax, the
reader really wants to know what will happen next. _________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
External
Conflicts
(problems)
between
characters,
nature,
or
outside
forces
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Internal Conflicts in the mind of a character as
she/he struggles to make a decision
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Rising Action After conflict begins, the tension in the story
begins to increase. Things are happening, and the reader
doesn’t know what will happen next. This is rising action.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Exposition is the beginning of the plot, telling characters and setting.
Characters: _____________________________________________
________________________________________________________
Setting: Place- ___________________________________________
Time-___________________________________________________
________________________________________________________
Resolution: Near
the end of the story,
the conflicts are
finally resolved. The
reader finds out
what happened (the
resolution).
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
English II Through ESOL: Antigone Lesson 1
Page 55
Intermediate-Proficient Reading Activities
Total Recall
(Can be used with Total Recall Intermediate-Proficient Presenting and Viewing Activities)
Objective: Read a text in order to ask and answer short questions.
Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are
allowed to write notes about the text. Teams take turns asking each other their questions, and
challenging incorrect responses. Responding teams are not allowed to raise hands. The team
asking the question chooses which team answers. The same question cannot be asked twice. If
a team does not answer correctly, it loses a point and the team asking the question gets a point.
When a team does not agree with the answer that the questioner deems correct, it can
challenge that team. The challenging team must prove that it is also correct or that the
questioning team is incorrect. It does not need to prove both. All teams can join a challenge on
either side (questioner's side or respondent's side), but they must do so immediately. (Teams
may wait to see how many teams are joining each side, which is unfair.). Once the teams have
taken sides on a challenge, they look up the answer in the book. All teams siding with the
correct answer get 2 points, and losers lose 2 points.
Total Recall – NOTE-TAKING GUIDE
TEAM ____________________
Reading Questions
Answers
Notes
Points
1
2
3
4
5
English II Through ESOL: Antigone Lesson 1
Page 56
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.
Antigone: Lesson 1: Judgment Activity:
Here are some starters for Opinions:
The King and Queen of Thebes believed fate controlled their lives and they must overcome it.
The King and Queen of Thebes thought that what the oracle said was a prophecy for the
future.
The Queen and King were fearful of the prophecy.
The herdsman was kind-hearted.
Oedipus believed that the King and Queen of Corinth were his true mother and father.
Oedipus’s destiny was to kill his father and marry his mother.
Oedipus believed that the stranger had insulted him.
In Thebes, Oedipus quickly gained the favor of the Queen.
Oedipus and Jocasta lived happily in Thebes.
The soothsayer thought the gods were punishing the city because a murderer lived there.
Oedipus was horrified that King Laios and Queen Jocasta were his real parents.
Oedipus and Jocasta were horrified at this realization.
Everyone believed that the prophecy had come true.
(Please see following page for starters for FACTS)
Antigone: Lesson 1: Judgment Activity: (Continued on next pages)
(Use sentence strips on following pages)
English II Through ESOL: Antigone Lesson 1
Page 57
Antigone: Lesson 1: Judgment Activity: (Continued from previous page)
Antigone: Lesson 1: Judgment Activity:
(Please see previous page for starters for Opinions)
Here are some starters for Facts:
Once upon a time, the King and Queen of Thebes gave birth to a child.
The King and Queen of Thebes were happy with their baby boy.
The soothsayer said that when the boy grew up, he would kill his father and marry his
mother.
The Queen and King ordered a herdsman to put the baby to death.
The herdsman took the baby to a Corinthian shepherd in the woods.
The herdsman did not tell the Queen and King that he gave the baby away.
The shepherd took the baby to the childless King and Queen of Corinth.
They called the baby Oedipus and raised him as their own son.
When Oedipus was a young man, a soothsayer told him about the prophecy.
Oedipus fled from home because he feared causing harm to parents whom he loved.
On his journey, Oedipus encountered a stranger.
Oedipus fought and killed the stranger for insulting him.
Oedipus continued on his journey to the city of Thebes.
Someone had recently killed the King of Thebes.
Oedipus decided to marry Queen Jocasta of Thebes.
Oedipus and Jocasta asked a soothsayer for help when a plague came upon the city.
The person who had killed King Laios of Thebes was dwelling in their presence.
Oedipus decided to find the murderer and expel him from the city.
Oedipus investigated the soothsayer’s claim.
The stranger Oedipus had killed on the way to Thebes was really King Laios of Thebes.
The herdsman revealed that he had never killed the child of Jocasta and Laios.
Oedipus discovered the truth of his birth.
Without knowing, Oedipus had killed his father and married his mother.
Oedipus gouged out his eyes to make himself blind, and he fled from the city.
Jocasta committed suicide.
They left behind four children, Antigone, Ismene, Polyneices, and Eteocles.
After their father Oedipus died, the sisters Antigone and Ismene remained in Thebes.
The sons Polyneices and Eteocles agreed to take turns ruling Thebes.
The brothers quarreled when it was time for them to change turns ruling.
When it was Polyneices turn to rule, Eteocles refused to give up the throne.
Therefore, Polyneices went to Argos, raised an army, and attacked the city of Thebes.
Polyneices and Eteocles fought each other and both died.
After Polyneices and Eteocles died, King Creon became the new king of Thebes.
The story of Oedipus is a play called Oedipus Rex, written by Sophocles.
This story of Oedipus happened before the beginning of Sophocles’ play Antigone.
Antigone: Lesson 1: Judgment Activity: (Continued on following pages)
Use the sentence strip starters on the following pages for beginning/intermediate students. Use
the sentence strip blanks for proficient students to create their own fact opinion sentences.
Cut opinion and fact sentence strips, and mix them up. Students draw a sentence and work with
members of their team to identify each sentence as fact or opinion. Beginning students may
need sentence strip starters. Proficient students should write their own opinion and fact
sentence strips using the blanks provided below.
English II Through ESOL: Antigone Lesson 1
Page 58
Antigone: Lesson 1: Judgment Activity: (Continued from previous page)
Here are Starters for Opinions: Cut into strips for beginning/intermediate students
The King and Queen of Thebes believed fate
controlled their lives and they must overcome it.
The King and Queen of Thebes thought that what
the oracle said was a prophecy for the future.
The Queen and King were fearful of the prophecy.
The herdsman was kind-hearted.
Oedipus believed that the King and Queen of
Corinth were his true mother and father.
Oedipus’s destiny was to kill his father and marry his
mother.
Oedipus believed that the stranger had insulted him.
In Thebes, Oedipus quickly gained the favor of the
Queen.
Oedipus and Jocasta lived happily in Thebes.
The soothsayer thought the gods were punishing the
city because a murderer lived there.
Oedipus was horrified that King Laios and Queen
Jocasta were his real parents.
Antigone: Lesson 1: Judgment Activity: (Starters for Opinions continued on next page)
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Antigone: Lesson 1: Judgment Activity: (Starters for Opinions- Continued from previous
page)
Oedipus and Jocasta were horrified at this
realization.
Everyone believed that the prophecy had come true.
Antigone: Lesson 1: Judgment Activity: (Starters for Facts- Continued)
Here are some starters for Facts:
The Queen and King ordered a herdsman to put the
baby to death.
The herdsman took the baby to a Corinthian
shepherd in the woods.
The herdsman did not tell the Queen and King that
he gave the baby away.
The shepherd took the baby to the childless King
and Queen of Corinth.
They called the baby Oedipus and raised him as
their own son.
When Oedipus was a young man, a soothsayer told
him about the prophecy.
Oedipus fled from home because he feared causing
harm to parents whom he loved.
Antigone: Lesson 1: Judgment Activity: (Starters for Facts continued on next page)
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Antigone: Lesson 1: Judgment Activity: (Starters for Facts- Continued from previous page)
On his journey, Oedipus encountered a stranger.
Oedipus fought and killed the stranger for insulting
him.
Oedipus continued on his journey to the city of
Thebes.
Someone had recently killed the King of Thebes.
Oedipus decided to marry Queen Jocasta of
Thebes.
Oedipus and Jocasta asked a soothsayer for help
when a plague came upon the city.
The person who had killed King Laios of Thebes
was dwelling in their presence.
Oedipus decided to find the murderer and expel him
from the city.
Oedipus investigated the soothsayer’s claim.
The stranger Oedipus had killed on the way to
Thebes was really King Laios of Thebes.
The herdsman revealed that he had never killed the
child of Jocasta and Laios.
Antigone: Lesson 1: Judgment Activity: (Starters for Facts continued on next page)
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Antigone: Lesson 1: Judgment Activity: (Starters for Facts- Continued from previous page)
Oedipus discovered the truth of his birth.
Without knowing, Oedipus had killed his father and
married his mother.
Oedipus gouged out his eyes to make himself blind,
and he fled from the city.
Jocasta committed suicide.
They left behind four children, Antigone, Ismene,
Polyneices, and Eteocles.
After their father Oedipus died, the sisters Antigone
and Ismene remained in Thebes.
The sons Polyneices and Eteocles agreed to take
turns ruling Thebes.
The brothers quarreled when it was time for them to
change turns ruling.
When it was Polyneices turn to rule, Eteocles
refused to give up the throne.
Therefore, Polyneices went to Argos, raised an
army, and attacked the city of Thebes.
Antigone: Lesson 1: Judgment Activity: (Starters for Facts continued on next page)
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Antigone: Lesson 1: Judgment Activity: (Starters for Facts- Continued from previous page)
Polyneices and Eteocles fought each other and both
died.
After Polyneices and Eteocles died, King Creon
became the new king of Thebes.
The story of Oedipus is a play called Oedipus Rex,
written by Sophocles.
This story of Oedipus happened before the
beginning of Sophocles’ play Antigone.
Antigone: Lesson 1: 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:
Antigone: Lesson 1: Judgment Activity: (Sentences Strips continued on next page)
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: Judgment Activities: (Sentences Strips Continued from previous
page) Cut into strips. Proficient students write their own Fact or Opinion Sentences:
SENTENCE STRIPS
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
Team: ____________________
Sentence:
English II Through ESOL: Antigone Lesson 1
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True or False
(Can be used with True-False Intermediate-Proficient Presenting and Viewing Activities)
Objective: Read a text passage for the purpose of making true and false statements about it.
Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is for false).
Teams make three true or false statements about the text. A representative from the first team reads one
statement aloud. The other teams listen and place their token on the appropriate side of their True/False
chart. The questioning team decides which choices are correct. Each correct answer earns a team a
point. In a disagreement, follow the challenge rules of Total Recall.
Antigone: Lesson 1: True or False Activity: Here are some true statements to use as starters:
The King and Queen of Thebes believed fate controlled their lives and they must overcome it.
The King and Queen of Thebes thought that what the oracle said was a prophecy for the future.
The King and Queen of Thebes were happy with their baby boy.
The herdsman took the baby to a Corinthian shepherd in the woods.
The herdsman did not tell the Queen and King that he gave the baby away.
The shepherd took the baby to the childless King and Queen of Corinth.
Oedipus believed that the King and Queen of Corinth were his true mother and father.
Oedipus’s destiny was to become the king of Thebes.
On his journey to Thebes, a stranger insulted Oedipus, and Oedipus killed the stranger.
Oedipus decided to marry Queen Jocasta of Thebes.
Oedipus and Jocasta asked a soothsayer for help when a plague came upon the city.
Oedipus investigated the soothsayer’s claim and decided to find the murderer and expel him.
The stranger Oedipus had killed on the way to Thebes was really King Laios of Thebes.
Oedipus finally discovered the truth of his birth.
Without knowing, Oedipus had killed his father and married his mother.
Oedipus and Jocasta left behind four children, Antigone, Ismene, Polyneices, and Eteocles.
After their father Oedipus died, the sisters Antigone and Ismene remained in Thebes.
The sons Polyneices and Eteocles agreed to take turns ruling Thebes.
Polyneices went to Argos, raised an army, and attacked the city of Thebes.
Polyneices and Eteocles fought each other and both died.
The story of Oedipus is a play called Oedipus Rex, written by Sophocles.
Here are some false statements to use as starters:
Once upon a time, the King and Queen of Corinth gave birth to a child.
The soothsayer said that when the boy grew up, he would kill his mother and marry his sister.
The Queen and King were not fearful of the prophecy.
The herdsman was evil-hearted.
The Queen and King of Thebes ordered a herdsman to give the baby to strangers.
Oedipus continued on his journey to the city of Corinth.
When Oedipus was a grown man, a soothsayer told him about the prophecy.
They called the baby Polyneices and raised him as their own son.
The soothsayer thought the gods were punishing the city with a murderer.
Oedipus was happy that King Laios and Queen Jocasta were his real parents.
Oedipus fled from home because he feared causing harm to his children whom he loved.
The King of Corinth had recently killed the King of Thebes.
The person who had killed King Laios of Thebes was dwelling in a different city.
The herdsman never revealed that he had never killed the child of Jocasta and Laios.
Jocasta gouged out her eyes to make herself blind, and she fled from the city.
Oedipus committed suicide.
When it was Eteocles turn to rule, Polyneices refused to give up the throne.
After Polyneices and Eteocles died, King Creon became the new king of Corinth.
This story of Oedipus happened after the end of Sophocles’ play Antigone.
Antigone: Lesson 1: True or False Activity: (Continued on next page)
A Team question record and a “T-Chart” for this activity are provided on the next page.
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: True or False Activity: (See previous page for procedure)
My Team’s Sentences
True False
1
2
3
T-CHART
TEAM ______________
True Statements
False Statements
about the Reading
about the Reading
Points
1
2
3
4
5
6
7
English II Through ESOL: Antigone Lesson 1
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Scan
Objective: Scan a text for the purpose of asking and answering simple questions.
Procedure:
1. Teams write 3 questions about an assigned text. Next to each question, they write page
number and paragraph number where the answer is located.
2. A representative from each team asks the team’s questions. The other teams get 60
seconds for each question to scan the text, find the answer, page and paragraph numbers,
and write them on a sheet of paper. Any team not getting the answer within that time loses a
point.
3. Any time a responding team loses a point, the questioning team gets a point. The responding
teams take turns reading out their page and paragraph numbers. Then the questioning team
reads its page and paragraph numbers.
4. Team respondents who have the same answer as the questioner get an automatic point.
Respondents who do not have the same answer as the questioner are not automatically
wrong. Both the questioner and respondent read aloud their chosen paragraph. The
questioner then decides if the respondent is also correct (Many times the answer to a
question can be found in more than one place in a text). If the respondent is also correct, the
respondent gets a point.
5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in
Total Recall). The responding team must prove that it is also correct or that the questioner is
incorrect. It does not need to prove both. Other teams may join one side or the other. The
teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.
Scan
Question
Page
Paragraph
Number
Answer
1
2
3
English II Through ESOL: Antigone Lesson 1
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Summary of Writing Activities
Beginning:
Intermediate:
Proficient :
Language Experience
Indirect Speech
Language Experience, Framed
Paragraphs, Opinion/Proof, Spool
Writing, RAFT, Florida Writes
Language Experience, Framed
Paragraphs, Opinion/Proof, Spool
Writing, RAFT, Florida Writes
Beginning- Writing Activities
Indirect Speech
Objective: Write a familiar dialog in paragraph form, using indirect or reported speech.
Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams
have completed presenting their dialogs (see Presenting Activities), have each group write the
dialog in a paragraph format using indirect speech. Example:
COLUMBUS: “I need money to buy ships to sail west.”
Columbus asked the queen for some money to sail to the west.
Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of
the dialog. Other team members can offer help, but they cannot write it for the individual whose
turn it is to write. Collect and grade. Each member of the team gets the same grade.
Antigone: Lesson 1: Indirect Speech Activity: Use the dialog in this lesson written for the
Presenting Activity “Dialog”.
Example:
Oedipus to the Soothsayer: Why are we having a plague in Thebes?
Oedipus asked the Soothsayer why they were having a plague in Thebes.
Beginning-Intermediate-Proficient Writing Activities
Language Experience Approach
Language Experience Story
Objective: Use student-created writing as a text as a model for individual student writings, for
rereading or other written activities, including Story Grammars, RAFT, and Spool Writing.
General Procedures: Language Experience instruction involves asking students to talk about
some item of relevance to the class. You may use information from Listening Activity “Interview”
or information learned in other unit activities. Individual team members and teams take turns
offering sentences to be added to the text. You write individual contributions on the board,
including non-standard forms or word order. Then ask teams to correct or change the text to
standard English grammar and syntax and to decide on an organizational format. Assist teams
in making necessary adjustments. After the text is corrected, students copy it in their notebooks,
or you can type and distribute it.
See the detailed description of Language Experience Approach for ESOL students on the
following pages.
English II Through ESOL: Antigone Lesson 1
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LANGUAGE EXPERIENCE APPROACH for ESOL*
Background
Origins of LEA. The Language Experience Approach (LEA) originated as a tool for
Maori-speaking (New Zealanders of Polynesian-Melanesian descent) (Ashton-Warner, 1963)
and native-English-speaking children (Spache & Spache, 1964; Stauffer, 1965). LEA has had a
successful history with learners of all ages, from early childhood through adult learners,
including those adults who enter ESL programs with limited previous educational or literacy
experiences. LEA originated as a way to engage second language readers (even reluctant
and/or struggling readers) to use language.
LEA with ESL Learners. ESL teachers began to use LEA successfully in the 1970’s
with bilingual students who were not remedial or struggling readers. They were fully literate and
skilled in the native language. Perhaps because of native literacy, LEA served as a bridge to
literacy in the new language. LEA proved effective in helping students break the literacy code of
the new language. By the 1980’s, Krashen and Terrell (1983) suggested two criteria for
appropriate reading materials ESL learners: First, reading materials must interest the reader,
and second, they must be comprehensible in terms of complexity. The Language Experience
Approach meets both criteria. It produces student-generated (dictated) texts at a level of
complexity determined by the student’s own language, and that are interesting to the student
because they relate directly to the student’s own experience and personal interests. With
second language learners, it is often difficult to match language proficiency level and age
appropriate interest level to the individual student. LEA resolves both issues of these issues as
well. LEA relies on the wealth of prior life experiences (prior knowledge) or current learning
experiences. A teacher, tutor, assistant, or student peer “takes dictation” by writing down what
the student says in the student’s own words. The key to the success of LEA with second
language learners is that language is elicited in a meaningful context, with both input and output
being comprehensible. In addition, LEA makes the reading and writing connection in meaningful
a context.
LEA can be Planned or Spontaneous. LEA is perfect for the unplanned “teaching
moment” that arises, such as a hurricane, accidentally mixing colors together, an imaginative
student comment, a conflict at lunch in the cafeteria, or any event that creates or captures the
interest of the student or the student’s imagination. Likewise, LEA works well before or after a
field trip, a science experiment, as a math journal entry explaining how we solved the problem,
or any other planned learning experience. Whether planned or spontaneous, the language
comes from the students, with the teacher’s supportive questioning facilitating the dictation.
Just “Talk Written Down”. The language experience approach (LEA) is fun and
engaging as well as instructive. It is the most basic way for the student to connect the fact that
words on a paper are really “just talk written down”. LEA creates a natural bridge between
spoken language and written language. It is particularly effective for developing reading and
writing skills in a non-threatening way. LEA integrates the four language domains, listening,
speaking, reading, and writing through the student’s prior knowledge and experiences. The leap
from spoken language to written language, does not fit the traditional language class paradigm,
and appears to some educators as unstructured and unconventional. However, most language
arts programs assume the student has sufficient oral and aural (auditory) language to jump right
into reading. This assumption is a weak one in the case of beginning second language learners.
In conventional programs, writing usually follows reading. In LEA, writing begins immediately,
fully integrated with reading, listening, and speaking. For a second language learner, starting
with speaking and taking it directly to print makes a solid connection between oral language and
academic language.
LANGUAGE EXPERIENCE APPROACH Background (Continued on next page)
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LANGUAGE EXPERIENCE APPROACH (LEA) (Continued)
BASIC ASSUMPTIONS
There is no strict formula for success of LEA, but there are some assumptions that provide a
sound rationale for use of LEA with new language learners.
BASIC ASSUMPTION #1
LEA literacy instruction starts with the learner’s personal experience (prior knowledge)
Capitalizing on Student Assets. In LEA, the organization of the lesson and its activities
center on the personal experience of the language learner. The child who traveled by foot, by
boat or by plane to a new country, and experienced a new culture and language for the first time
is quite different from a child whose experiences have been confined to the security and
familiarity of a neighborhood, school, and family. Nevertheless, both have rich experiences to
share and capitalize upon in the learning process. The student’s personal experience in the
context of his/her own personal language is easier to remember and understand than someone
else’s language and experience. Language experience approach LEA makes reading and
writing accessible to every individual.
BASIC ASSUMPTION #2
Effective new language learning integrates listening, speaking, reading, and writing.
Oral Language and Literacy on Parallel Tracks: For second language learners,
integration of the four domains of language is essential for developing both oral proficiency and
literacy. Because LEA uses listening and speaking in every aspect of learning, it is ideal for
English language learners (ELLs). Both speaking and writing communicate meaning to others,
and communicating meaning is the goal of every new language learner. Implicit in the oral
dictation process is listening with understanding, and it is the natural inclination of a learner to
want to read his/her own dictated script or text. LEA provides multiple opportunities to integrate
the four domains. Recommended LEA activities for the four skills include book talks, dictating
stories, peer discussions, responding to literature, and shared writing. In addition, students have
opportunities to listen to first-hand accounts of what others read and writes about.
Self-directed Learning. Allowing students to read what they want and to share what
they read about creates a new dynamic where students become empowered as learners. A
natural learning dynamic automatically evolves, whereby students broaden their interests, add
variety to their own reading choices and thus their LEA writing choices, and begin to integrate
oral language (listening and speaking) with other subject material such as art, literature,
reading, writing, science, social studies, math, and more. The enthusiasm of the self-directed
learner is contagious, and students become their own teachers. In addition, student generated
text makes every student a writer. The more the students read, think, and share, the more they
emulate writing conventions, vocabulary, and writing style in their dictated text.
Academic Language Learning. The second language learner in today’s academic
environment must gain proficiency in listening, speaking, reading, and writing as quickly as
possible to meet grade level academic standards. LEA in the beginning stages of new language
acquisition brings the cognitive piece into place (prior experience and meaningful context) so
that the student only needs to break the new language code to express what he/she already
knows. LEA makes the speech-print connection, providing time and opportunity to develop a
level of language proficiency and confidence in manipulating the language. In addition, at the
beginning level, LEA becomes a tool for connecting language labels to new concepts in print
and speech, which is the expectation and context of the academic environment.
LANGUAGE EXPERIENCE APPROACH Basic Assumptions (Continued on next page)
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LANGUAGE EXPERIENCE APPROACH (LEA) BASIC ASSUMPTIONS (Continued)
BASIC ASSUMPTION #3
LEA shortens the distance between spoken language and written language by using the
learner’s personal experiences.
LEA V. Basal Reading Programs. Conventional ESL approaches start with developing
speaking (oral production) and listening comprehension, transitioning later into reading, and
eventually into writing. LEA doe not postpone writing, but makes writing a critical first step in the
language learning process. The learner takes what he/she learns from speech directly into print.
This leap from speech to print is only possible under the right circumstances –content is familiar,
is based on student’s experience, and is in a meaningful context.
Words, phrases, and sentences that describe the student’s personal experiences
provide a supportive leaning context, whereas reading text written by someone else may not
motivate or validate the learner. How the student feels about (affective), his/her own learning
ultimately can expedite learning. LEA validates the reader by using his/her words and ideas
from speech, moving directly to reading and writing. The student has ownership of the learning
process, and personal knowledge is valued, reinforced, and amplified. In addition, LEA
encourages success, autonomy, research, and discovery. Students tend to replicate successful
learning experiences if provided opportunities. For the new language learner, adding to his/her
repertoire in the new language improves proficiency and empowers individual leaning.
An Additive Approach to Second Language Literacy. LEA starts with a familiar
context, what the student knows (knowledge plus experience). For the second language learner,
the teacher facilitates, adds to, or at times provides the language and language structures
necessary to express that knowledge and experience. A text is created, and literacy has begun.
The starting point and focus is accepting and valuing what the student brings to the table. This
is diametrically opposed to conventional thinking that diagnoses the student’s “deficit” and
presents a basal reading text (generally below grade level) as a solution. LEA is not deficit
instruction or remediation. It is an additive approach to learning literacy.
BASIC ASSUMPTION #4
Language is for making meaning. Therefore, meaningful use and purposeful practice
result in effective language teaching and learning.
In the process of acquiring language, students learn strategies and structures to express
ideas. LEA transposes student ideas to print for reading and writing literacy, while at the same
time convening three critical aspects of learning, language skills, learning strategies, and
thinking skills. Students develop strategies and skills for communicating their ideas in speech
and in print. They generate richer learning opportunities as they make choices about themes,
topics, and reading selections for discussion and sharing. Richer learning experiences produce
better thinkers. LEA activities offer many opportunities to practice what students have learned
and take risks with their language. Students have power over learning and power over language
as they probe their own thinking and the thinking of others. Probing language for meaning is
essential in LEA.
LANGUAGE EXPERIENCE APPROACH Basic Assumptions (Continued on next page)
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LANGUAGE EXPERIENCE APPROACH (LEA) BASIC ASSUMPTIONS (Continued)
BASIC ASSUMPTION #5
Writing is most easily learned when instruction is concurrent with reading acquisition.
Speech to Print to Independent Writing: The LEA process incorporates writing as
dictation in the initial stages. Dictation is the forerunner of writing independently, and is also a
form of oral composition. In LEA, the student’s oral composition becomes his/her first reading
book. The next step after oral composition is independent writing, when the student ventures to
write what he/she knows. Writing Time: Writing time of no fewer than 30 minutes daily can
begin before formal writing is acquired by encouraging students to illustrate their stories that the
teacher or facilitator labels. Instruction and support in the writing process through a daily writing
workshop develop strong writers. For second language learners, daily writing provides essential
practice and rehearsal to develop their oral vocabulary, reading comprehension, spelling, and
word recognition.
Mechanics, spelling, handwriting, and punctuation: The traditional concerns of
handwriting and writing conventions such as punctuation, spelling, and mechanics may seem
unmanageable or unwieldy to the average teacher. However, through the process of drafting,
revising, and editing their work to a final draft, students learn to proofread their own work. LEA
recommends systematic spelling instruction and direct instruction on the writing process along
with handwriting coaching until students reach proficiency. During the dictation process, the
teacher or facilitator models these conventions to reinforce direct instruction. Further, the
dictation process reveals which mini-lessons the teacher will plan for by analyzing student
writing. For veteran students of LEA, the mini-lesson can be folded into a group dictation to
provide a meaningful context for learning specific conventions or structures.
Writing conventions, self-correction & student autonomy. Initially, the conventions
of writing are not the focus, even though they need refinement. Inaccuracies are accepted only
on the condition that the student has many opportunities to correct, rehearse, and refine his/her
language. Once the student feels safe and accepted, the teacher may model corrections during
the dictation process. Which approach the teacher uses depends very much on rapport between
teacher and student, and the stage of language development of the student. Most LEA teachers
will make very few if any corrections during the initial dictation process. Correction during
dictation generally interrupts the flow of student ideas and speech and causes the student(s) to
be less willing to speak or share ideas for fear of making errors. In addition, during group
dictations, peer- correction and self-correction occur as a natural process of learning within a
trusting community of learners. In addition, this is a good time for students to consult word walls,
word banks, dictionaries, thesauruses, grammar charts, and other essential resources in the
classroom. Remember, student autonomy is the goal. During the read-back of a LEA dictation
(script, text) many students will self-correct and inquire or probe to find their own errors. The
context of the read-aloud (oral reading) is a safe place to begin learning the important skill of
self-correction.
LANGUAGE EXPERIENCE APPROACH Basic Assumptions (Continued on next page)
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LANGUAGE EXPERIENCE APPROACH (LEA) BASIC ASSUMPTIONS (Continued)
BASIC ASSUMPTION #6
Students learn sight vocabulary from their own dictated accounts, increasing word
recognition.
Reading Comprehension & Word Recognition: The word recognition and sight
vocabulary critical for reading comprehension evolve from LEA student-generated texts.
Reading with fluency requires starting with a basic sight vocabulary until the student masters
key words (recognition). Creating word walls or individual and group word banks are vital to
building sight vocabulary and word recognition. When students read aloud from their dictated
LEA texts, they should make word cards, choosing only the words they recognize to add to the
word bank. Word study activities must start as soon as students have sight words. Creating
word banks to store newly acquired words gives students some independence to create new
communications either independently or in small groups. The word banks represent the
repertoire of possibilities for larger communication in the new language.
Specific direct instruction: To improve reading comprehension direct instruction is vital
for second language learners who need additional time with vocabulary and language
structures. Systematic practice and rehearsal of vocabulary and structures make them less of
an obstacle to reading comprehension. Direct reading instruction promotes higher level thinking
as well as academic vocabulary and concepts.
Word recognition activities: Until students achieve word recognition fluency, specific
word recognition activities should comprise 20 to 25 minutes a day. Sight words are learned
through language experience accounts, and are a starting point that provides meaningful
context for English language learners. More importantly, language experience accounts provide
invaluable practice in auditory and visual discrimination using the dictated text and words from
the text. Word study activities teach students how to categorize words by sound, meaning,
structural pattern, or other word features.
BASIC ASSUMPTION #7
Use of literature motivates learners and provides models for learning the new language.
Literature and building academic language: Literature and an environment rich with
books, poetry, expository, narrative, and nonfiction writings, are critical to producing good
writers. Literature relating to a large variety of subject matter is important, because students
need maximum exposure to academic language of science, the arts, history, etc. In addition,
literature models the way that schools want children to write. The saying, “A good reader is a
good writer”, is not a cliché. Books must be available in classroom, libraries, and at home for
students to explore, enjoy, discover, learn, and emulate.
Literature-based individualized reading: LEA is a literature-based individualized
reading program that prefers that students self-select books as primary reading material.
Children read at their own pace, record what they read, write about what they read, and share
what they read in groups using projects, discussions, conferences, role-plays, and read-aloud
activities. The group monitors reading comprehension, and the teacher monitors comprehension
through the individual LEA conferencing/dictation process. Reading materials include any print
materials a child prefers and selects, including stories, magazines, newspapers, flyers,
brochures, etc. Basal reading programs are philosophically incompatible with LEA in general,
but often fill a critical need when multiple copies of a piece of literature (stories, poems, etc.) are
needed for the group LEA process. Students, however, must make the reading selections.
LANGUAGE EXPERIENCE APPROACH (Continued on next page)
English II Through ESOL: Antigone Lesson 1
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LANGUAGE EXPERIENCE APPROACH(Continued)
PROCEDURES& PRACTICES
Getting Started
Flexibility: LEA is flexible enough to use successfully with individuals or groups of ESOL
students. Different levels and variations include: ELLs at differing levels of language proficiency
and/or literacy; ELLs at the beginning to intermediate oral and literacy levels of proficiency;
Emergent elementary ELLs, young adults, or adults with limited formal education; Individual,
small group or large group; Principal instruction, Introductory, closing or follow-up activity.
Individual LEA. Basic LEA (the original LEA) is a transcription of an individual student’s
personal experience. The teacher, aide, or more proficient student peer with a student who can
see his/her words being written. A conversation begins, prompted by a picture, reading text, or
an event that the student selects for interest. The student gives an oral account of a personal
experience related to that topic. The transcriber helps the learner express, expand, or focus the
account by asking questions. Group LEA. A small or large group of students may dictate a
language experience story together, taking turns and each having an equal input. A planned or
“staged” experience motivates students to discuss and then dictate an account of the
experience. A natural account of learning experiences such as an experiment, math problem, or
interesting reading can be the source or stimulus for LEA.
Engaging the Students
Procedures to engage students: Select a topic that the student/group enjoys (television show,
music, sports, a recent experience), or whatever interests the student/group the most. Begin a
conversation, asking the student/group to talk about it. It is very important to allow each student
to talk in his/her own way, a way that is individually comfortable. If the topic is related to a
lesson, unit, or reading, find the area that engages the student or that the student finds
interesting or connected to something the student knows (prior knowledge). Individual language
experience stories or accounts are very personal and may be the only opportunity an individual
student had to express his/her ideas. It is very important to use the individual LEA approach
regularly for this reason. For a group experience, students select a common experience that
they enjoyed. During an experience that takes place within the classroom, the teacher can
narrate it as it unfolds, repeating key words and phrases. Other ideas for “staging” an engaging
experience include:
• Summarizing/retelling a favorite story students know (have heard, viewed, or read)
• Cooking (recording the recipe), other food experiences (describing the feast)
• Growing vegetables or flowers in the classroom, describing science experiments, math
processes, other things the class has done or made (make "How To” Charts)
• Field trips (planning before and debriefing after), make lists of things to bring, trip rules,
making maps, describing the experience, etc.
• Making a news report or memory record of a cultural event or visitor to class, making
cards, thank you notes, get well cards, holiday cards, etc
Integrating, drama, music and the Arts (Personal Expression): Opportunities to use art,
music, and drama projects for connecting reading, writing, speaking, listening, and viewing
round out the language arts experience. In fact, art, music, and drama, etc. are excellent
vehicles for students to express ideas, and acquire the more abstract language of new ideas
about the world. Art, music, and drama provide concrete ways to use one’s senses in new
experiences. At the same time, the use of the arts (clay, paint, fabric, dance, drama, vocals, etc)
provides opportunities for thinking and viewing as the primary functions, with writing, reading,
talking, and listening flowing as secondary functions to the first substantive artistic expressions.
LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued next page)
English II Through ESOL: Antigone Lesson 1
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LANGUAGE EXPERIENCE APPROACH PROCEDURES AND PRACTICES (Cont’d)
Discussing the Experience
Every learner’s ideas must be included in the dictation process. Preserve as many ideas as
possible. In a group LEA, be sure that students know that everyone will help “write”, and
discourage too much participation from the usual zealots. The teacher will ask questions to
encourage, stimulate, clarify, and focus student ideas. With individual accounts, asking “whquestions” will facilitate a good discussion and encourage more ideas. (Examples: Who was
there? When did this happen? What did we do first?)
Demonstrating Print Concepts
The teacher demonstrates many print concepts during transcription, not the least of which is
matching what the students say with its written form. The teacher draws attention to these
important print concepts by making side comments to herself/himself, such as, “capital letter at
the beginning of the sentence, period at the end, indent for a new topic paragraph, comma for a
pause here“, etc. Be sure that the chart paper, whiteboard, blackboard, flip chart, or overhead
transparency is positioned so that it is visible to all students during the transcription process.
In the Student’s Own Words
As the student talks, carefully write down the experience, ideas, or story in the student’s own
words. If the student says, “go” instead of “going”, do not make corrections, but write exactly
what the student says. Remember that this is the moment for the student to shine, not to make
corrections, interrupting the train of thought and enthusiasm. Let the student express his/her
own thoughts in his/her own way. There is always an opportunity to go back and make changes.
With a group, learners may correct themselves or each other as they work together. Formal
correction can be done later, as part of the revising and editing stages. With beginning students,
written compositions may be very simple (just a sentence or two), if this represents their level of
English proficiency. Length is not significant. Use printed letters, not cursive handwriting.
Developing a Written Account
The most important aspect of recording is using the student’s own words, keeping the match
between what they say and what you write. Use student names as much as possible to make
strong connections to student ownership of the ideas and the writing. It is important that
students remain engaged with the process. If students lose interest, stop, and return later in the
day, the following day, or as soon as you can. Participation of every student is a main objective.
When working with a large group, if the teacher cannot record a statement from every student,
keep track and return to those students to finish the story later. Be sure to include everyone.
How to use the Dictation: Dictation has three stages: recording the account, rereading the
account, and drawing words from the account for reading instruction. A dictation from a group of
7-9 students (or an individual) provides the first reading material or text. Group dictation
provides the opportunity for students to talk about experiences and learn how to reread dictated
material. Individual dictations are easier when the procedures are familiar, already modeled in
the group. Initially, students may need prompts (class trip, reading prompt, etc.) to provide a
dictated account. With practice, students look forward to telling their experiences. After students
become fluent readers, the teacher gradually phases out dictation.
Reading the Written Account
When the student has finished the description or narration, review the script by reading it aloud
together. If the student is a new reader, let him/her do the best he/she can to read along with
you. Most students are eager to read back their own words (even the difficult words) because
they “own” the words. Remember to use oral reading of the script frequently throughout the unit
to promote rethinking and revision and to reinforce student ownership.
LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued next page)
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LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued)
LEA is the Student’s Creation
Sharing and Publishing: The LEA record is very important and personal to the
individual student, and teachers should treat it as such. Encourage the student/group to
illustrate the script, and compile it into the form of a book or publication (staple it, glue it,
keyboard it and print it, bind it, copy and distribute it, etc.).
The written product from student dictation can take many different forms. A class
publication with LEA writings by each student (chosen by the student) can be reproduced and
shared with other classes or reproduced and carried home as a special parent gift. Make an
illustrated chart, a Big Book, or a bulletin board. Attach book rings to a hanger, and attach the
language experience charts to the book rings (a skirt hanger will work). The hanger can be hung
anywhere in the room. Another idea is to make a class album with photos of the experience and
student dictated captions. Students may illustrate the experience first, and dictate text for each
picture. Language experience approach works for any age and grade, and the way to
acknowledge individual student accounts or scripts as the student’s creation may vary. Every
person, younger students to adults, likes to see his/her work published and illustrated.
A key (if not essential) component of LEA is the publication and oral sharing (oral
reading and recounting) of student writing. Sharing and publishing experiences, such as book
making, author’s chair forums, book talks, are exciting and personal experiences, especially for
English language learners. It is at the publication and sharing stages that the confidence that
comes from ownership and rehearsal emerges to take a bow. When the student as author takes
the author’s chair to answer questions and share the accomplishment of a “published writer”,
every student experiences the success.
LEA Scripts with Journal Writing: Beginning level proficiency students may have
someone transcribe their ideas in English, or they may write in another language. Later, they
begin to write on their own with some assistance, and finally without help. Spelling, form and
content are of no import unless the student chooses to use a journal entry later in a formal
writing at which time corrections and revisions can be made. The more students write, the better
the writers they become. Let them make mistakes, and enjoy writing instead of being fearful of
making mistakes or getting a poor grade. Either do not grade journals, or grade them based on
completion, effort, or content, never based on writing conventions. It will all work out in the end.
Combine LEA scripts with journal writing, including dialogue journals, classwork journals, or
take-home journals. In dialogue journals someone responds to what the student writes (i.e.
teacher, peer). In classwork journals, the student saves his/her daily work, comments, and ideas
to write about at a future time. In take-home journals the student writes things he/she sees or
hears, things learned, new ideas; or an unanswered question the lesson, a book, or the school.
(Examples: math journal entry telling how I solved a problem; three sentences each day for one
week about what happened in the cafeteria at lunch; what I learned and liked about an activity;
free writing to express what’s on my mind; a list of things I saw on my way to school; etc.).
Extending the Language Experience
Once the script or text has been generated, language and literacy opportunities are many and
varied based on the written text. A main purpose of LEA is to provide meaningful texts for
students to read with others or alone. Therefore, the record of the experience should be
mounted in a prominent location for reference and review beyond the end of the unit. If done on
chart paper, a “big book” can be created. In addition, teachers should make a copy of the record
to photocopy for students to take-home and read to their families, for independent and “buddy”
reading, and for students to illustrate and personalize. Here are some ideas for extending the
text and adapting the text to a variety of ages and language proficiency levels.
LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued next page)
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LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued)
LEA Activities for Beginning – Intermediate English Language Learners
• Read the story aloud with transcriber (and/or group)
• Identify favorite words, “best” words, easiest words, hardest words, etc.
• Classify words and create a class word wall or individual student word banks organized by
story, by theme, alphabet, or other categories (individual students create their own “word
bank” notebooks with dividers, or individual file boxes with note cards)
• Copy the story
• Dictate story sentences for student to write
• Match words from the story with definitions or pictures
• Fill in the blank activity with or without a story word bank
• Create vocabulary games such as concentration, wrong word, jeopardy, etc.
• Create a Cloze exercise by deleting every nth word (4th, 5th, 13th, etc)
• Scramble and unscramble words or phrases and place in correct order
• Scramble and unscramble sentences (cut into strips) placing in correct sequence
• Scramble and unscramble words within each sentence and place in correct order
• Identify story words to teach sound-symbol correspondence, vocabulary, idioms, spelling, etc.
• Identify story words to teach grammar points or structures (Examples: verb tense, pronoun
referents, word order-subject/verb/object, adjectives, adverbs, transition words, etc.)
• Provide key words only and have students write the story again (It will differ from original)
Additional LEA Activities for Intermediate-Proficient English Language Learners
•
•
•
•
•
•
•
Write a list of questions about the story. (“Wh- questions, etc.) for classmates to answer
Write true and false statements about the story.
Draw conclusions and make generalizations from the story
Find cause-effect relationships in the story
Create vocabulary games for the story (jeopardy, etc.)
Write a critique of the story
Write on the same topic in a different format such as, speech, recipe, newspaper article,
poem, letter, memo, etc.
• Write individual versions of a group-produced story on the same topic, similar but
personalized
• Read-around groups for editing and revising of individual stories
• Prepare stories for publication after editing and revising
• Find books or other research related to the topic and write about it
More Elementary shared reading ideas:
• Use the story script to develop concepts of "word" and "sentence", left to right progression,
story words for sound-symbol correspondence, etc.
• Do sentence matching-Make large sentence strips for sentence matching-children find
their sentence strip in the reading and place it over its match on the large chart paper story
script (use as a choice during center time)
• Sequence words in sentences-Cut up a story sentence into individual words from a
sentence and reassemble the sentence in pairs, small groups, or individually (use as a
choice during center time)
• Use the pointer to lead the class/group in rereading the story or individual sentence by
playing the role of teacher-point out words they know, etc. (Save scripts for year-long
review and practice)
LANGUAGE EXPERIENCE APPROACH PROCEDURES & PRACTICES (Continued next page)
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LANGUAGE EXPERIENCE APPROACH PROCEDURES AND PRACTICES (Continued)
EXAMPLES OF LEA
Sample LEA Lesson (Elementary-Middle-High-Adult):
1. (Dictation) Write the title of the story (or topic) at the top of the chart paper/board. Guide
each student to dictate a sentence. Write each sentence on the chart paper/board, using
the student’s exact words. Students read the sentences aloud and in unison with the
teacher.
2. (Sentence matching) Write a sentence strip (teacher or students) for each sentence on
the chart paper/board. Pass out the sentence strips. Students match their sentence with
the sentence on the chart.
3. (Sentence Puzzle) Students cut each sentence strip between the words to separate
them. Put the pieces (words) for each sentence in a different plastic bag. Hand each
student a bag. Shake the bag to mix up the words. Open the bag and put the words in
correct order to make the sentence. (Use a desk, the board, wall, or a pocket chart to
reconstruct the sentence with its words) Students read their sentences aloud.
Additional Variations:
1. Word/letter recognition: Students count the number of words in their sentence; count
words with letter “s” in them, count the nouns (person, place, thing, idea); count the
words that describe; etc. n
2. Writing conventions: Students identify what kind of letter their sentence begins with
(Capital letter); Students identify what is at the end of the sentence (end punctuationperiod, question mark, etc)
More LEA Practice Activities:
1. Familiar songs, nursery rhymes, chants, poems-write a language experience chart
2. Class Special Events: Each student dictates what he/she enjoyed about the event
3. Field Trips: Students recall experiences in sequential order
4. Story Recall: Students recall the events of a story in sequential order
5. Group K-W-L: When starting a new unit or topic of study, ask children what they Know
about the topic and what they Want to learn about the topic. As they Learn new
information, add it to the chart using dictation.
6. Daily News: At the end of each day, students dictated what happened and their
comments
7. Sentence Completion: Teacher begins a thought (sentence) at the top of the chart
paper, and each student completes that sentence the way he/she wishes. (Write student
name after his/her completion) (Examples: I like to read _____. I like recess because
_____. My favorite class is _____ because _____.)
*References for Language Experience Approach:
Early Literacy: A Resource for Teachers. (1992). Saskatchewan Education. From:
http://www.sasked.gov.sk.ca/docs/ela/e_literacy/language.html
In Their Own Words: The Language Experience Approach. 2004. From:
http://www.literacyconnections.com/InTheirOwnWords.html
National Center for ESL Literacy Digest. (1992). From :
http://www.cal.org/ncle/DIGESTS/LANG_EXPER.HTML
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Intermediate-Proficient Writing Activities
Framed Paragraphs
Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea
(topic sentence), supporting details, and a summary statement (conclusion).
Note: Framed paragraphs are most useful in preparing students for exam questions. In fact,
framed paragraphs make very good exam questions.
Procedure: Introduce framed paragraphs to the class by creating a story collectively using the
language experience approach. The second time you assign framed paragraphs, have each
group prepare one. Once the groups have mastered framed paragraphs, each student prepares
his/her own. Include incentives for the group to help individual team members. For example,
give a team one point for each member who receives a grade of B or higher. After constructing
a model paragraph with the class, groups, pairs, or individuals find examples in text.
Social Studies Example: There are many cultures of people living in Florida. First.... Second.... Third....
These groups and others....
Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior is...
Another example is.... Finally.... Therefore, this character is...
Science Example:
OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS:
1…2…3…PROCEDURE:1…2…3…DATA: 1…2…3…ANALYSIS: The results of the experiment
show....This was caused by....Therefore, my hypothesis was/was not correct because....
Framed Paragraph Sample #1: (Drawing Conclusions)
Sample #2: (Drawing Conclusions) Use the starters below for drawing conclusions in
the short story “No Witchcraft for Sale”, by Doris Lessing. The reader can conclude that:
(1) There is proof in this lesson of the beliefs of the ancient Greeks, who believed that
oracles and soothsayers could predict the future and tell their destiny.
Detail 1— The oracle predicted that Oedipus would kill his father and marry his mother. This
is exactly what happened. Without knowing it, Oedipus did kill his father who was really King
Laius (not a stranger), and he did marry his mother, who was really Queen Jocasta.
Detail 2— The oracle said that the plague on Thebes was because the murderer of King
Laius was living among the people of Thebes. If they got rid of the murderer, the plague
would go away. Without knowing it, Oedipus had murdered his father King Laius.
Detail 3— In the story of the sphinx, the man who answered the riddle would save Thebes
from the plague, gain the kingdom, and marry Jocasta. Oedipus knew the answer to the
riddle when no other man knew it.
(2) All of the characters in the story of Oedipus were victims of fate, and died tragically
through no fault of their own.
Detail 1— King Laius and Queen Jocasta of Thebes both died. He was murdered by a
stranger on the road to Thebes (The king did not know the stranger. was his son Oedipus).
Detail 2— Queen Jocasta was so shamed that she had married her own son Oedipus, that
she committed suicide. (She did not know Oedipus was her son).
Detail 3— Oedipus was also horrified at this realization. Oedipus gouged out his eyes to
make himself blind, and he fled from the city. When Oedipus died, he left behind four
children, Antigone, Ismene, Polyneices, and Eteocles. His sons Polyneices and Eteocles
quarreled over ruling Thebes. They fought each other and both died.
Antigone: Lesson 1: Framed Paragraphs Activities and organizers (Continued on next
page).
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Antigone: Lesson 1: Framed Paragraphs Activities (Continued from previous page)
Paragraph Frame for Drawing Conclusions
At the end of the story/play/poem/novel/article _____ (title), by _____
(author), the reader draws the conclusion that _____ (Topic Sentence).
This conclusion is based on information in the story and personal
knowledge. First, in the story the author says that_____ (information in
story- Detail # 1). Personal experience and knowledge about this tells the
reader that _____ (personal knowledge- Detail # 1). Second, _____
(information in story- Detail # 2) Personal experience and knowledge of the
world regarding this information helps the reader conclude that _____
(personal knowledge- Detail # 2). Another detail in the story that leads us to
this conclusion is _____ (information in story-Detail # 3). Personal
experience and knowledge about this information leads the reader to
believe that _____ (personal knowledge- Detail # 3). The reader can draw
the conclusion that _____ (restate topic-conclusion-here) because of
information in the story as well as personal experience and general
knowledge.
Antigone: Lesson 1: Framed Paragraphs Activities and Organizers Continued on next
page
Use the organizer on the next page to illustrate the details and information for the conclusions
suggested above. Then, select ONE Conclusion to complete the frame.
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Antigone: Lesson 1: Framed Paragraph
Sample #1: Drawing Conclusions (Continued from previous page)
Name _______________________________
DRAWING CONCLUSIONS FROM INFORMATION
TITLE/TOPIC/TEXT:
Antigone: The Story of Oedipus Author:
Sophocles
Fact from the reading:
Fact from the reading:
What I know about it myself:
What I know about it myself:
CONCLUSIONS
1.
2.
3.
4.
Fact from the reading:
Fact from the reading:
What I know about it myself:
What I know about it myself:
Antigone: Lesson 1: Framed Paragraphs Activities and Organizers Continued on next
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page
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Antigone: Lesson 1: Framed Paragraph
Sample #1: Drawing Conclusions (Continued from previous page)
Name _______________________________
DRAWING CONCLUSIONS FROM INFORMATION
TITLE/TOPIC/TEXT:
FACT
Antigone: The Story of Oedipus Author:
FACT
FACT
Sophocles
FACT
Conclusions
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Antigone: Lesson 1: Framed Paragraphs Activities and Organizers Continued on next
page
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Antigone: Lesson 1: Framed Paragraphs Activities (Continued from previous page)
Framed Paragraph Sample #2: Making Generalizations
Sample #2: (Generalizations) Review the difference between conclusions and generalizations.
• A Conclusion is a logical result of thinking about the information in the reading. based
only on the information in the text and your own knowledge of the subject in the passage
• A Generalization will take your conclusion one-step further. A generalization allows you
to apply a conclusion to other similar situations outside of the reading. How does this
conclusion apply to the bigger picture of life? Is there a lesson that can be learned? How
could this conclusion be useful in similar situations?”
Sample #2: (Generalizations) Some starters for “The Story of Oedipus: Antigone, (Sophocles):
a) Generalization #1: The dramatic irony of the story of Oedipus leads the reader to make
generalizations about the people of Ancient Greece. It appears that the people of Ancient
Greece believed what the soothsayers said, and lived their lives trying to avoid negative
predictions about the future. Ancient Grecians were superstitious and afraid of unknown
forces around them.
b) Generalization #2: The character of Oedipus, a hero of Ancient Grecians, leads the
reader to make generalizations about heroes of the Ancient Greek culture. Oedipus was a
victim of fate and destiny, even though he was smart enough to solve the riddle of the
monster sphinx and the people loved him as King of Thebes. Even Ancient Greek heroes
were victims of fate and destiny and at the mercy of the evils of the gods of the people.
c) Generalization #3: The role of women in Ancient Greek culture in the “Story of Oedipus”
might lead the reader to conclude that women are victims of not only fate, destiny, and the
gods, but also victims of men. Antigone and Ismene did not inherit the throne when their
brothers died. Instead, the power to rule went to the brother of the dead Queen Jocasta,
Creon. Women in Ancient Greece appear not to have rights or a position in society.
Paragraph Frame for Making Generalizations
At the end of the story_____, by _____, the reader can make
generalizations that may or may not be true. First, because of
_____, the reader might conclude that _____ and could
generalize that _____. This generalization is (is probably not) true
because _____. Another example is after _____, the reader might
conclude that _____ and could generalize about _____. This
generalization is (is probably not) true because _____. Finally, the
reader could generalize that _____. This is because in the story,
_____ and the reader might conclude that _____. This
generalization is (is probably not) true because _____. In
conclusion, an important factor in making generalizations is that
they may apply to the larger picture of life, or they may represent
a stereotype that may not be true.
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Antigone: Lesson 1: Framed Paragraphs Activities (Continued from previous page)
Sample #2: (More Generalizations)
• Use the ideas below to formulate generalizations about “The Story of Oedipus”:
Antigone, (Sophocles).
• Use the organizers (conclusions & generalizations models) on the following pages to
develop generalizations (true or untrue) based on: Main Idea/Theme, Significant Details,
What I know on the topic, & Conclusions.
a) Generalization #1: The herdsman was a good person because he did not kill the baby.
b)
c)
d)
e)
f)
g)
Therefore, all poor working-class people in Ancient Greece were good. The herdsman was a
bad person because he lied to Laius and Jocasta and secretly gave the baby away.
Therefore, all poor working-class people in Ancient Greece were not to be trusted.
Generalization #2: Laius and Jocasta sent their baby to be killed because a soothsayer told
them something bad would happen if the child lived. They had no evidence that would
deserve killing their own baby. They believed in fate, destiny, soothsayers, and oracles, not
science or evidence. Therefore, the people of Ancient Greece must have been superstitious
and ignorant.
Generalization #3: Oedipus was a hero in Ancient Greece, but he killed a stranger for
nothing more than insulting him. This is not sufficient reason for murder. Therefore, the
ancient Greeks must have been bloodthirsty people that did not value life.
Generalization #4: Oedipus gouged out his eyes and blinded himself in horror and grief.
Jocasta committed suicide. When bad things happened, they did terrible, violent acts to
show their feelings. Therefore, the ancient Greeks must have been an uncaring and violent
culture.
Generalization #5: Polyneices and Eteocles quarreled and fought over the power of the
throne.
Polyneices raised an army, and attacked the city of Thebes. Polyneices and Eteocles fought
each other and both died. Therefore, the ancient Greeks must have been jealous, greedy for
power, and willing to murder their own family members for money and power.
Generalization #6: King Creon, the brother of Jocasta, became the new king of Thebes.
Antigone and Ismene never had the chance to rule Thebes. The ancient Greeks must have
been sexist, with no equality for women.
Antigone: Lesson 1: Framed Paragraphs Activities and Organizers Continued on next
page
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Antigone: Lesson 1: Framed Paragraphs Activities (Continued from previous page)
Name _______________________________
CONCLUSIONS & GENERALIZATIONS
TITLE/TOPIC/TEXT: Antigone: The Story of Oedipus Author: Sophocles
How does your conclusion apply to important real life situations? Is there a lesson that
can be learned? What generalization can be made?
GENERALIZATIONS
(Apply To Situations Outside The Reading)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
CONCLUSIONS
(Details + Your Knowledge)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
DETAILS
______________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
MAIN IDEA
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Antigone: Lesson 1: Framed Paragraphs Activities (Continued from previous page)
Name _______________________________
CONCLUSIONS & GENERALIZATIONS
TITLE/TOPIC/TEXT: Antigone: The Story of Oedipus Author:
Sophocles
CONCLUSIONS AND GENERALIZATIONS MODEL
MAIN IDEA:
DETAIL 1:
DETAIL 2:
DETAIL 3:
ADD WHAT I KNOW ON THE SUBJECT:
1
2
3
POSSIBLE CONCLUSIONS:
1
2
POSSIBLE GENERALIZATIONS: (How does this apply to the bigger picture of life? Is
there a lesson to be learned?)
1
2
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page
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Name _______________________________
TITLE/TOPIC/TEXT:
GENERALIZATIONS
Antigone: The Story of Oedipus Author:
Generalization #1
Generalization #2
Sophocles
Generalization #3
Main Idea/Theme:
Significant Details:
What I know on this theme:
Conclusions:
Generalization #4
Generalization #5
Generalization #6
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page
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Name _______________________________
CONCLUSIONS & GENERALIZATIONS
TITLE/TOPIC/TEXT:
Antigone: The Story of Oedipus Author:
First Set of Events:
Sophocles
Second Set of Events:
Conclusions:
Generalization
Generalization
Generalization
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page
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Antigone: Lesson 1: Framed Paragraphs Activities (Continued from previous page)
Framed Paragraph Sample #3: (Dramatic Irony)
Sample #3: (Dramatic Irony) Use these starters below for dramatic irony in the “Story of
Oedipus”: Antigone, by Sophocles.
a) It is ironic that Oedipus killed his father and married his mother because it does not
seem possible. This fools our sense of reality because the prophecy seems
ridiculous. Everyone tried to overcome the prophecy, but failed in the end.
b) It is ironic that the “stranger” that Oedipus killed turned out to be his father.
c) It is ironic that it was Oedipus that saved Thebes from the plague and won Jocasta
and the kingdom when Jocasta was really his mother.
d) It is ironic that Creon ended up King of Thebes because the sons of Oedipus fought
and killed each other over the throne. This is an unexpected event.
e) It is ironic that Creon ended up King of Thebes because Creon was Jocasta’s brother
and had given up the throne to the man who could solve the sphinx’s riddle and save
Thebes from the plague. This is an unexpected event.
Paragraph Frame for Dramatic Irony
In the “Story of Oedipus” (Antigone), by Sophocles, the
author uses irony to create a dramatic effect by fooling our sense
of reality and our expectations and 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 real and true is
dramatic and surprises the reader. (Conclusion).
Use the paragraph organizers on the following pages as prewriting activities for Framed
Paragraphs Samples #1, #2, #3, and #4.
Antigone: Lesson 1: Framed Paragraphs Activities and organizers (Continued on next
page).
English II Through ESOL: Antigone Lesson 1
Page 97
Antigone: Lesson 1: Framed Paragraphs Activities (Continued from previous page)
Framed Paragraph Sample #4: Elements of Tragedy
Sample #4: (Elements of Tragedy) Use these starters for the elements of a tragedy in
the “Story of Oedipus”: Antigone, by Sophocles.
a) Exposition: (setting main characters and main conflict)
b) Complication: In Corinth, a soothsayer tells Oedipus that he will kill his father and marry his
mother. Oedipus flees and kills a stranger on the road to Thebes.
c) Climax: The herdsman tells Oedipus that he is really the son of Laius and Jocasta, not the
son of the King and Queen of Corinth. Oedipus and Jocasta learn that he is the baby
Jocasta sent to be killed, and the prophecy has now come true.
d) Reversal: Jocasta kills herself and Oedipus gouges his eyes to blind himself. Oedipus’ sons
argue over who will rule, and kill each other.
e) Resolution: Antigone and Ismene remain in Thebes, and Creon the brother of Jocasta
becomes the King of Thebes.
Paragraph Frame for Elements of Tragedy
(Exposition, Complication, Climax, Reversal, & Resolution)
The “Story of Oedipus” (Antigone), by Sophocles, 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 main
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 resolution of the tragedy occurs when the author
reveals the consequences of the reversal, _____ (Conclusion).
Use the paragraph organizers on the following pages as prewriting activities for Framed
Paragraphs Samples #1, #2, #3, and #4.
Antigone: Lesson 1: Framed Paragraphs Activities and organizers (Continued on next
page).
English II Through ESOL: Antigone Lesson 1
Page 98
Unit 3: Lesson 1: Framed Paragraph Samples #1-4: (Continued from previous page)
Name __________________________
Paragraph Organizer
TEXT:
“No Witchcraft for Sale”
Author:
Doris Lessing
TOPIC FOCUS (MY Title):___________________________________________________
(Topic Sentence/ Introduction):____________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Supporting Detail #1 _______________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Supporting Detail #2 _______________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Supporting Detail #3________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Supporting Detail #4 _______________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
(Restate topic sentence)_________________________________________________
___________________________________________________________________
___________________________________________________________________
(Concluding Sentence): _________________________________________________
___________________________________________________________________
English II Through ESOL: Antigone Lesson 1
Page 99
Unit 3: Lesson 1: Framed Paragraph Samples #1-4: (Continued from previous page)
Name __________________________
Paragraph Organizer
TEXT:
“No Witchcraft for Sale”
Author:
Doris Lessing
DETAIL_________________________
________________________________
________________________________
________________________________
DETAIL________________________
______________________________
______________________________
______________________________
DETAIL_________________________
________________________________
________________________________
________________________________
MAIN IDEA (Topic Sentence)
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________
____________________________________________________
Concluding Sentence (Restate the topic Sentence using different words):
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
English II Through ESOL: Antigone Lesson 1
Page 100
Unit 3: Lesson 1: Framed Paragraph Samples #1-4: (Continued from previous page)
Name __________________________
Paragraph Organizer
TEXT:
“No Witchcraft for Sale”
Author:
Doris Lessing
Main Idea (Topic Sentence)
_______________________________________________
___________________________________________________
_________________________________________________________
___________________________________________________________
____________________________________________________________
____________________________________________________________
DETAIL: ____________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
DETAIL: ____________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
DETAIL: ____________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Concluding Sentence (Restate Topic
Sentence using different words)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
English II Through ESOL: Antigone Lesson 1
Page 101
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).
Antigone: Lesson 1: Opinion/Proof Activity #1: Opinion/Proof may be used for several
written activities described in this document, including Story Grammars, RAFT, and Spool
Writing. Students can also use it as a format for note taking from books, videos, and lectures.
Allow teams to write their own opinion to support with proof if they are at a proficient level. This
can be used as a think/pair/share activity. Use the following as a starter for less proficient
students:
Opinion
Oedipus’s horrible fate was not his fault.
Proof
His parents decided to have the shepherd kill him when he was a baby.
Oedipus did not choose the shepherd family that raised him.
When he knew the truth, he left his family to keep the prophecy from being fulfilled and
to keep from hurting is family.
When he killed the King, Oedipus thought he was just an arrogant stranger.
He did not know the queen was his mother when he married her.
Antigone: Lesson 1: Opinion/Proof Activity #2: (Continued on next page)
Use the organizer on the following page for opinions and facts.
Examples of Negative Opinions:
Examples of Positive Opinions:
Women in ancient Greece had few rights.
The herdsman made a bad choice not to tell the
secret.
The herdsman was selfish not to tell the secret.
The King and Queen of Thebes were cruel and
mean
Polyneices and Eteocles were foolish to fight and
die.
The ancient Greeks were superstitious and
believed oracles and soothsayers.
Oedipus was a murderer.
Jocasta was a cruel mother who sent her baby to
be killed.
Men in ancient Greece had many rights.
The herdsman made a good choice not to tell the
secret.
The herdsman was smart not to tell the secret.
The herdsman was a good and kind man.
Polyneices and Eteocles both wanted to take care
of the people of Thebes and be their king.
The ancient Greeks believed deeply that every
person had a destiny to fulfill.
Oedipus was a victim of fate.
Jocasta was a good mother and tried to spare her
child a terrible fate.
Unit 3: Lesson 1: Opinion/Proof Activity (Continued on next page)
Use the organizers and examples on the following pages for opinions and facts.
English II Through ESOL: Antigone Lesson 1
Page 102
Unit 3: Lesson 1: Opinion/Proof Activity (Continued from previous page) Use the opinion
starters and fact starters with the organizers on the following pages to practice the differences
between opinions and facts. Here are some starters for Opinions:
The King and Queen of Thebes believed fate controlled their lives and they must overcome it.
The King and Queen of Thebes thought that what the oracle said was a prophecy for the future.
The Queen and King were fearful of the prophecy.
The herdsman was kind-hearted.
Oedipus believed that the King and Queen of Corinth were his true mother and father.
Oedipus’s destiny was to kill his father and marry his mother.
Oedipus believed that the stranger had insulted him.
In Thebes, Oedipus quickly gained the favor of the Queen.
Oedipus and Jocasta lived happily in Thebes.
The soothsayer thought the gods were punishing the city because a murderer lived there.
Oedipus was horrified that King Laios and Queen Jocasta were his real parents.
Oedipus and Jocasta were horrified at this realization.
Everyone believed that the prophecy had come true.
Here are some starters for Facts:
The King and Queen of Thebes gave birth to a child.
The King and Queen of Thebes were happy with their baby boy.
The soothsayer said that when the boy grew up, he would kill his father and marry his mother.
The Queen and King ordered a herdsman to put the baby to death.
The herdsman took the baby to a Corinthian shepherd in the woods.
The herdsman did not tell the Queen and King that he gave the baby away.
The shepherd took the baby to the childless King and Queen of Corinth.
They called the baby Oedipus and raised him as their own son.
When Oedipus was a young man, a soothsayer told him about the prophecy.
Oedipus fled from home because he feared causing harm to parents whom he loved.
On his journey, Oedipus encountered a stranger.
Oedipus fought and killed the stranger for insulting him.
Oedipus continued on his journey to the city of Thebes.
Someone had recently killed the King of Thebes.
Oedipus decided to marry Queen Jocasta of Thebes.
Oedipus and Jocasta asked a soothsayer for help when a plague came upon the city.
The person who had killed King Laios of Thebes was dwelling in their presence.
Oedipus decided to find the murderer and expel him from the city.
Oedipus investigated the soothsayer’s claim.
The stranger Oedipus had killed on the way to Thebes was really King Laios of Thebes.
The herdsman revealed that he had never killed the child of Jocasta and Laios.
Oedipus discovered the truth of his birth.
Without knowing, Oedipus had killed his father and married his mother.
Oedipus gouged out his eyes to make himself blind, and he fled from the city.
Jocasta committed suicide.
They left behind four children, Antigone, Ismene, Polyneices, and Eteocles.
After their father Oedipus died, the sisters Antigone and Ismene remained in Thebes.
The sons Polyneices and Eteocles agreed to take turns ruling Thebes.
The brothers quarreled when it was time for them to change turns ruling.
When it was Polyneices turn to rule, Eteocles refused to give up the throne.
Therefore, Polyneices went to Argos, raised an army, and attacked the city of Thebes.
Polyneices and Eteocles fought each other and both died.
After Polyneices and Eteocles died, King Creon became the new king of Thebes.
The story of Oedipus is a play called Oedipus Rex, written by Sophocles.
This story of Oedipus happened before the beginning of Sophocles’ play Antigone.
English II Through ESOL: Antigone Lesson 1
Page 103
Unit 1: Lesson 6: Opinion/Proof Activity (Continued from previous next page)
EXPRESSING OPINIONS
Title/Topic/Text ____________________________________ Author _____________
Use the organizer as a starter for more proficient students. Teams use the signal words to state
positive/negative opinions about the reading. (Is the glass half-full, or half empty?) For each
opinion, teams must find factual statements from the text that support it.
OPINION SIGNAL WORDS:
Think
May/may not
Least/most
My perspective is..
Believe
Might/might not
My point of view is...
In my opinion
1
1
2
3
2
1
2
3
3
1
2
3
4
1
2
3
1
1
2
3
2
1
2
3
3
1
2
3
4
1
2
3
Feel
Should/should not
Best/worst
My impression is…
Expect
Probably
Possibly
My sense is…
English II Through ESOL: Antigone Lesson 1
Page 104
Name ____________________________
EXPRESSING OPINIONS
Title/Topic/Text __________________________________ Author _______________
Use the signal words to identify or state opinions in the blanks.
1
_________ think ______________________________________________________________
____________________________________________________________________________
2
_________believe_____________________________________________________________
____________________________________________________________________________
3
_________ feel _______________________________________________________________
____________________________________________________________________________
4
_________ expect_____________________________________________________________
____________________________________________________________________________
5
___________________ may/may not______________________________________________
____________________________________________________________________________
6
___________________ might/might not____________________________________________
____________________________________________________________________________
7
___________________ should/should not__________________________________________
____________________________________________________________________________
8
___________________ probably_________________________________________________
___________________________________________________________________________
9
___________________ least/most________________________________________________
____________________________________________________________________________
10 __________’s point of view is ___________________________________________________
___________________________________________________________________________
11 ________________ best/worst___________________________________________________
____________________________________________________________________________
12 ________________ possibly_____________________________________________________
____________________________________________________________________________
13 __________’s perspective is ____________________________________________________
____________________________________________________________________________
14 In __________’s opinion_______________________________________________________
___________________________________________________________________________
15 __________’s impression is_____________________________________________________
___________________________________________________________________________
16 __________’s sense is _________________________________________________________
___________________________________________________________________________
English II Through ESOL: Antigone Lesson 1
Page 105
IDENTIFYING FACTS & PROOF
Title/Topic/Text _______________________________________
(Identify facts & suggest how/where to find proof. Fact & proof always go together)
1 ____________________________________ 1 ___________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2 ____________________________________ 2 ___________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3 ____________________________________ 3 ___________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4 ____________________________________ 4 ___________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5 ____________________________________ 5 ___________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
6 ____________________________________ 6 ___________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
English II Through ESOL: Antigone Lesson 1
Page 106
Name ____________________________
Fact or Opinion
Title/Topic/Text _______________________________________
Write details about your topic in each row.
How to Prove
_____________________
_____________________
Opinion word(s)
________________
________________
How to Prove
________________
________________
Opinion word(s)
________________
________________
How to Prove
_____________________
_____________________
Opinion word(s)
_______________
_______________
English II Through ESOL: Antigone Lesson 1
Page 107
Spool Writing (Theme: Recognizing Sequence)
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
th
of the body, and the strongest argument in the last paragraph of the body. The final (5 ) paragraph is the
concluding paragraph, which begins with a restatement of the thesis sentence, and is followed by a
restatement of the three argument statements of the body. Introduce the spool essay by creating a story
collectively using the Language Experience Approach. The second time you use spool writing, each
group prepares one. Once the groups have mastered the spool essay, each student prepares his/her
own, but include incentives for the team to help individual members. For example, you might want to give
a team one point for each member who receives a grade of B or higher.
Antigone: Lesson 1 Spool Writing Activities: Recognizing Sequence
Resources: Use the Sample Formats on the following pages for Recognizing Sequence
1.
2.
3.
4.
suggested topics provided below,
graphic thinking organizers provided below, for each skill
sample writing format(s) provided below for a spool (5-paragraph composition)
spool writing organizers for a 5-paragraph composition first draft
Suggested Topic(s): Use these starters for writing a five-paragraph spool for recognizing
sequence in the story: (Organizers and a template for the spool are on the following pages).
There are three sets of major events in the “Story of Oedipus “. Use these sets of events to
complete a five-paragraph spool sequencing the events of the story.
First set of events:
1. A soothsayer prophesized to the King and Queen of Thebes.
2. The oracle said the baby would kill his father and marry his mother.
3. Laios and Jocasta gave the baby to a herdsman to kill.
4. Instead, the herdsman took the baby to the childless King and Queen of Corinth.
Second set of events:
1. The King and Queen of Corinth named the baby ‘Oedipus’ and raised him as their own.
2. When Oedipus was a man, the soothsayer told him the prophecy of his parents.
3. Oedipus was so frightened he fled, fought with a stranger, and killed him.
4. In Thebes, Oedipus met the widowed queen, married her, and had four children.
5. A plague fell on the city as punishment for the murderer of King Laios who lived there.
6. Oedipus and Jocasta learned that Oedipus was the baby she had sent to be killed.
7. Oedipus had fulfilled the prophecy, and had killed his father and married his mother.
8. Jocasta committed suicide and Oedipus gouged out his eyes and blinded himself.
Third set of events:
1. After Oedipus died, the sisters Antigone and Ismene remained in Thebes.
2. The sons Polyneices and Eteocles quarreled and fought over ruling Thebes.
3. Eteocles refused to give up the throne.
4. Polyneices raised an army, and attacked the city of Thebes.
5. Polyneices and Eteocles fought each other and both died.
6. After Polyneices and Eteocles died, Creon, (Jocasta’s brother) became King of Thebes.
Unit 1: Lesson 6: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 108
Antigone: Lesson 1: Spool Writing Activities (Continued from previous page)
SAMPLE FORMAT FOR RECOGNIZING SEQUENCE
There is a clear sequence of events (description of the steps in a
process or sequence of data) in the story/paragraph/poem/chapter _____
(title), by _____ (author). This sequence begins with _____ (step #1) and
ends with _____ (last step) (Topic sentence/introduction). The events or
steps in between show _____ and _____ (identify two important steps,
events or data).
It is easy to follow the order of information (steps, events) in the
reading (Topic Sentence). The sequence of events (steps in a process or
sequence of data) is organized in _____ (a paragraph, list of steps,
numbered sequence, chronological order). The use of _____ (transition
words for time order, order of steps, charts, graphs, etc.) such as _____
and _____ assist the reader to follow the information. The information
(story, process) is ordered to help the reader understand _____ (state main
idea or topic).
At the beginning of the story (sequence of data, process), is _____
(Topic Sentence). The following information (events or data) is closely
related to this event (step or data). First, _____ Also, _____ After that,
_____ This establishes the information (events or data) that appears
(occur) later.
The author goes on to show several important events (steps or
pieces of data) that help to _____ (tell the story events, show the steps or
illustrate the data) in an interesting and organized way (Topic sentence).
One of these events (data, steps) includes _____. After that, _____ At the
end of the story (process, chart, data, etc.) is _____ (summarize the last
part of the information or events).
The author provides an order to the information (events in the story,
steps in the process) by organizing them in _____ (a paragraph, list of
steps, numbered sequence, chronological order). The reader can clearly
understand (or visualize) the process (events or information) from
beginning to end. The author starts with _____ (step or event #1) and ends
with _____ (last step or event). Everything in the middle makes the story
come alive in the mind of the reader (helps the reader visualize the
process, or clearly organizes the data, etc).
Unit 1: Lesson 6: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 109
Antigone: Lesson 1: Spool
Writing First Draft: Spool Organizer (Continued)
Name: _________________________________
THINKING & WRITING ORGANIZER: EXPOSITORY ESSAY
Essay Title: _____________________________________________
Paragraph #1 – Introduction
Topic Sentence (Introduce and state Main Idea #1, Main Idea #2, and Main Idea #3):
________________________________________________________________________________
Main Idea #1: ___________________________________________________________________
Main Idea #2: ___________________________________________________________________
Main Idea #3: ___________________________________________________________________
Transition Sentence: _____________________________________________________________
________________________________________________________________________________
Paragraph #2 – Main Idea #1 Discuss completely and with evidence.
Topic Sentence (Main Idea #1): ____________________________________________________
________________________________________________________________________________
Detail #1: _______________________________________________________________________
Detail #2: _______________________________________________________________________
Detail #3: _______________________________________________________________________
Closing Sentence: _______________________________________________________________
________________________________________________________________________________
Paragraph #3 – Main Idea #2 Discuss completely and with evidence.
Topic Sentence (Main Idea #2): ____________________________________________________
________________________________________________________________________________
Detail #1: _______________________________________________________________________
Detail #2: _______________________________________________________________________
Detail #3: _______________________________________________________________________
Closing Sentence: _______________________________________________________________
________________________________________________________________________________
Paragraph #4 – Main Idea #3 Discuss completely and with evidence.
Topic Sentence (Main Idea #1): ____________________________________________________
________________________________________________________________________________
Detail #1: _______________________________________________________________________
Detail #2: _______________________________________________________________________
Detail #3: _______________________________________________________________________
Closing Sentence: _______________________________________________________________
________________________________________________________________________________
Paragraph #5 – Conclusion
Topic Sentence (Restate Main Idea #1, Main Idea #2, and Main Idea #3): ___________________
________________________________________________________________________________
Make a Prediction:________________________________________________________________
Concluding Sentence: ____________________________________________________________
________________________________________________________________________________
English II Through ESOL: Antigone Lesson 1
Page 110
Unit 3: Lesson 1: Spool
Writing First Draft: Spool Organizer (Continued)
Name: ___________________
THINKING & WRITING ORGANIZER: EXPOSITORY ESSAY
ESSAY TITLE: _________________________________________________________
INTRODUCTION: Topic Sentence (Introduce and state Topic Focus #1, #2, and #3):
Transition sentence:
TOPIC FOCUS # 1:
Support
Support
Support
TOPIC FOCUS # 1:
Support
Support
Support
TOPIC FOCUS # 1:
Support
Support
Support
CONCLUSION: Concluding Sentence (Restatement of topic sentence):
Make a Prediction or comment sentence:
English II Through ESOL: Antigone Lesson 1
Page 111
Antigone: Lesson 1: Spool Writing Activities: (Continued)
Name__________________________
Thinking Organizer
TITLE/TOPIC: ______________________________ Author _____________________
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)
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 (Finally,…)
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 112
Antigone: Lesson 1: Spool Writing Activities: (Continued)
Name__________________________
Thinking Organizer
TITLE/TOPIC: ______________________________ Author _____________________
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 to identify a sequence of events in
the reading.
SEQUENCE OF EVENTS
1
2
3
4
5
6
7
8
9
10
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 113
Antigone: Lesson 1: Spool Writing Activities: (Continued)
Name__________________________
Thinking Organizer
TITLE/TOPIC: ______________________________ Author _____________________
RECOGNIZING SEQUENCE: CHRONOLOGICAL ORDER
FINALLY
NEXT
THEN
SECOND
FIRST
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 to identify a sequence of events in
the reading.
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 114
Antigone: Lesson 1: Spool Writing Activities: (Continued)
Name__________________________
Thinking Organizer
TITLE/TOPIC: ______________________________ Author _____________________
RECOGNIZING SEQUENCE: SIGNAL / TRANSITION WORDS
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 to identify a sequence of events in
the reading.
SIGNAL WORD(S):
SIGNAL WORD(S):
2.
1.
SIGNAL WORD(S):
6.
SIGNAL WORD(S):
3.
SIGNAL WORD(S):
5.
SIGNAL WORD(S):
4.
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 115
Antigone: Lesson 1: Spool Writing Activities: (Continued)
Name__________________________
Thinking Organizer
TITLE/TOPIC: ______________________________ Author _____________________
RECOGNIZING SEQUENCE: CHRONOLOGICAL ORDER
SCHEDULE for _________________________________________
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 to identify a sequence of events in
the reading. Chronological order can use days, dates, or times, like a schedule or timeline.
Identify the column or row labels for your schedule (Examples: Time, date, year, event, day,
start time or end time, etc.) and use as many columns & lines as you need.
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 116
Antigone: Lesson 1: Spool Writing Activities: (Continued)
Name__________________________
Thinking Organizer
RECOGNIZING SEQUENCE: CHRONOLOGICAL ORDER
TIMELINE for ______________________________Author _____________________
Chronological or time order is the order of events in time. Use the organizer to identify a
sequence of events (days, dates, times, years, etc.) in the reading. Chronological order can
identify the column & row labels (Examples: Time, date, year, event, day, start time, end time,
etc.) and use as many markers & lines as you need.
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 117
Antigone: Lesson 1: Spool Writing Activities: (Continued)
Name__________________________
Thinking Organizer
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 to identify a sequence of events
(days, dates, times, years, etc.) in the reading. Chronological order can identify the column &
row labels (Examples: Time, date, year, event, day, start time, end time, etc.) and use as many
markers & lines as you need.
TIMELINE for ________________________ Author ________________
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: Spool Writing Activities: (Continued)
Name__________________________
Thinking Organizer
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 to identify a sequence of events
(days, dates, times, years, etc.) in the reading. Chronological order can identify the column &
row labels (Examples: Time, date, year, event, day, start time, end time, etc.) and use as many
markers & lines as you need.
TIMELINE for _______________________________ Author ________________
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 119
Antigone: Lesson 1: Spool Writing Activities: (Continued)
Name__________________________
Thinking Organizer
TITLE/TOPIC: ______________________________ Author _____________________
RECOGNIZING SEQUENCE: SEQUENCING 4 EVENTS
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 to identify a sequence of events in
the reading.
1.
2.
3.
4.
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 120
Antigone: Lesson 1: Spool Writing Activities: (Continued)
Thinking Organizer
Name__________________________
TITLE/TOPIC: ______________________________ Author _____________________
RECOGNIZING SEQUENCE: SEQUENCING 6 EVENTS
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 to identify a sequence of six events
in the reading.
1.
2.
4.
3.
5.
6.
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: Spool Writing Activities: (Continued)
Name__________________________
Thinking Organizer
TITLE/TOPIC: ______________________________ Author _____________________
RECOGNIZING SEQUENCE: SEQUENCING 9 EVENTS
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 to identify a sequence of nine
events in the reading.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 122
Antigone: Lesson 1: Spool Writing Activities: Thinking Organizer
Name__________________________
RECOGNIZING SEQUENCE: SEQUENCE CHAIN
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 to identify a sequence of five
events in the reading. Then, make five events into seven events.
Title/Topic/Chapter_______________________ Author ______________
A. __________________
B.______________________
1.
1.
2.
2.
3.
4.
3.
5.
4.
6.
5.
7.
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 123
Antigone: Lesson 1: Spool Writing Activities: Thinking Organizer
Name__________________________
RECOGNIZING SEQUENCE: CLOCKWISE 4 SEQUENCE CIRCLE
Title/Topic/Chapter____________________________ Author_________
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 to identify a sequence of events in
the reading.
1
2
4
3
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 124
Antigone: Lesson 1: Spool Writing Activities: Thinking Organizer
Name__________________________
RECOGNIZING SEQUENCE: SEQUENCE WHEEL
Title/Topic/Chapter____________________________ Author_________
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 to identify a sequence of events in
the reading.
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 125
Antigone: Lesson 1: Spool Writing Activities: Thinking Organizer
Name__________________________
RECOGNIZING SEQUENCE: A CYCLE
Title/Topic/Chapter____________________________ Author_________
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 to identify a cycle in the reading.
1.
4.
2.
3.
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 126
Antigone: Lesson 1: Spool Writing Activities: Thinking Organizer
Name__________________________
RECOGNIZING SEQUENCE: EVENTS CHAIN
Title/Topic/Chapter____________________________ Author_________
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 to identify and keep a log of a
sequence of events in the reading.
Start
Event:
Time:
Notes:
Event:
Time:
Notes:
Event:
Time:
Notes:
Event:
Time:
Notes:
Event:
Time:
Notes:
Event:
Time:
Notes:
Finish
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: Spool Writing Activities: Thinking Organizer
Name__________________________
RECOGNIZING SEQUENCE: CIRCLE OF 6
Title/Topic/Chapter____________________________ Author_________
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 to identify a sequence of events in
the reading.
1
2
6
3
5
4
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 128
Antigone: Lesson 1: Spool Writing Activities: Thinking Organizer
Name__________________________
RECOGNIZING SEQUENCE: CIRCLE OF 12
Title/Topic/Chapter____________________________ Author_________
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 to identify a sequence of events in
the reading.
Antigone: Lesson 1: Spool Writing Activities (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 129
RAFT (Role, Audience, Format, Theme)
Objective: Write on a topic in a specific format, understanding role as a writer and audience.
R-A-F-T is a system for students to practice their role as a writer (R), their audience (A),
the format of their work (F), and the topic of the content (T). Examples: persuade a
soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal
mining in our valley.
• (R): For role (R), of the writer, the writer considers who s/he is (Examples-a
soldier, Abraham Lincoln, a slave, a blood cell, or a mathematical operation).
• (A): For audience (A), the writer considers to whom s/he is writing (Examples-to
a mother, to Congress, to a child.)
• (F): Format (F) determines what form the communication will take. (Examplesletter, speech, obituary, conversation, memo, recipe or journal)
• (T): The topic (T) consists of a strong verb as well as the focus.
Procedure: Introduce RAFT by creating a story collectively using the Language Experience
Approach. The second time you assign RAFT, have each group prepare one. Model for
students, explaining that all writers must consider their role as a writer, their audience, the
format, and the topic These four components are critical in every written assignment. Assist
teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences,
formats, and strong verbs that are appropriate for each topic. Once the groups have mastered
RAFT, have each student prepare his/her own, but include incentives for the group to help
individual members. For example, you might want to give a team a point for each member who
receives a grade of B or higher.
Unit 3: Lesson 1: RAFT Activities: For each RAFT Activity below use the writing templates
and instructional materials on the following pages for students to practice writing personal and
business letters, recipes, memos, journals, speeches, and newspaper columns and article.
Practice with genres of writing expands knowledge of applicability of writing as an important
form of communication.
Antigone: Lesson 1: RAFT Activities: (Continued on following pages)
Writing Formats and suggested topics for a variety of genres on following pages.
English II Through ESOL: Antigone Lesson 1
Page 130
Antigone: Lesson 1: RAFT Activities: (Continued):R.A.F.T. WRITING TOPICS
Antigone: Lesson 1: 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 Jocasta before she killed herself
A: Your audience is yourself and close friends or family who might read it someday
F: The format of your writing is a personal letter to them to read after your death.
T: Your topic is to write about the horror of the prophecy that came true, that your baby
would grow up to kill his father and marry his mother and to say goodbye to your family.
RAFT Activity #2:
R: Your role as writer the King of Thebes
A: Your audience is te King of Corinth.
F: The format of your writing is a business letter.
T: Your topic is to write to make a business deal between your two cities
RAFT Activity #3:
R: Your role as writer is a newspaper writer for the Theban newspaper (scroll)
A: Your audience is newspaper readers of Thebes
F: The format of your writing is an obituary for Oedipus after his death.
T: Your topic is to write the death announcement for Oedipus to praise his character and life.
**(Note: obituary-a published notice of someone's death; usually includes a brief biography)
RAFT Activity #4:
R: Your role as writer is a soothsayer when the plague breaks out in Thebes
A: Your audience is King Oedipus and Queen Jocasta
F: The format of your writing is a recipe for the remedy for the plague
T: Your topic is to list what is needed and steps to follow to get the plague out of Thebes
RAFT Activity #5:
R: Your role as writer is Oedipus
A: Your audience is the gods of ancient Greece
F: The format of your writing is a speech
T: Your topic is to implore the gods to change the fate (destiny) they have decreed for you,
which is to kill your father and marry your mother
RAFT Activity #6:
R: Your role as writer is Oedipus
A: Your audience is the future rulers of Thebes and the Theban people
F: The format of your writing is a memo
T: Your topic is to decree in the memo that your daughters Antigone and Ismene will be
permitted to rule the city of Thebes after your death, and that future daughters of Theban
Kings will have the same right to rule as future sons in the city of Thebes
RAFT Activity #7:
R: Your role as writer is Jocasta before she killed herself
A: Your audience is yourself and close friends or family who might read it someday
F: The format of your writing is a journal entry in your personal journal or diary.
T: Your topic is to write what about the horror of the prophecy that came true, that your baby
would grow up to kill his father and marry his mother
RAFT Activity #8:
R: Your role as writer is Oedipus
A: Your audience is the citizens of Thebes, your readers.
F: The format of your writing is a newspaper article.
T: Your topic is to write to explain how you made the prophecy come true that was given to
your parents when you were born
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: RAFT Activity: (Continued from previous page) Personal Letter
RAFT Activity #1: Use the following information and writing template.
R: Your role as writer is Jocasta before she killed herself
A: Your audience is yourself and close friends or family who might read it someday
F: The format of your writing is a personal letter to them to read after your death.
T: Your topic is to write about the horror of the prophecy that came true, that your baby
would grow up to kill his father and marry his mother and to say goodbye to your family.
The Personal (or Friendly) Letter Has (5) Parts:
1. The Heading: In a friendly letter, the left edge of the heading begins in the center top of the
page. Always indent to the middle of the page. The heading has three lines in a “block” shape,
and contains the return address and the date. The return address is the writer’s address
(usually two lines), and the third line in the heading is the date the writer writes the letter. Skip a
line after the heading. Example:
1234 Main Street
Paradise, FL 33443
January 14, 2005
2. The Greeting (Salutation): The greeting of a friendly letter is on the left below the heading.
The greeting usually begins with the word, “Dear”, in front of a person’s name. If the person has
a title such as “aunt, uncle, Dr., Mrs., etc., use it. Always capitalize the first word in the greeting,
and end the greeting with a comma. Skip a line after the greeting. Examples:
Formal: Dear Uncle John, Dear Aunt Mary, Dear Miss Brown, Dear Linda,
Informal (person the writer knows very well): Hi Joe, Greetings
3. The Body: The body of the letter contains the main text or the writer’s message. Indent each
new paragraph. Skip a line after the greeting, and skip a line between paragraphs. Skip a line
after the body and before the closing of the letter.
4. The Complimentary Closing: In a friendly letter, the closing is on the right bottom of the
letter. The left edge of the closing and signature lines begins in the center, lined up with the
heading (indented the same amount as the heading). Always indent to the middle of the page.
The closing and signature lines (two lines, skipping one line in between) are in a “block” shape,
like the heading. The complimentary closing is always a few words on a single line, beginning
with a capital letter and ending with a comma. Skip two spaces after the closing, and before the
signature line. Examples of Closings:
Sincerely,
Sincerely yours,
Yours sincerely,
Respectfully,
Respectfully yours,
Truly yours,
Very truly yours,
Regards,
Best regards,
Kindest regards,
All the best,
Cordially,
Best wishes,
Many thanks,
With kindest personal regards,
I look forward to speaking with you,
I look forward to seeing you,
I look forward to hearing from you,
Thank you for your time,
Thank you for your consideration,
5. The Signature Line: Skip two spaces after the closing for the signature line. If you are
typing or keyboarding the letter, type in the name of the person signing the letter on the
signature line, and hand sign the name in blue or black ink in the space between the closing and
the typed signature. The left edge of the signature line begins in the center, indented the same
amount as closing and heading. The closing and signature lines, skipping one line in between
are in a “block” shape, like the heading. Example:
Truly yours,
Alma Gonzales Patel (Handwritten Signature goes here)
Alma Gonzales Patel
Antigone: Lesson 1: RAFT Activity: Personal (or Friendly) Letters (Continued on next
English II Through ESOL: Antigone Lesson 1
Page 132
page)
English II Through ESOL: Antigone Lesson 1
Page 133
Antigone: Lesson 1: RAFT Activity: Personal (or Friendly) Letters (Continued)
PERSONAL (FRIENDLY) LETTERS – IMPORTANT NOTES
POSTSCRIPTS
Postscript: A postscript is an afterthought that the writer adds at the end of the friendly letter.
If the letter contains a postscript, it begins with “P.S.”, and it ends with the writer’s initials.
Skip a line after the signature line to begin the postscript
PUNCTUATION
Commas in a Personal Letter: Use commas after the greeting (also called the salutation)
and after the complimentary closing in all letters. Examples:
Salutation: Dear Franco, My dearest Hung,
Closing: Sincerely, Truly yours,
Capital Letters in a Personal Letter: There are two extra rules for capitalizing in letter-writing:
1. Capitalize the first word and all nouns in the salutation (or greeting).
Examples: Dear Sir: My dearest Aunt, Greetings!
2. Capitalize the first word in the complimentary closing.
Examples: Sincerely, Truly yours, With best wishes,
Personal (or Friendly) Letters:
Practice Activity: Writing a Personal Letter: Write a personal letter to a friend or relative.
Follow these guidelines:
a) Use the Personal Letter format provided, observing margins to make block shapes.
b) The letter must have four paragraphs in the body.
c) Be sure to sign your name after the complimentary closing.
d) Use today’s date and your own address in the heading.
Topic Suggestions:
a) Write about a recent holiday.
b) Describe your favorite vacation destination.
c) Write about your favorite sports team.
d) Describe your plans for a future time (next weekend, month, next summer, etc.)
e) Write about what is happening with you at your school.
Antigone: Lesson 1: RAFT Activity: Personal (or Friendly) Letters (Continued on next
page)
English II Through ESOL: Antigone Lesson 1
Page 134
Personal or Friendly Letter Format
_________________________
_________________________
_________________________
_________________________
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_________________________
_________________________
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: RAFT Activities: (Continued) Business
Letter
RAFT Activity #2:
R: Your role as writer the King of Thebes
A: Your audience is te King of Corinth.
F: The format of your writing is a business letter.
T: Your topic is to write to make a business deal between your two cities
BUSINESS LETTERS
A business letter is more formal than a personal letter, and it looks and sounds more formal. A
business letter has equal margins on all edges of unlined paper. The margins should be at least
one inch on all four edges, and standard paper for a business letter is (8½"x11").
The business letter usually has six (6) parts.
1. The Heading
In a business letter, the heading appears on the left edge (block style or semi-block style). In a
modified-block style, the heading the left edge of the heading begins in the center top of the
page, indenting to the middle of the page. The heading has three (or four) lines in a “block”
shape. The first two lines contain the return address. The return address is the writer’s address.
The third line of the writer’s return address is for a phone number, extension number, fax
number, and/or email address or webpage of the writer. Skip a line between the return address
(ends on 3rd line) and the date (4th line). The fourth line in the heading is the date the writer
writes the letter. (If using printed business stationery, the return address is already there.
Remember to type in the date!). Skip a line after the heading, before the inside address.
2. The Inside Address
The inside address is “inside” the letter, and shows the address of the individual or business the
writer is addressing in the letter. Include as much information as possible in the business
address, including the names and the titles of the persons receiving the letter (If you know them)
Remember to skip a line before the inside address. Remember to skip a line after the inside
address and before the greeting.
3. The Greeting (Salutation)
The greeting of a business letter is on the left below the heading. The greeting in a business
letter always ends in a colon. The greeting in a business letter is always formal, beginning with
the word "Dear", and always including the person's title and last name. Always capitalize the
first word in the greeting. Only use a person’s first name if the title is unclear and it is difficult to
decide the title. For example, a business letter to Aaron Smith could be to a male or female. In
this case, the title is unclear (Mr., Mrs., Miss, etc). Omit a title, and use the full name in the
greeting. Skip a line after the greeting. Examples of Titles: Mr., Mrs., Miss, Ms., Dr., Professor,
Senior Editor, Chairperson, Chief Executive Officer,
4. The Body
The body of the letter contains the main text or the writer’s message. A business letter should
not be hand-written. It is always typed or keyboarded. A block or semi-block style business letter
does not indent paragraphs in the body. A modified block style indents each new paragraph.
Whichever format the writer uses, skip a line between paragraphs in a business letter. Skip a
line between the greeting and the body, and skip a line between the body and the closing of a
business letter.
Antigone: Lesson 1: RAFT Activity: Business Letters (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 136
Antigone: Lesson 1: RAFT Activity: Business Letters (Continued)
5. The Complimentary Closing
The closing of a business letter is short, polite, and ends with a comma. Skip a line after the
body of the letter before the closing. The closing and signature lines (two lines, skipping one line
in between) are in a “block” shape, like the heading. The complimentary closing is always a few
words on a single line, beginning with a capital letter and ending with a comma. Skip two spaces
after the closing, and before the signature line. (Examples of Closings for a Business Letter:
Sincerely, Truly, Regards, Respectfully, Thank you for your time, Thank you for your
consideration, etc…) In the block style, the closing is at the left margin. In the modified block or
semi-block styles, the left edge of the closing starts in the center. The left edge of the closing
and signature lines begins in the center, lined up with the heading (indented the same amount
as the heading). Always indent to the middle of the page. Note: In a business letter, the
signature line appears two times, once for the typewritten signature of the writer, and
handwritten just below the typed name.
6. The Signature Line
Skip two spaces after the closing for the signature line. Type the writer’s name on the signature
line, and hand sign the name in blue or black ink in the space between the closing and the typed
signature. The left edge of the signature line begins directly under the closing, and should be
lined up with the closing. The closing and signature lines, skipping one line in between, are in a
“block” shape, like the heading. Example:
Truly yours,
Alma Gonzales Patel (Handwritten Signature goes here)
Ms. Alma Gonzales Patel
In a business letter, a signature should be as complete as possible, and can include a middle
initial or the writer’s title if the writer chooses. (If a title is included, a second line may be
included under the typed signature.) Business letters should not contain postscripts (P.S.).
Notes
Business Letter Punctuation:
Colon: In a Business Letter, use a colon at the end of the greeting (salutation)
Examples:
Dear Sir:
Dear Ms. Fleming:
Dear Dr. Melendez:
Comma: In a Business Letter, use a comma at the end of the complimentary closing.
Examples:
Sincerely,
Regards,
Capitalization: There are two extra rules for capitalizing in business letters:
1. Capitalize the first word and all nouns in the salutation (or greeting).
Examples:
Dear Sir:
Dear Dr. Pierce:
2. Capitalize the first word in the complimentary closing.
Examples:
Sincerely,
Thank you,
Antigone: Lesson 1: RAFT Activity: Business Letters (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 137
Antigone: Lesson 1: RAFT Activity: Business Letters (Continued from previous page)
Business Letter Envelopes:
The envelope for a business letter should be a standard size business envelope (4"x9½" fits
standard 8½"x11" paper). Fold the letter twice bottom to top, into thirds, and to fit neatly into the
envelope. The writer’s address (return address) goes in the upper left hand corner of the
envelope. The recipient’s address is in the center middle of the envelope. If the business
requests the letter be sent to the “attention” of a particular individual or department, add an
“attention line” in the bottom left corner of the envelope. Write the word “Attention:” Then write
the department or person’s name.
Examples:
Attention: Sales Department
Attention: Shawn Miller
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Attention: _________________
Antigone: Lesson 1: RAFT Activity: Business Letters (Additional Practice)
Business Letters: Practice Activities for Writing Sample Business Letters:
Practice #1:
Write a business letter complaining about the service in a restaurant. Write an envelope for your
letter. Be sure to include all parts of the business letter (heading, date, inside address,
salutation, closing, and signature). Write the letter to the manager of the restaurant complaining
about the poor service you received. Write three paragraphs in the body of the business letter
describing the problems your family had at this restaurant. You are writer, so use your address
in the heading. The letter should be professional and business-like. Spelling and grammar are
important in a business letter, so have someone proofread your letter for errors.
Practice #2:
Write a business letter to Mr. Stephen Marrone, Store Manager at “CD’s Plus” music store at
5536 Washington Street, West Palm Beach, Florida 33444. Write an envelope for your letter. Be
sure to include all parts of the business letter (heading, date, inside address, salutation, closing,
and signature). In the body of the business letter, write three paragraphs to complain about the
stereo system you purchased that has never worked since you bought it. Use today’s date, and
your own home address.
Practice #3:
Write a business letter from your company to another company asking for information on a
product your company wants to purchase. Write an envelope for your letter. Be sure to include
all parts of the business letter (heading, date, inside address, salutation, closing, and signature).
Make up a name for your company and use your own address with today’s date. Make up a
name for the other company or use a company you know about, and make up the address (or
look up an address in the phone book).
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: RAFT Activity: (Continued) Use ONE of the following THREE business
letter formats: (block, modified block, and semi-block styles.) All three formats are acceptable.
Business Letter Format: Block Style
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
______________________________________________________________
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______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_________________________
_________________________
English II Through ESOL: Antigone Lesson 1
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Business Letter Format: Modified Block Style
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_________________________
_________________________
English II Through ESOL: Antigone Lesson 1
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Business Letter Format: Semi-Block Style
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_________________________
_________________________
English II Through ESOL: Antigone Lesson 1
Page 141
Antigone: Lesson 1: RAFT Activities (Continued): Examples of Recipes
Recipe for MAKING FRIENDS
Serving Information: One serving of
friendship is enough
Preparation time: As long as it takes to
develop trust. Total time: A lifetime
Ingredients: 6 cups of kindness, 1 cup of love,
2 cups of sincerity, 2 cups of honesty, one ton
trust
Directions: Mix one ton of trust with 6 cups of
kindness, 1 cup of love, 2 cups of sincerity, and
2 cups of honesty. Add respect. Remember
that everyone is a different, unique, and special
person. Respect the way other people are, and
get to know them. They will respect you, and
want to get to know you too. Next, to make a
friend, be a friend. If someone needs you, be
there. Be a friend to someone you do not
know. Finally, always to be kind to everyone,
no matter what.
Nutritional Information: You will be surprised
how many great friends are waiting for you.
Friendship is very good for your health.
Recipe for ORANGE SORBET
Serving Information: Serves 6
Preparation time: 15 minutes
Total time: 2 hours 45 minutes
Ingredients:
5 or 6 oranges (3 cups juice); ½ cup of sugar
Directions:
Squeeze 5 to 6 oranges to yield 3 cups of juice.
In a small saucepan, combine 1/4 cup orange
juice and 1/2 cup sugar. Boil over high heat,
stirring, until sugar dissolves, about 1 minute.
Transfer mixture to a shallow 2-quart dish, and
add remaining orange juice. Freeze until solid, 2
to 2 1/2 hours. With a fork, break into small
pieces. Working in batches if needed, process in
a food processor until smooth; Transfer to an
airtight container; store in freezer. Before
serving, let soften in refrigerator, 10 to 15
minutes.
Nutritional Information:
Per serving: 120 calories; 0.2 gram fat; 0.9 gram
protein; 29.5 grams carbohydrates; 0.2 gram
fiber
Recipe for SOLVING A MYSTERY
Serving Information: All the evidence that fits
on the plate
Preparation time: Investigation time=1,000 hrs;
Total time: Investigation time PLUS Thinking
time= 2,000 hours
Ingredients: 6 cups of intelligence, 1 cup of
slyness, 2 cups of curiosity, 2 cups of quickness,
one ton of evidence
Directions: Mix one ton of evidence with 6 cups
of intelligence, 1 cup of slyness, 2 cups of
curiosity, and 2 cups of quickness. Add time to
investigate. Lay the evidence on a large table
and put it in time order. Set aside the evidence
that does not fit time order. Fit the evidence
together to make a picture. Fill in any blank
spaces with evidence that was set aside. Be
sure you have enough evidence. If not, collect
and add more evidence until the picture and
conclusions are clear. Draw conclusions from
the picture. Finally, if the solution to the mystery
is not clear, start again.
Nutritional Information: You will lose sleep
thinking; 10,000 calories of evidence and 2000
grams of fat from eating cookies while you work
Recipe for
GRILLED HAM & CHEESE WITH PEARS
Serving Information: Serves 4
Preparation time: 20 minutes
Total time: 2 hours 20 minutes
Ingredients:
4 slices sandwich bread
8 ounces Gruyère cheese
1 pear, thinly sliced
8 ounces deli ham, thinly sliced
Butter
Directions: Layer 4 slices of sandwich bread
with 8 ounces Gruyère or other melting cheese,
1 thinly sliced pear, and 8 ounces thinly sliced
deli ham; top each with bread. Heat a large
skillet over medium heat. Spread outside of both
bread slices with butter. Cook sandwiches in
batches, if necessary, until golden and cheese is
melted, flipping once, 3 to 5 minutes per side.
Serve
Nutritional Information:
8
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: RAFT Activities: (Continued from previous page) Writing
Use the format for Recipes to complete the lesson RAFT activity:
a Recipe:
RAFT Activity #4:
R: Your role as writer is a soothsayer when the plague breaks out in Thebes
A: Your audience is King Oedipus and Queen Jocasta
F: The format of your writing is a recipe for the remedy for the plague
T: Your topic is to list what is needed and steps to follow to get the plague out of Thebes
Recipe for ________________________________________
Serving Information:
Time:
Ingredients:
Directions:
Nutritional Information:
Antigone: Lesson 1: RAFT Activities: (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 143
Antigone: Lesson 1: RAFT Activities: (Continued) Memorandum
A memorandum or memo is a communication (note, information, message, announcement,
mandate, or notice)
RAFT Activity #6:
R: Your role as writer is Oedipus
A: Your audience is the future rulers of Thebes and the Theban people
F: The format of your writing is a memo
T: Your topic is to decree in the memo that your daughters Antigone and Ismene will be
permitted to rule the city of Thebes after your death, and that future daughters of Theban
Kings will have the same right to rule as future sons in the city of Thebes
MEMORANDUM
TO:
_____________________________________________________________________________
FROM:
_____________________________________________________________________________
DATE:
_____________________________________________________________________________
RE:
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Antigone: Lesson 1: 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 Jocasta before she killed herself
A: Your audience is yourself and close friends or family who might read it someday
F: The format of your writing is a journal entry in your personal journal or diary.
T: Your topic is to write what about the horror of the prophecy that came true, that your baby
would grow up to kill his father and marry his mother
JOURNAL ENTRY
DATE ____________
LOCATION _______________
TIME _____________
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English II Through ESOL: Antigone Lesson 1
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Unit 3: Lesson 1: RAFT Activities: (Continued) Newspaper
Writing
Newspaper Writings Newspapers contain many varieties of news, through articles (or
columns), wedding, birth, graduation, or death announcements (obituary)
Antigone: Lesson 1: 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 the Theban newspaper (scroll)
A: Your audience is newspaper readers of Thebes
F: The format of your writing is an obituary for Oedipus after his death.
T: Your topic is to write the death announcement for Oedipus to praise his character and life.
**(Note: obituary-a published notice of someone's death; usually includes a brief biography)
RAFT Activity #8:
R: Your role as writer is Oedipus
A: Your audience is the citizens of Thebes, your readers.
F: The format of your writing is a newspaper article.
T: Your topic is to write to explain how you made the prophecy come true that was given to
your parents when you were born
RAFT Activities: NEWSPAPER Announcement or Classified FORMAT
News Announcement or Classified Advertisement
Date ___________________
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Antigone: Lesson 1: RAFT Activities: Continued on next page
English II Through ESOL: Antigone Lesson 1
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RAFT Activities: NEWSPAPER COLUMN (ARTICLE) FORMAT
HEADLINE ____________________________________________________________
Writer’s Photo (Drawing) Here:
STORY PHOTO (Drawing) HERE:
Writer’s BYLINE HERE:
_______________________
STORY HERE
MORE STORY HERE
Advertisement Here:
Advertisement Here:
Advertisement Here:
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: RAFT Activities: (Continued) Speech
Writing
RAFT Activity #5:
R: Your role as writer is Oedipus
A: Your audience is the gods of ancient Greece
F: The format of your writing is a speech
T: Your topic is to implore the gods to change the fate (destiny) they have decreed for you,
which is to kill your father and marry your mother
Speech Writing in 5-Steps
There are five (5) steps to writing a good speech.
First, identify your Thesis. Second, identify the Body Headings. Third, fill in the Body Details.
Fourth, write an Introduction and Conclusion. Fifth, give the speech a Title.
STEP #1 – Thesis (Main Idea)
Write one sentence that presents the thesis or main idea of your speech. Ask yourself:
• What one idea do you want your audience to take home with them?
• What one sentence expresses the action you want the audience to take when they leave?
• If they ignored everything else what one idea do you want them to hear and remember?
Your topic and your audience's interest in your idea control the main idea of the speech. For
example, a speech to students on how to improve the school would be very different from a speech
to the parents or school board members. Tailor your thesis to the audience's interests.
STEP #2 – Headings
After you clearly identify the thesis, write headings related to the thesis. Headings add to and
support the thesis. Organize headings in a sequence. Examples of possible sequences include:
problem-cause-solution
step-by-step
past-present-future
they-me-you
far-closer-near
Inference-conclusion-generalization
STEP #3 – Details
1. Fill in details under each heading. Draw on experience and research. Collect details such as
examples, stories, statistics, definitions of headings, etc.
2. Identify transitions from one point to the next point, to connect details to your thesis topic.
STEP #4 – Introduction and Conclusion
Now place the details between an Introduction and Conclusion. By writing the Introduction and
Conclusion after writing the thesis and body, you will have a balanced, interesting speech.
The Introduction presents and supports the thesis, “warms up” the audience to you, and tells the
audience where you are taking them in the speech. The Introduction should:
• peak the curiosity and interest of the audience (Be careful not to be trite and boring)
• clearly introduce your thesis, and
• paint a road map for the audience to follow
The Conclusion supports the thesis, drives it home to the audience, and makes the speech
memorable. The Conclusion should:
• Wrap up the entire presentation
• Repaint the road map to confirm what you covered;
• Reinforce the thesis by restating it in different words.
• Encourage or inspire the audience, and give the audience an action to take
STEP – #5 Title
The title may occur to you at anytime while writing the speech and it may change several times
before you settle on one. Make the title short, creative and catchy, peaking audience curiosity. It
should point to the thesis without giving it away. Try to mention the title in your speech (once in the
introduction, once in the conclusion and once during each body section)
Antigone: Lesson 1: RAFT Activities: Speech Writing Continued on next page
English II Through ESOL: Antigone Lesson 1
Page 148
Name_____________________
Speech Writing in 5-Steps
First–Thesis; Second–Headings; Third–Details; Fourth–Introduction & Conclusion; Fifth–Title
STEP #1 – Thesis (Main Idea) One sentence that presents thesis or main idea of your speech
(What you want audience to remember?)
STEP #2 – Headings Organize headings in a sequence. (problem-cause-solution, step-by-step,
past-present-future, they-me-you, far-closer-near, etc.)
STEP #3 – Details Fill in details under each heading. Draw on experience and research. Collect
details such as examples, stories, statistics, definitions of headings, etc. Identify transitions from one point
to the next point, to connect details to your thesis topic.
STEP #4 – Introduction and Conclusion
Introduction: peak the interest of audience, clearly introduce thesis, and paint a road map to follow
Conclusion: Wrap up, repaint road map, restate thesis it in different words, inspire audience.
STEP – #5 Title Short, creative and catchy, peaking audience curiosity; Point to the thesis without
giving it away.
English II Through ESOL: Antigone Lesson 1
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(Note: DELIVERING A SPEECH in not part of RAFT, but can be paired with presenting and
viewing, and/or used as a culminating activity, or an informal practice)
Delivering a Speech
After writing a speech, prepare to deliver the speech. If you are nervous or inexperienced,
you may want to read the speech from a script or notes instead of reciting it from memory.
• Reading from a Script: When you read from a script, it is difficult to connect with the
audience or make eye contact, but reading gives confidence that you will not forget anything.
• Using Notes: Individuals afraid to recite a speech from memory should make notes until they
gain confidence. Notes are like a skeleton that shows key words and points you want to make.
Refer to notes to keep the main theme of your speech and cover all main points, but speak
directly to the audience most of the time. You must have a good memory to speak from notes,
and you will need to practice as much as possible before the speech.
• Reciting from Memory: Individuals comfortable with public speaking should recite a speech
from memory. If you tend to lose your concentration or memory, this is not a good choice. Be
careful not to recite a speech in a monotonous way (like reading). Connect with the audience.
Speech “Do’s and Don’ts” – Delivery Tips
• Appearance is important. Present yourself well.
• Speak clearly and be sure everyone hears you. Adjust your voice up or down accordingly. Do
not shout and do not whisper. Tune in to your audience.
• Slow down and take your time. If you are nervous, you may tend to speak too rapidly.
• Make eye contact with the audience. Eye contact helps to create a relationship with your
audience. Eye contact makes you a better speaker, and your audience better listeners.
• Pauses in a speech are important. Use a pause to emphasize a point or to allow the audience
to think and react to an important point, a story, or a joke.
• Use your hands to make gestures that go with what you are saying. Do not fidget, make
nervous gestures or keep hands in your pockets. Many speakers prefer a podium to rest their
hands and to avoid nervous gestures with their hands.
• Enjoy being yourself when speaking publicly. Allow your personality to come through.
Tips for Nervousness:
1. Know the room. Be familiar with the place where you will speak. Arrive early, walk around
the speaking area, sit in different locations in the room, and practice using the microphone
or any visuals aids you will be using.
2. Know the audience. Greet some of your audience when they arrive to “break the ice”.
3. Know your material. If you are not familiar enough with your material, or if you are
uncomfortable with it, your nervousness will increase. Practice your speech and revise it
until you are familiar and comfortable with the material.
4. Visualize success. Visualize yourself giving your speech, confident and successful.
5. People want you to succeed. Remind yourself that the audience most of all wants you to
succeed. The audience wants to be interested, entertained, and informed.
6. Do not apologize. If you make a mistake in your speech, do not apologize or talk about
your nervousness. This draws attention to it, and probably no one noticed but you.
7. Concentrate on the message and the audience, Turn your focus outward, not inward on
yourself. Take your focus off yourself, and the nervousness will go away.
8. Relax. Stretch or do tension-releasing exercises for relaxation before your speech.
9. Turn nervous energy into positive energy. Take charge of that nervous energy and
transform it into enthusiasm and vitality, even if you have to pretend at first. (Oh! I am so
excited to be here with such a wonderful group of listeners! You really energize me!)
10. Get more experience. The key to effective speeches and speaking publicly is practice.
Experience builds confidence.
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FCAT Writing
FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets
and writing folders containing the prompts to the students. Provide students with the writing
situation and directions for writing. Remind the students to budget their time: approximately ten
minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing.
Record the time and give students the command to begin. After 45 minutes, ask the students to
stop writing and place their planning sheets inside their folders.
Antigone: Lesson 1: FCAT Writing Activity (Expository Prompt): (Use organizer below)
Writing Situation:
Everyone is faced with being the victim of circumstances, conflicts, or events they did
not know about ahead of time. It is difficult to explain or justify a situation beyond your
control, especially if you receive negative consequences as a result. When this happens,
you may think it is not your fault or that you are a victim. You may feel helpless, hurt, or
even angry.
Directions for Writing
Think of a time when you received negative consequences from events or
circumstances that were not in your control. What was the situation? When and how did
you find out about it? What were the negative consequences for you? What did you think
and feel? To whom did you have to explain or justify the outcome? How did you explain
or justify it? What action, if any, did you take?
Now write to explain to someone how you were the victim of circumstances in a situation that
you did not know about in advance.
Antigone: Lesson 1: FCAT Writing Activity (Persuasive Prompt): (Use organizer below)
Writing Situation:
A person that you respect and care about has treated you badly. You value the relationship, and
do not want to lose that person’s affection, friendship, or respect. However, you want to
persuade that person to respect your feelings and treat you better.
Directions for Writing
Have you ever been treated badly by someone you respected and cared about? Think about a
time when a friend or family member treated you badly. Maybe the person said or did something
that embarrassed or shamed you. Perhaps it was intentional or perhaps the person did not
intend to treat you badly. What would you say to this person to persuade him/her to treat you
better?
Now write to your friend or family member explaining your problem, and persuade him/her to
treat you better in the future.
Unit 3: Lesson 1: FCAT Writing Activities: Continued next pages with Writing Templates
2
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: FCAT Writing Activity (Expository Prompt): (Continued)
Writing Situation:
Everyone is faced with being the victim of circumstances, conflicts, or events they did
not know about ahead of time. It is difficult to explain or justify a situation beyond your
control, especially if you receive negative consequences as a result. When this happens,
you may think it is not your fault or that you are a victim. You may feel helpless, hurt, or
even angry.
Directions for Writing
Think of a time when you received negative consequences from events or
circumstances that were not in your control. What was the situation? When and how did
you find out about it? What were the negative consequences for you? What did you think
and feel? To whom did you have to explain or justify the outcome? How did you explain
or justify it? What action, if any, did you take?
Now write to explain to someone how you were the victim of circumstances in a situation that
you did not know about in advance.
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English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: FCAT Writing Activity (Persuasive Prompt):
Writing Situation:
A person that you respect and care about has treated you badly. You value the
relationship, and do not want to lose that person’s affection, friendship, or respect.
However, you want to persuade that person to respect your feelings and treat you
better.
Directions for Writing
Have you ever been treated badly by someone you respected and cared about? Think
about a time when a friend or family member treated you badly. Maybe the person said
or did something that embarrassed or shamed you. Perhaps it was intentional or
perhaps the person did not intend to treat you badly. What would you say to this person
to persuade him/her to treat you better?
Now write to your friend or family member explaining your problem, and persuade
him/her to treat you better in the future.
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Summary of Presenting Activities
Beginning:
Intermediate:
Proficient:
Dialog
Show and Tell
Making the News
Beginning Presenting Activities
Dialog
Objective: Write a short dialog of 4-6 lines between two familiar characters.
Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story,
novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The
topic of the dialog should be related to the subject being studied, and the grammar and
vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit.
Model each line of the dialog, having the entire class repeat after you. Then, say each line and
call on whole teams to repeat the line. Then say each line and call on individual students to
repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until
students can know the lines of the dialog. Example:
Character A: These items are expensive. We are not selling very many.
Character B: We need to sell more of them.
Character A: But, then the price will decrease!
Character B: But, we will still get more money because the volume will increase.
Character A: We do not have enough money to make more than we do now.
Character B: Then we will borrow some money by issuing bonds.
Option 1: You take the part of A and the class takes the part of B. Then you take part B and the
class takes A. Then work with whole teams and you, then individuals and you, then groups and
groups, then individuals and individuals. Move back and forth among these combinations until
you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two
words at random from each line during repetition. Then erase two more, two more, and so on
until there are no words left on the board. Option 3: Each group chooses a member to
represent them by presenting the dialog with a member from another group in front of the class.
If the representative can say his/her lines correctly then the group gets a point. Option 4: Have
each group rewrite the dialog from memory. Groups are to use one piece of paper and one
pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members
can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper
and grade it. Each member of the team gets the same grade.
Antigone: Lesson 1: Dialog Activity:
Oedipus:
Why are we having a plague in Thebes?
Soothsayer:
The gods are punishing Thebes.
Oedipus:
Why are the gods punishing us?
Soothsayer:
The person who murdered King Laios lives here.
Oedipus:
Who is this murderer? I have to find him and expel him from the
city!
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: Dialog Activity: Reproducible Script for Practice and
Memorization
Oedipus:
Why are we having a plague in Thebes?
Soothsayer:
The gods are punishing Thebes.
Oedipus:
Why are the gods punishing us?
Soothsayer:
The person who murdered King Laios lives here.
Oedipus:
Who is this murderer? I have to find him and expel
him from the city!
English II Through ESOL: Antigone Lesson 1
Page 157
Intermediate Presenting Activities
Show and Tell
Objective: Present orally on a familiar topic and respond to questions on the topic.
Procedure: A student brings something to class related to the subject at hand and, within 3
minutes, makes an oral presentation about it. Teams take turns asking the student questions
about it. For each question the presenter can answer, his/her team gets a point. For each
question he/she cannot answer, the team loses a point.
“Show and Tell” Activity: Presenting Team “Point Tracker”
Presenting
Team
Name
Presenting
Team
Member
Presenting
Team Object
for Show and
Tell
Correct
Answers
Incorrect
Answers
PLUS Points
MINUS Points
English II Through ESOL: Antigone Lesson 1
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Proficient Presenting Activities
Making the News
Objective: Present orally to a group on a familiar academic topic in a news format.
Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject
being studied. There may be several related stories. There must be one story (no matter how
short) for each member of the group. The reporting group may refer to notes but not to the text.
Other teams can refer to their texts, and have the opportunity to each ask two questions of the
reporting team. The reporting team members take turns answering questions, but other team
members may help them. The questioning group gets two points for each question the reporting
group cannot answer. The reporting group gets a point for each question it can answer. Follow
the rules for Total Recall when there is a challenge. Examples of news titles: “Columbus Gets
Jewels From Queen of Spain”, “The Long Voyage”, “Hispaniola Landing”
Antigone: Lesson 1: Making the News Activities:
King Murdered on Road to Thebes
Plague Strikes Thebes
Soothsayer Warns People
“Making the News” Activity Note-Taking Guide
Reporting
Team
Member
Name
Notes for News Report
Reporting
Team
Points
English II Through ESOL: Antigone Lesson 1
Page 159
Points
Reporting
Team
News Topic
Questioning
Team Name
Reporting Team Name ___________________
Summary of Viewing Activities
Beginning:
Intermediate:
Proficient:
Total Recall, True and False,
Judgment
Total Recall, True and False,
Judgment
Intermediate-Proficient Viewing Activities
Total Recall, True or False, Judgment
Objective: View a video or speech for the purpose of asking and answering simple questions,
making true and false statements, and distinguish facts from opinions.
Procedure: Modify reading activities, Total Recall, True or False, & Judgment to use when
viewing a video/speech. The effectiveness of a challenge is not as high as with written text.
Antigone: Lesson 1: Total Recall, True or False, Judgment Activities:
Refer to Reading Activities section of this lesson (above) for directions, activities, and
templates/handouts to use with Total Recall, True or False, and Judgment activities. These
materials are very effective for viewing activities after oral presentations, role-play, or minidramas.
Summary of Vocabulary Activities
Beginning:
Intermediate:
Line of Fortune, Concentration
Wrong Word, Jeopardy, Classification
Beginning Vocabulary Activities
Line of Fortune
Objective: Identify and recreate words and word parts from spelling clues.
Procedure: (This activity is very similar to Hangman, but involves more complex team decisionmaking.) Choose a word from the lesson’s vocabulary and write the appropriate number of
dashes to represent the letters of the word. For example, for the word dicot you would draw five
dashes. A team member guesses a letter. If the letter is not found in the word, write the letter
under the dashes and move on to the next team. If their letter is found in the word, then write
the letter on the appropriate dash. When a team guesses correctly, they have the option to
guess the word. If they choose not to guess the word, call on the next team. If they choose to
guess and successfully guess the word, then they receive ten points minus the number of letters
written under the dashes from incorrect previous guesses, and the game is over. If they choose
to guess and do not guess the word, then they lose points equal to the number of letters written
under the dashes, and you call on the next team. If no team can guess the word before ten
incorrect letters are written under the dashes then all teams lose points equal to the number of
teams in the class.
Antigone: Lesson 1: Line of Fortune Activity: Lesson Vocabulary:
among, blind (v), childless, claim, classic, commit suicide , destined, destiny, dwell ,
encounter (v), fate, favor, fled, gain, gouge out, herdsman, horrified, journey, just, kindhearted, newborn, oracle, overcome , persuade, plague, presence, prophecy, prophesize,
prospered, put to death, quarrel, recently, refused shepherd, soothsayer, true, widowed, wise
English II Through ESOL: Antigone Lesson 1
Page 160
Concentration
Objective: Identify vocabulary words and their meanings.
Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card.
Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one
word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place
them behind the numbered cards.
Procedure: Teams will match the vocabulary words with their meanings. Choose one team to
go first. A member of that team picks two numbers. Remove those cards from the chart, leaving
the words behind them visible to the class. The student reads the words, with the team’s
assistance if needed. If the words match, leave them showing and give the team a point. If they
do not match, replace the numbers and call on the next team.
Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural.
When working with verbs, write one in the present tense and one in the past. Matching
variations such as these helps the students understand that, despite certain differences in the
visible spelling of two words, they are still semantically related at a deeper level.
Antigone: Lesson 1: Concentration Activity:
Matching:
newborn
person who tells the future
contagious disease
to kill oneself
shepherd
prophecy
fate
true
gouge out
infant child
soothsayer or oracle
plague
commit suicide
herdsman
prediction of the future
destiny
real
poke out or dig out
Antigone: Lesson 1: Concentration Activity: Matching: (Continued on next page)
(Reproducible provided on next pages for Small Group Team Concentration)
English II Through ESOL: Antigone Lesson 1
Page 161
Antigone: Lesson 1: Concentration Activity: Matching – Reproducible Format
(Small Group/Team Concentration (matching) – Cut and lay out numbers in order on each team’s table.
Vocabulary is already scrambled as it is printed. Cut and place the words under the numbers.)
1
4
7
10
13
16
19
2
5
8
11
14
17
20
3
6
9
12
15
18
English II Through ESOL: Antigone Lesson 1
Page 162
Antigone: Lesson 1: Concentration Activity: Matching – Reproducible (Continued)
contagious poke out person who
disease
or dig out tells future
newborn
prediction
of future
real
commit
suicide
true
plague
fate
infant
child
kill oneself
herdsman
destiny
prophecy
gouge out
soothsayer
shepherd
or oracle
English II Through ESOL: Antigone Lesson 1
Page 163
Intermediate Vocabulary Activities
Jeopardy
Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story.
Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on
it, the second with B, and the third with C. Down the left side of the chart (one per line), place
three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not
visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more
difficult words on line 2 in the same manner, place three of the most difficult words on line three.
Procedure: Choose one team to go first. A member of that team picks the word s/he wants to
guess (“2-C” for example). Give the student a definition or clue for the word (This animal barks.)
The student, with the help of his team, responds with the word presented in question format
(What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the
word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for
one point less than the previous team. For example, if the first team guessed incorrectly for a
word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too
guessed incorrectly, the next team would get one point if it answered correctly. If no team can
answer correctly before the points are reduced to zero, then all teams lose 1 point.
Antigone: Lesson 1: Jeopardy Activity:
Question
Answer
a) What Oedipus received in Thebes
a) daughters of Oedipus and Jocasta
a) the sons of Oedipus and Jocasta
b) exiled Oedipus
b) Oedipus’s destiny
b) marries his mother
c) author of Oedipus Rex
c) Oedipus’s new mother
c) spoke in riddles
hero’s welcome
Antigone & Ismene
Polyneices, Eteocles
Creon
to kill his father
Oedipus
Sophocles
queen of Corinth
monster Sphinx
Unit 3: Lesson 1: Jeopardy Activity:
(Jeopardy Reproducible provided on following page)
English II Through ESOL: Antigone Lesson 1
Page 164
Antigone: Lesson 1: Jeopardy Activity Reproducible (See previous page)
Points
If a pocket-chart or other materials are not available to construct a class jeopardy, use the
reproducible below. (Mount “Clues” and “Answers” on construction paper or used as is, as long
as everyone can see). Small Groups can make a jeopardy chart for their table by covering the
“Clues” with post-it notes (you may need a thickness of two post-its). Uncover a clue when a
player calls the clue by letter A, B, or C and point row for 2 points, 3 points, or 4 points (For
example, “B4”). Cover the answers with post-it notes in the same way, uncovering to check a
player’s answer again by calling letter and point row (B4). Leave used clues and answers
uncovered until all clues are used and the game is over.
2
3
4
CLUES
b
a
What
Oedipus
Who exiled
received in
Oedipus
Thebes
daughters
of Oedipus
and
Jocasta
sons of
Oedipus
and
Jocasta
c
author of
Oedipus
Rex
Oedipus’s
Oedipus’s
new mother
destiny
marries his
mother
spoke in
riddles
Unit 3: Lesson 1: Jeopardy Activity Reproducible (Continued next page)
English II Through ESOL: Antigone Lesson 1
Page 165
Unit 3: Lesson 1: Jeopardy Activity Reproducible (Continued from previous page)
Points
Answers: ……… (What is …?)
a
b
c
hero’s
welcome
Creon
Sophocles
to kill his
father
Queen of
Corinth
2
3
Antigone
and Ismene
4
Polyneices
and
Eteocles
Oedipus
monster
Sphinx
English II Through ESOL: Antigone Lesson 1
Page 166
Wrong Word
Objective: Identify, analyze, and correct errors in vocabulary usage.
Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each
correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how
the government will operate. (should be Constitution) Many people have moved to Florida for
the arctic climate (should be tropical). When teams get good at this activity, embed an incorrect
sentence among other correct sentences. Teams can make sentences with incorrect words for
other teams to correct (“Wrong Sentences”)
Antigone: Lesson 1: Wrong Word Activity:
The correction for the wrong word (the answer) is in parentheses.
a) Oedipus Rex is the story of a family that believed in faith and tried to overcome it. (fate)
b) The King and Queen of Corinth raced Oedipus as their own son. (raised)
c) The prophecy had come through. (true)
d) Without knowing it, Oedipus had killed his real fodder and married his real mother.
(father)
e) Oedipus gauged out his own eyes. (gouged)
f) Horrified that the prophecy had come true, Oedipus blind it himself. (blinded)
Reproducible “Wrong Word” Sentence Strips
Wrong Word Sentence Strips
Oedipus Rex is the story of a family that believed in faith and tried
to overcome it.
Find the wrong word:
The King and Queen of Corinth raced Oedipus as their own son.
Find the wrong word:
The prophecy had come through.
Find the wrong word:
Without knowing it, Oedipus had killed his real fodder and married
his real mother.
Find the wrong word:
Oedipus gauged out his own eyes.
Find the wrong word:
Horrified that the prophecy had come true, Oedipus blind it
himself.
Find the wrong word:
English II Through ESOL: Antigone Lesson 1
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Classification
Objective: Classify vocabulary into two or three (or more) groups.
Procedure: Model the activity, beginning with several words for teams to classify into groups.
Ask students to identify an appropriate label for the groups they create. Discuss other words
that could go into each group. Each team gets out one pencil and one sheet of paper. The
captain writes team name and divides the paper into the appropriate number of columns
(groups). The captain labels columns for classifications and sets timer for 5 minutes. Team
members take turns writing words in appropriate columns (as in the Team Spelling Test). Note
that words do not have to come from the lesson vocabulary. When the timer rings, collect
papers. Teams get one point for each word they place correctly. Spelling should not count.
Antigone: Lesson 1: Classification Activity: (Using lesson vocabulary)
1. Use the lesson vocabulary list 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—Use the (2) examples of the classification activity below, with Teacher’s
Answer Keys and reproducible graphic organizers to model for the students. Then have
teams think of classification groups and classify their vocabulary. Be sure teams provide the
answer key to their original classification activity.
Example #1: Classify Lesson
Vocabulary into (4) groups
1. Nouns: (people, place, thing, idea)
2. Verbs: (action or “being” words)
3. Adjectives: (describing words)
4. Adverbs: (describing words)
5. Other words
Example #2: Classify Lesson
Vocabulary into (4) groups:
1. Words relating to Queen Jocasta
2. Words relating to Oedipus
3. Words relating to Thebes
4. Words relating to the herdsman
5. Other words
Antigone: Lesson 1 Vocabulary List for Quick Reference:
among, blind (v), childless, claim, classic, commit suicide , destined, destiny, dwell ,
encounter (v), fate, favor, fled, gain, gouge out, herdsman, horrified, journey, just, kindhearted, newborn, oracle, overcome , persuade, plague, presence, prophecy, prophesize,
prospered, put to death, quarrel, recently, refused shepherd, soothsayer, true, widowed, wise
Antigone: Lesson 1: Classification Activity: Continued on next page
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: Classification Activity: Continued from previous page
Example #1: Organizer
Nouns (people,
Verbs (action or
Adjectives
place, thing, idea
words)
“being” words)
(describe nouns)
Adverbs (describe
verbs, adjectives, other
adverbs)
Other Words
(Don’t fit my other
categories)
Antigone: Lesson 1: Classification Activity: Example #1: TEACHER’S ANSWER KEY
(Variations allowed only if teams state a correct rationale)
Nouns (people,
Verbs (action or
Adjectives
Adverbs (describe
Other Words
place, thing, idea
words)
classic
destiny
fate
favor
herdsman
journey
newborn
oracle
plague
presence
prophecy
shepherd
soothsayer
suicide
“being” words)
blind (v)
claim
commit
dwell
encounter (v)
fled
gain
gouge out
overcome
persuade
prophesize
prospered
put to death
quarrel
refused
(describe nouns)
childless
destined
horrified
just
kind-hearted
true
widowed
wise
verbs, adjectives, other
adverbs)
recently
(Don’t fit my other
categories)
among
Antigone: Lesson 1: Classification Activity: Continued on next page
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: Classification Activity: Continued from previous page
Example #2: Organizer
Words relating to
Words relating to
Words relating to
Queen Jocasta
Oedipus
Thebes
Words relating to
the herdsman
Other Words
(Don’t fit other
categories)
Example #2: TEACHER ANSWER KEY
(Variations allowed only if teams state a correct rationale)
Words relating to
Words relating to
Words relating to
Queen Jocasta
Oedipus
Thebes
commit
destiny
fate
horrified
oracle
suicide
widowed
blind (v)
destined
encounter (v)
favor
fled
gouge out
journey
just
overcome
persuade
soothsayer
true
wise
dwell
plague
presence
prophecy
prospered
Words relating to
the herdsman
herdsman
kind-hearted
newborn
put to death
shepherd
Other Words
(Don’t fit other
categories)
among
childless
claim
classic
gain
prophesize
quarrel
recently
refused
Antigone: Lesson 1: Classification Activity: Continued on next page
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: Classification Activity: Continued from previous page
Classification Organizer
Write the name of each category the team selects at the top of the column. Then find words in
the text, the summary, the vocabulary list, word wall, thesaurus, or dictionary that fit each
category. Include other related words that do not fit the team’s categories in “Other words”.
Category Name:
_______________
Category Name:
_______________
Category Name:
_______________
Other Words (Don’t
fit other categories)
Antigone: Lesson 1: Classification Activity:
(Additional Classification Activities continued on the following pages)
English II Through ESOL: Antigone Lesson 1
Page 171
Antigone: Lesson 1: Classification Activity:
Title/Author:
Name ________________________
Antigone, by Sophocles: Introduction: “The Story of Oedipus”
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: Antigone, by Sophocles: Introduction: “The Story
of Oedipus”: Categories: Characters, Critical Settings (Scenes), Critical Events, Major Problems
and their solutions)
CATEGORY Important Characters
CATEGORY Critical Settings (Scenes)
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Title:
Antigone, by Sophocles:
Introduction: “The Story
of Oedipus”
CATEGORY Major Events_
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
CATEGORY Main Problems & Solutions
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: 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.
Directions: First, read the excerpt from the lesson summary. Then, complete the chart
identifying and classifying words/phrases in the summary that tell Where, When, Who, What.
Title/Author:
Antigone, by Sophocles: Introduction: “The Story of Oedipus”
The King and Queen of Thebes gave birth to a child. One day the oracle made a prophecy,
that when the boy grew up, he would kill his father and marry his mother. Frightened, the Queen and
King ordered a herdsman to take the baby and put him to death. The herdsman was kind-hearted,
and took the baby to a Corinthian shepherd in the woods who gave the baby to the childless King
and Queen of Corinth. They named the baby ‘Oedipus’ and raised him as their own son. Believing
that the Corinthian King and Queen were his true mother and father, Oedipus grew into a young
man. One day, a soothsayer told Oedipus the prophecy. Oedipus’s destiny was to kill his father and
marry his mother. Horrified that he would hurt the parents he loved, Oedipus fled from home. On his
journey, he encountered a stranger. Believing that the stranger had insulted him, Oedipus fought
and killed the man. In Thebes, Oedipus gained the favor of Queen Jocasta. Recently widowed by
the death of her husband the King of Thebes, Queen Jocasta married Oedipus. Oedipus and
Jocasta lived happily until a terrible plague came upon the city. Asking a soothsayer for help,
Oedipus and Jocasta believed that the gods were punishing the city. Dwelling among the people of
Thebes, the murderer of King Laios was still present. Oedipus learned that the stranger he had killed
on the way to Thebes was King Laios of Thebes. The herdsman revealed that he had never killed
the baby. Oedipus realized with horror that King Laios and Queen Jocasta were his real parents.
The prophecy had come true. Without knowing it, Oedipus had killed his real father and married his
real mother. Oedipus gouged out his own eyes to make himself blind and fled from the city. Jocasta
committed suicide. Oedipus and Jocasta had four children, Antigone, Ismene, Polyneices, and
Eteocles. After Oedipus died, the sisters Antigone and Ismene remained in Thebes. Polyneices and
Eteocles quarreled when it was time for Polyneices to rule. Eteocles refused to give up the throne.
Polyneices went to Argos, raised an army, and attacked the city of Thebes. Polyneices and Eteocles
fought each other and both died. King Creon, the brother of Jocasta, became king of Thebes.
Category 1
Category 2
Category 3
Category 4
Words/phrases that tell
Words/phrases that tell
Words/phrases that tell
Words/phrases that tell
Where
When
Who
What
English II Through ESOL: Antigone Lesson 1
Page 173
Antigone: Lesson 1: Classification Activity:
Title/Author:
Name ________________________
Antigone, by Sophocles: Introduction: “The Story of Oedipus”
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 in the reading that …
1. Name jobs, occupations-what a person does (student, writer, etc.)
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)
Category #1
Category #2
Category #3
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
Antigone, by Sophocles:
Introduction: “The Story of
Oedipus”
Category #4
Category #5
Category #6
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
English II Through ESOL: Antigone Lesson 1
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Antigone: Lesson 1: Classification Activity:
Title/Author:
Name ______________________
Antigone, by Sophocles: Introduction: “The Story of Oedipus”
CLASSIFYING
Classifying is sorting, grouping, arranging, or organizing according to class or category.
Classifying is distributing or ranking into classes by common features, common properties,
common factors, or common themes. How are ideas or objects placed in groups? What do
items in a group have in common? Read the EXAMPLE and study the chart:
Everything in the shopping cart was part of the special recipe Giovanni wanted to prepare.
He looked again under the watery radishes and snowy cauliflower to see if he had remembered
the baby mushrooms. Then suddenly he had another idea. If he added sweet red pepper,
crunchy pea pods, tiny carrots and fresh blueberries, he could add more color and flavor to his
recipe.
Fresh
Tiny
Crunchy
Sweet
Baby
Snowy
Watery
Blueberries
Pea pods
Red pepper
Mushrooms
Cauliflower
Radishes
Ingredients
Carrots
GIOVANNI’S RECIPE
Description of Ingredients
DIRECTIONS: Read the excerpt from the lesson summary. Classify details telling what the
characters heard, saw, felt, and did in the paragraph.
English II Through ESOL: Antigone Lesson 1
Page 175
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
Detail
What Characters Did
Detail
What Characters Felt
Detail
What Characters Saw
Detail
What Characters Heard
Detail
A soothsayer prophesized to the King and Queen of Thebes. Their baby would
kill his father and marry his mother. Laios and Jocasta gave the baby to a herdsman to
kill. Instead, the herdsman took the baby to the childless king and queen of Corinth. The
family called him Oedipus and raised him. When Oedipus was a man, the soothsayer
told him the prophecy. Oedipus was so frightened he fought with a stranger and killed
him. In Thebes, Oedipus met the widowed queen, married her, and had four children. A
plague fell on the city. The gods were punishing the man who killed King Laios. Oedipus
had killed his father and married his mother.
Antigone: Lesson 1: Classification Activity:
Title/Author:
Name _____________________________
Antigone, by Sophocles: Introduction: “The Story of Oedipus”
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.
DIFFERENT KINDS OF RESPECT (and likewise, disrespect)
1. Self-respect (Respecting oneself) – Saying no to drugs and alcohol, making good choices
about healthy behavior that does not demean, degrade, or make one feel ashamed
2. Respecting others – Respecting the belongings of others, not bullying or teasing,
respecting different viewpoints
3. Respecting authority – Respecting parents, teachers, police officers, office workers,
judges, etc. by showing obedience, appreciation, politeness, and respect for public property
4. Respecting institutions- (1) Respecting one’s culture, heritage, and country (patriotism,
respect for our leaders); (2) Respecting cultures, languages, heritages, countries, of others
The theme for this activity is different kinds of respect. After reading about respect, think about
behaviors that show disrespect, such as saying hurtful things, being mean, bullying, violence,
cheating, stealing, or not valuing or treating others respectfully. Directions: Think about the (4)
different kinds of respect (or disrespect) and complete the chart by writing examples from the story.
Use the text and lesson summary.
Topic: Different kinds of Respect in Antigone, by
Sophocles: Introduction: “The Story of Oedipus”
___________
___________
___________
___________
___________
___________
___________
___________
English II Through ESOL: Antigone Lesson 1
Page 176
Antigone: Lesson 1: Classification Activity
Name ________________________
Title/Topic/Text:
Antigone, by Sophocles: Introduction: “The Story of Oedipus”
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 vocabulary from the text and the lesson summary of “No
Witchcraft for Sale”, by Doris Lessing 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
CATEGORY
CATEGORY
Words/Phrases that …
I do not know yet
Words/Phrases that …
I just learned and I
like.
Words/Phrases that …
I just learned and I do
not like
English II Through ESOL: Antigone Lesson 1
Page 177
Summary of Grammar Activities
Beginning:
Intermediate/Proficient:
Single Slot Substitution,
Word Order Cards
Sentence Builders; Multiple Slot Substitution; Flesh It Out;
Transformation; Who, What, Where, When, How, Why;
Sentence Stretchers; Look It Up; Rewrite the Paragraph
Beginning Grammar Activities
Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.
ADJECTIVES AND VERB FORMS USED AS ADJECTIVES (PARTICIPLES)
Review of Adjectives: Adjectives describe nouns. They give a different meaning to a noun or
improve the meaning of a noun. An adjective is not singular or plural. It uses the same form in
English no matter what it is describing. When an adjective is used next to the noun it describes,
it comes before its noun.
Examples:
a) We enjoyed the beautiful blue sky (Beautiful and blue describe sky)
b) Bilingual students are better thinkers. (Bilingual describes students)
c) The rich young man saved his money. (Rich and young describe man)
Verb Forms Used As Adjectives (Participles): Verb forms that describe a noun are acting like
adjectives, and are called participles. Sometimes a group of words or a phrase acts like an
adjective. This is an adjective phrase. When the adjective phrase starts with a verb form, it is
called a participial phrase. Study the examples below.
Examples:
a) The developing storm threatened our picnic.
(Developing describes storm)
b) I found my sister studying.
(Studying describes my sister)
c) An annoying man interrupted our conversation.
(Annoying describes man)
d) Angered by the argument, Julie went to her room without a word.
(Angered by the argument describes Julie)
e) Thinking Maria really liked him, Ramon invited her on a date.
(Thinking Maria really liked him describes Ramon)
f) Frightened by the loud noise, the baby cried.
(Frightened by the loud noise describes the baby)
g) Destroyed by a fire, the building remained empty.
(Destroyed by a fire describes the building)
English II Through ESOL: Antigone Lesson 1
Page 178
Word Order Cards
Objective: Identify and use appropriate word order in sentences.
Procedure: Choose some of the more complex sentences of the summary to cut up for this
exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words.
Shuffle the words. With the team's support, one member rearranges the words to re-form the
sentence. The team gets a point if the cards are re-arranged correctly.
Antigone: Lesson 1: Word Order Cards Activity:
a) Written by Sophocles, the story of Oedipus is a play called Oedipus Rex.
b) According to the story, long ago, the King and Queen of Thebes gave birth to a child.
c) Recently widowed by the death of her husband the King of Thebes, Queen Jocasta
married Oedipus.
d) Dwelling among the people of Thebes, the murderer of King Laios was still present.
e) Determined to find the murderer, Oedipus investigated the soothsayer’s claim.
f) Without knowing it, Oedipus had killed his real father and married his real mother.
g) Horrified that the prophecy had come true, Jocasta committed suicide.
h) After their father Oedipus had died, the sisters Antigone and Ismene remained in
Thebes.
Word Order Cards
Written by Sophocles, the story of
Oedipus is a play called Oedipus Rex.
According to the story, long ago, the
King and Queen of Thebes gave birth to
a child.
Recently widowed by the death of her
husband the King of Thebes, Queen
Jocasta married Oedipus.
Unit 3: Lesson 1: Word Order Cards Activity: (Continued on next page)
English II Through ESOL: Antigone Lesson 1
Page 179
Unit 3: Lesson 1: Word Order Cards Activity: (Continued from previous page)
Dwelling among the people of Thebes,
the murderer of King Laios was still
present.
Determined to find the murderer,
Oedipus investigated the soothsayer’s
claim.
Without knowing it, Oedipus had killed
his real father and married his real
mother.
Horrified that the prophecy had come
true, Jocasta committed suicide.
After their father Oedipus had died, the
sisters Antigone and Ismene remained
in Thebes.
English II Through ESOL: Antigone Lesson 1
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Modified Single Slot Substitution Drill
Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar
sentence in a single slot.
Procedure: The teacher writes a sentence on the board and underlines one word. Teams take
turns replacing the underlined word with a new word. When students can no longer think of
substitutes, the teacher underlines a different word, and the activity continues.
Example:
The soldiers who surrendered were killed.
Possible substitutions for killed:
butchered, kissed, hugged, spared
The soldiers who surrendered were butchered.
Possible substitutions for surrendered: spared, killed, ran, slept
The soldiers who surrendered were spared.
Possible substitutions for soldiers: people, police, robbers, children
Notes:
• Sometimes, changing one word necessitates changing another word as well.
The queen was dancing when the soldiers arrived. (Substitute
king and queen)
The king and queen were dancing when the soldiers arrived.
• It is not necessary for the sentences to be historically correct, sensible, or even possible. It is
important for the correct part of speech to be used.
• This activity is a good opportunity for students to practice using a thesaurus to find substitute
words that keep the meaning approximately the same.
• Encourage students to change the meaning buy substituting words that fit grammatically,
but change the meaning. This can be a very humorous and fun activity by changing the
meanings.
Antigone: Lesson 1: Modified Single Slot Substitution Activity:
(a) Oedipus (b) marries (c) the Queen.
Possibilities: (a) The son, Joscasta’s child, the King
Possibilities: (b) meets, gains favor with, loves
Possibilities: (c) his children, his mother, his wife
To The Teacher: -----Answers to Unit 3: Lesson 1: Modified Single Slot Substitution:
Using single slot A substitutions (see above): (a) Oedipus (b) marries (c) the Queen.
(a) The son (b) marries (c) the Queen.
(a) Joscasta’s child (b) marries (c) the Queen.
(a) The King (b) marries (c) the Queen.
Using single slot B substitutions:
(a) Oedipus (b) meets (c) the Queen.
(a) Oedipus (b) gains favor with (c) the Queen.
(a) Oedipus (b) loves (c) the Queen.
Using single slot C substitutions:
(a) Oedipus (b) marries (c) his children.
(a) Oedipus (b) loves (c) his mother.
(a) Oedipus (b) loves (c) his wife.
English II Through ESOL: Antigone Lesson 1
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Intermediate Grammar Activities
Sentence Builders
Objective: Expand sentences by adding new words in the appropriate order in a sentence.
Procedure: The teacher says a sentence, and, after a pause, an additional word or words.
Teams must make a new sentence that adds the new word(s) in the correct place in the
teacher's original sentence. Give a point for each correct answer. Example:
Teacher:
Fish is a food. (healthy)
Team Response:
Fish is a healthy food.
Teacher:
Fish is a healthy food. (fresh)
Team Response:
Fresh fish is a healthy food.
Antigone: Lesson 1: Sentence Builders:
a) Example: Remember to add only one new word/phrase at a time:
a) They were happy(with their baby) (boy) (until one day) (a soothsayer made a
prophecy)
They were happy. (with their baby)
They were happy with their baby. (boy)
They were happy with their baby boy. (until one day)
They were happy with their baby boy until one day. (a soothsayer made a prophecy)
They were happy with their baby boy until one day a soothsayer made a prophecy.
Continue with the following:
b) Oedipus fled. (from home) (Horrified) (that he would cause harm) (to the parents he
loved)
c) Oedipus fought. (and killed the man) (believing that the stranger insulted him)
d) The stranger was not a stranger. (Oedipus learned that) (he had killed) (In the
process) (on the way to Thebes)
e) ) The Queen and King ordered a herdsman. (to take the baby) (fearful of the
prophecy) (and put him to death)
To The Teacher: -----Answers to Unit 3: Lesson 1: Sentence Builders:
Adding only one new word/phrase at a time, the final sentence is…
.
a) They were happy with their baby boy until one day a soothsayer made a prophecy
b) Horrified that he would cause harm to the parents he loved, Oedipus fled from home.
c) Believing that the stranger insulted him, Oedipus fought and killed the man.
d) . () (In the process, Oedipus learned that the stranger he had killed on the way to Thebes was not a
stranger.
e) ) Fearful of the prophecy, the Queen and King ordered a herdsman to take the baby and put him to
death.
English II Through ESOL: Antigone Lesson 1
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Multiple Slot Substitution Drills
Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar
sentence in a multiple slots.
Procedure: This drill is often taught together with or right after the single slot substitution drill.
Its organization is similar to single slot substitution, but more that one part of the sentence
changes. Give a point for each correct answer. Example:
Columbus sailed in 1492. (Pizarro)
Pizarro sailed in 1492. (1524)
Pizarro sailed in 1524. (arrived)
Pizarro arrived 1n 1524.
Antigone: Lesson 1: Multiple Slot Substitution Activities:
(a) The soothsayer (b) tells (c) a prophecy.
Possibilities: a man, a fairy tale, Oedipus, speaks, a myth, discovers, the future, a lie, the
oracle, predicts
To The Teacher: -----Answers to Unit 3: Lesson 1: Modified Single Slot Substitution:
There are many different combinations of (a) (b) and (c) that make be correct responses.
Remember the sentence des not have to make sense, only place the substitution in the correct
place. Here are examples of some combinations that are correct responses.
(***Note: substitutions are in italics):
Original sentence: (a) The soothsayer (b) tells (c) a prophecy.
Examples Using multiple slot substitutions
(a) A man (b) tells (c) a fairy tale
(a) Oedipus (b) discovers (c) a lie
(a) The oracle (b) predicts (c) the future
(a) The oracle (b) tells (c) a myth
Flesh it Out
Objective: Use key words in the appropriate order in a grammatically correct sentence.
Procedure: The teacher gives the key words of a sentence and teams puts them into a
grammatically correct sentence. Give points for correct answers in the oral format. Give grades
in the written format.
Key words:
he/sail/america/1492.
Answer: He sailed to America in 1492.
Key words:
he/sail/america/? (past)(yes/no)
Answer: Did he sail to America?
Antigone: Lesson 1: Flesh it Out Activities:
a) soothsayer/make/prophecy (past tense)
b) Oedipus/king/murder/ road/Thebes (past tense)
c) people/Thebes/suffer/plague (past tense)
d) new/family/call/baby/Oedipus/raise/child/as/own/son (past tense)
e) Oedipus/believe/ king /queen/Corinth/be/true/mother/father (past tense)
To The Teacher: -----Answers to Unit 3: Lesson 1: Flesh it Out Activities:
a) A soothsayer makes a prophecy.
b) Oedipus murdered the king on the road to Thebes.
c) The people of Thebes suffered a plague.
d) The new family called the baby Oedipus and raised the child as its own son.
e) Oedipus believed that the King and Queen of Corinth were his true mother and father.
English II Through ESOL: Antigone Lesson 1
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Transformation Exercises
Objective: Change the form or format of a sentence according to the situation.
Procedure: Students change the format of a sentence based on teacher directions or prompts.
Give points for correct answers in the oral format. Give grades in the written format. Examples:
1. Is it raining? (Answer the question, yes.)
Yes, it is raining.
2. It is raining. (Ask a yes/no question.)
Is it raining?
3. Many Indians died from disease.
Many Indians died from starvation.
(Combine 2 sentences into one sentence.) Many Indians died from disease and starvation.
Antigone: Lesson 1: Transformation Exercises:
Students respond by combining the sentences using a participial (verb) phrase as an adjective.
Example:
Thebes was stricken with the plague. Thebes was desperate.
Stricken with the plague, Thebes was desperate.
a) Oedipus was horrified by the prophecy. Oedipus gouged out his eyes..
b) The King was murdered on the road to Thebes. The King left no successor.
c) The shepherd was shocked at the thought of killing a child. The shepherd gave the
baby to the queen of Corinth.
d) Jocasta was filled with grief. Jocasta took her own life.
e) Oedipus believed the Corinths were his real family. Oedipus ran away.
f) Sophocles wrote the story of Oedipus. It is a play called Oedipus Rex.
g) The Queen and King were frightened by the prophecy. They ordered a herdsman to
kill the baby.
h) Oedipus was horrified that he would hurt the parents he loved. Oedipus fled from
home.
English II Through ESOL: Antigone Lesson 1
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Who What, When, Where, How, Why
Objective: Listen to a sentence and respond to “Wh" questions in writing.
Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short
answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to
the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…?
(Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the
body alive) When…? (Teams write 24 hours a day).
Team members take turns writing answers on the board (for class discussion) or on a
team/individual paper (for a grade). An alternative technique is to have each team member
complete all items on his/her own paper. Team members are allowed to help each other. On
completion of the activity, collect the one paper of your choice. The grade on that paper will
count for each team member.
Antigone: Lesson 1: Who, What, When, Where, How, Why Activities:
a) Without telling the Queen and King, the shepherd took the baby and left him in the
woods. (who, what, where, how)
b) At this point, the herdsman who was supposed to kill the child of Jocasta and Laios,
came forward to reveal that he never killed the child. (who, what, when, why, how)
c) Oedipus, determined to find the murderer and expel him from the city, investigated the
soothsayer’s claim. (who, what, where, why)
d) Once upon a time the King and Queen of Thebes gave birth to a child. (who, what,
where, when)
e) Oedipus and Jocasta lived happily until terrible plague came upon the city. (who, what,
where, when, how)
Sentence Stretchers
Objective: Expand grammatically correct sentences by adding new words in appropriate order
Procedure: One team begins by making a sentence orally that contains the language or
content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a
lesson focusing on weather and on adjectives, the first team might say, The cloud is floating.
The first team gets a point. Other teams take turns expanding the sentence, getting a point each
time something is added successfully or until teams run out of expansions.
The white cloud is floating.
The fluffy white cloud is floating in the sky.
The fluffy white cloud that looks like a boat is floating in the sky. Etc.
Antigone: Lesson 1: Sentence Stretcher:
Begin with the sentence: The soothsayer said.
The soothsayer said.
The soothsayer said Oedipus would kill.
The soothsayer said Oedipus would kill his father.
The soothsayer said Oedipus would kill his father and his mother.
The soothsayer said Oedipus would kill his father and marry his mother.
The soothsayer said when he grew up Oedipus would kill his father and marry his mother.
English II Through ESOL: Antigone Lesson 1
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Look it Up
Objective: Identify specific grammatical structures and change them according to the situation.
Procedure: Teams look up sentences in their text that have a specific grammatical structure.
As an oral practice, teams get a point for a correct answer. As a written exercise, it can be
graded. Version One: Discuss the grammar point with the students then have them find
example sentences in their texts. You might want to limit the pages they are to search.
Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask
students to find similar sentences in the text and to determine the difference between the text
sentences and the sentences on the board. In history books, for example, most sentences are
in the past tense, so the sentences you write on the board would be in the present tense. During
a discussion of the difference between the text sentences and your sentences, you would help
the class discover why the text uses past tense sentences so often.
Version Three - Students locate sentences in the text with a specific grammatical structure and
then restate or rewrite the sentence in a new form specified by you. Example: change
statements into questions, affirmative to negative, past to present or passive voice to active.
Antigone: Lesson 1: Look it Up: Teams locate examples of Adjectives & Verb Forms Used As
Adjectives (Participles) in the text and in the summary. Use the organizers on the following
pages for Look It Up Version #1, Version #2, Version #3.
Antigone: Lesson 1: Look it Up: (Continued on the next pages)
Use the organizers on the following pages for “Look It Up” Versions #1, #2, and #3.
English II Through ESOL: Antigone Lesson 1
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“LOOK IT UP” (VERSION 1)
Directions: Find example sentences of the grammar point in your textbooks.
(Version 1: Teacher discuses the grammar point with students then has them find example sentences in
their texts. You might want to limit the pages they are to search.)
Grammar Point _______________________________________________________
This search is limited to textbook pages ________ to________.
COPY THE EXAMPLE FROM TEXT
Page
Number
Paragraph
Number
1
2
3
4
5
6
7
8
9
10
English II Through ESOL: Antigone Lesson 1
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“LOOK IT UP” (VERSION 2)
Directions: Find example sentences of the grammar point in your textbooks.
(Version Two: Teacher writes sample sentences on the board in a tense not usually used in the text and
asks students to find similar sentences in the text and then determine the difference between the text
sentences and the sentences on the board. In history books, for example, most sentences are in the past
tense, so the sentences you write on the board would be in the present tense. During a discussion of the
differences between the text sentences and your sentences, you would help the class discover why the
text uses past tense sentences so often. )
Grammar Point _______________________________________________________
This search is limited to textbook pages ________ to________.
Sample Sentence
Find Similar Sentence
from Text
Difference(s)
1
2
3
4
5
6
7
English II Through ESOL: Antigone Lesson 1
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“LOOK IT UP” (VERSION 3)
Directions: Find example sentences of the grammar point in your textbooks.
(Version 3 - Students locate sentences in the text with a specific grammatical structure and then restate
or rewrite the sentence in a new form specified by you. Example: change statements into questions,
affirmative to negative, past to present or passive voice to active.)
Grammar Point _______________________________________________________
This search is limited to textbook pages ________ to________.
Find Sentences from Text
with the grammar point
Rewrite the Sentence using …
___________________________________
1
2
3
4
5
6
7
8
9
10
English II Through ESOL: Antigone Lesson 1
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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.)
Antigone: Lesson 1: Rewrite the Paragraph Activity:
Teams rewrite paragraph 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 Sequence of Verb Tenses Chart below.)
A soothsayer had prophesized to the King and Queen of Thebes that their
baby would kill his father and marry his mother. Laios and Jocasta had given the
baby to a herdsman to kill. Instead, the herdsman had taken the baby to the
childless king and queen of Corinth.
The family called him ‘Oedipus’ and raised him. When Oedipus was a
man, the soothsayer told him the prophecy. Oedipus was so frightened he fought
with a stranger and killed him. In Thebes, Oedipus met the widowed queen,
married her, and had four children. A plague fell on the city. The gods were
punishing the man who killed King Laios. Oedipus had killed his father and
married his mother.
English II Through ESOL: Antigone Lesson 1
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Sequence of Verb Tenses
Tense of
Tense of
Purpose of
Independent
Dependent
Dependent
Clause
Clause
Clause
Simple Present
Simple Past
Present Perfect OR
Past Perfect
Future
Future Perfect
+
+
present
+
present perfect
+
future
+
+
+
past
past
past perfect
present
+
past
+
+
present
+
present perfect
+
past
present
OR
present perfect
Example(s)
Show same-time
action
Show earlier
action
Show a period of
time extending
from some point
in the past to the
present
Show action to
come
Show another
completed past
action
Show an earlier
action
State a general
truth
For any purpose
Show action
happening at the
same time
Show an earlier
action
Show future
action earlier than
the action of the
independent
clause
For any purpose
I want to go to the movies
because I love popcorn.
We know that we did a good
job.
They think that they have done
their best work.
The teacher says that she will
score the test soon.
He needed to see his friend
because he wanted to talk.
Father knew he had cooked an
excellent meal.
The founding fathers believed
that all people are equal.
She has excelled in all her
classes because she studied.
OR
I had left the party before you
arrived.
I will be happy if I pass all of my
classes with “A” or “B”.
If you studied hard, you will
pass this exam
You will feel better when you
have rested and eaten a good
meal.
We will have traveled 1200
miles by the time we get to Ohio.
OR
By the time we have saved
enough money for the trip, we
will have worked several
hundred extra hours.
English II Through ESOL: Antigone Lesson 1
Page 191
Name _____________________________________ Date _____________
Antigone: Lesson 1: Exercise 1
Fill in the blanks with the correct word.
soothsayer
marry
herdsman
childless
raised
prophecy
plague
punishing
frightened
stranger
Oedipus
A __________ prophesized to the King and Queen of Thebes. Their baby would
kill his father and __________his mother. Laios and Jocasta gave the baby to a
__________ to kill. Instead, the herdsman took the baby to the __________ king and
queen of Corinth. The family called him Oedipus and __________ him. When Oedipus
was a man, the soothsayer told him the __________. Oedipus was so __________ he
fought with a __________ and killed him. In Thebes, Oedipus met the widowed queen,
married her, and had four children. A __________ fell on the city. The gods
were__________ the man who killed King Laios. __________ had killed his father and
married his mother.
English II Through ESOL: Antigone Lesson 1
Page 192
Name _____________________________________ Date _____________
Antigone: Lesson 1: Exercise 2
Read each sentence and decide if it is true or false. If it is true, write the word “true” on
the line. If the sentence is false, rewrite the sentence to make it a true.
1. When Oedipus learned the truth, he blinded himself and fled the city.
______________________________________________________________________
2. The King and Queen sought the help of Sophocles.
______________________________________________________________________
3. Oedipus was destined to kill his four sisters and brothers.
______________________________________________________________________
4. Oedipus ran away to avoid his fate, but it came to pass.
______________________________________________________________________
5. A kind-hearted Queen got the baby and raised him as her own son.
______________________________________________________________________
6. Oedipus believed that Ismene and Eteocles were his real mother and father.
______________________________________________________________________
7. When Jocasta learned the horrible truth, she committed suicide.
______________________________________________________________________
8. Oedipus thought the stranger he killed on the road to Thebes was a stranger.
______________________________________________________________________
9. Sophocles wrote a series of classic plays.
______________________________________________________________________
10. Oedipus was not surprised that he killed his father and married his mother.
______________________________________________________________________
English II Through ESOL: Antigone Lesson 1
Page 193
Name ____________________________ Date __________
Antigone: Lesson 1: Exercise 3
(FCAT Practice/Reading Comprehension)
Read statements below. For each sentence, write the cause under the “cause” heading,
and the effect under the “effect” heading.
Fearful of the prophecy, the King and Queen ordered the child put to death.
Believing that the man was a stranger, Oedipus fought and killed him.
Determined to find the murderer, Oedipus investigated the soothsayer’s claim.
Horrified that the prophecy had come true, Oedipus blinded himself.
Frightened that he would do harm to his parents, Oedipus fled his home.
Cause
Effect
_______________________________
_______________________________
_______________________________
________________________________
________________________________
________________________________
Cause
Effect
_______________________________
_______________________________
_______________________________
________________________________
________________________________
________________________________
Cause
Effect
_______________________________
_______________________________
_______________________________
________________________________
________________________________
________________________________
Cause
Effect
_______________________________
_______________________________
_______________________________
________________________________
________________________________
________________________________
Cause
Effect
_______________________________
_______________________________
_______________________________
________________________________
________________________________
________________________________
English II Through ESOL: Antigone Lesson 1
Page 194
Name ____________________________ Date __________
Antigone: Lesson 1: Exercise 4
Read the statements. Then write the sentences in the chart below in the order in which
they happened.
Oedipus blinded himself, and his mother committed suicide.
Oedipus killed a stranger on the way to Thebes.
Oedipus was born to the King and Queen.
The Queen’s husband was dead, and she married Oedipus.
The childless King and Queen of Corinth raised the baby as their own.
The prophecy had come true, and Oedipus was horrified.
1
2
3
4
5
6
English II Through ESOL: Antigone Lesson 1
Page 195
Name ____________________________ Date __________
Antigone: Lesson 1: Exercise 5
Fill in the blanks.
Written by Sophocles, the __________ of Oedipus is a __________ called
Oedipus Rex. __________ story of Oedipus happened __________ the beginning of
the __________ Antigone, also written by __________. Oedipus Rex is the
__________ of a family that __________ in fate, and tried __________ overcome it.
According to __________ story, long ago, the __________ and Queen of Thebes
__________ birth to a child. __________ were happy with their __________ boy, until
one day __________ oracle made a prophecy. __________ soothsayer said that when
__________ boy grew up, he __________ kill his father and __________ his mother.
Frightened by __________ prophecy, the Queen and __________ ordered a herdsman
to __________ the baby and put __________ to death. However, the __________ was
kind-hearted, and secretly __________ the baby to a __________ shepherd in the
woods.
__________ shepherd took the baby __________ the childless King and
__________ of Corinth. They named __________ baby ‘Oedipus’ and raised
__________ as their own son. __________ that the Corinthian King __________
Queen were his true __________ and father, Oedipus grew __________ a young man.
Then __________ day, a soothsayer came __________ Oedipus and told him
__________ the prophecy. Oedipus’s destiny __________ to kill his father __________
marry his mother. Horrified __________ he would hurt the __________ he loved,
Oedipus fled __________ home. On his journey, __________ encountered a stranger.
Believing __________ the stranger had insulted __________, Oedipus fought and killed
__________ man. Oedipus continued his __________ to the city of __________.
In Thebes, Oedipus quickly __________ the favor of Queen __________.
Recently widowed by the __________ of her husband the __________ of Thebes,
Queen Jocasta __________ Oedipus. For many years, __________ prospered
because Oedipus was __________ wise and just king. __________ and Jocasta lived
happily __________ a terrible plague came __________ the city. Asking a __________
English II Through ESOL: Antigone Lesson 1
Page 196
for help, Oedipus and __________ believed that the gods __________ punishing the
city. Dwelling __________ the people of Thebes, __________ murderer of King Laios
__________ still present. Determined to __________ the murderer, Oedipus
investigated __________ soothsayer’s claim. Oedipus learned __________ the
stranger he had __________ on the way to __________ was not a stranger,
__________ King Laios of Thebes. __________ herdsman who was supposed
__________ kill the child of __________ and Laios revealed that __________ had
never killed the __________. Discovering the truth of __________ birth, Oedipus
realized with __________ that King Laios and __________ Jocasta were his real
__________. The prophecy had come __________. Without knowing it, Oedipus
__________ killed his real father __________ married his real mother. __________ and
Jocasta were horrified __________ this realization. Oedipus gouged __________ his
own eyes to __________ himself blind, and he __________ from the city. Horrified
__________ the prophecy had come __________, Jocasta committed suicide.
Oedipus __________ Jocasta left behind four __________, Antigone, Ismene,
Polyneices, and __________. After their father Oedipus __________ died, the sisters
Antigone __________ Ismene remained in Thebes. __________ to take turns ruling
__________, the brothers Polyneices and __________ quarreled when it was
__________ for Polyneices to rule. __________ refused to give up __________ throne.
Polyneices went to __________, raised an army, and __________ the city of Thebes.
__________ and Eteocles fought each __________ and both died. King __________,
the brother of Jocasta, __________ the new king of __________.
The story of Oedipus __________ a play called Oedipus __________, written by
Sophocles. This __________ happened before the beginning __________ the play
Antigone.
English II Through ESOL: Antigone Lesson 1
Page 197
Name ____________________________ Date __________
Antigone: Lesson 1: Exercise 6
Combine the two sentences into one sentence by using a participial (verb) phrase as an
adjective. Follow the example.
Example:
Oedipus was horrified that he would hurt the parents he loved. Oedipus fled from home.
Horrified that he would hurt the parents he loved, Oedipus fled from home.
1. The Queen and King were frightened by the prophecy. They ordered a herdsman to kill the
baby.
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2. Oedipus believed that the King and Queen were his true parents. He grew into a man.
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3. Believing that the stranger had insulted him, Oedipus fought and killed the man.
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4. Oedipus and Jocasta asked a soothsayer for help. They believed the gods were punishing
Thebes.
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5. The murderer of King Laios dwelled among the people of Thebes. He was still present.
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6. Oedipus was determined to find the murderer. He investigated the soothsayer’s claim.
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7. Queen Jocasta was widowed by the death of her husband. She married Oedipus.
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8. Jocasta was horrified that the prophecy had come true. She committed suicide.
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9. Polyneices and Eteocles agreed to take turns ruling Thebes. They quarreled when it was
time to change turns.
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10. Oedipus discovered the truth of his birth. He realized that Laios and Jocasta were his real
parents.
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English II Through ESOL: Antigone Lesson 1
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Name ____________________________ Date __________
Antigone: Lesson 1: Exercise 6 (Additional Practice)
(Adjectives & Verb Forms Used As Adjectives (Participles)
Combine the two sentences into one sentence by using a participial (verb) phrase as an
adjective. Follow the example.
Example:
The men were exhausted from working in the sun. The men took a break.
Exhausted from working in the sun, the men took a break.
1. The team was excited by how well they were playing the game. The team began to play
even harder.
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2. The child was frightened to see the huge gray elephant. The child screamed.
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3. Jimmy was bored during a movie on the history of the human race. Jimmy fell asleep and
began to snore.
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4. The father was expecting a baby daughter to be born. The father was shocked to meet his
new son.
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5. The server was balancing the heavy tray on her fingertips. The server’s fingers began to
hurt.
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6. The family was locked out of their new house at midnight. The family had no choice but to
rent a hotel room.
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7. I was embarrassed by the whole experience. I never wanted to make a speech again.
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English II Through ESOL: Antigone Lesson 1
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