English IV Through ESOL

Transcription

1 English IV Through ESOL The Novel: Lesson 2: The Phantom of the Opera by Gaston Leroux Chapter 3: The Mystery in Box 5 ; Chapter 4: The Enchanted Violin FCAT Reading/Writing Focus: Recognizing Sequence FCAT Support Skills: Problem/Resolution, Historical Setting, Identifying Details Language Focus: Simple Past Tense Text: The Phantom of the Opera (Leroux) (Pacemaker Classic) English Spanish Haitian Creole according to según daprè, selon altar altar otèl angel, angelic ángel, angelical anj, anjelik annoyed irritado twouble became se pusieron, llegaba a ser vin, tounen, devni bony huesudo eskèlèt, zo buried sepultado, enterrado antere captured capturado kapte caught aprehendido, atrapado atrap cheeks mejillas vizaj clucking cacareo, alboroto aplodisman coast costa rivaj confused confuso twouble crib cuna bèso deathly mortal amò, pou mouri demanded exigido mande disappeared desaparecido disparèt dressing room vestidor vestyè emotion emoción emosyon exclusively exclusivamente espesyalman fainted desmayado endispoze fired despedido revoke form forma fòm, silwèt furious furioso fache, firye gave way llevó kite pase genius genio jeni giant gigante gwo, jeyan gliding deslizamiento glise gloomy melancólico nwasè graveyard cementerio, camposanto simityè hallucination alucinación alisinasyon, rèv heap montón pil heaven el cielo syèl, human humano imen inn, innkeeper mesón, mesonero otèl, jeran otèl inspector inspector enspektè investigate investigar envestigatè keeper encargada gadyen, jeran Page 1

2 English (Continued) Spanish (Continued) Haitian Creole (Continued) key llave kle kind bueno janti ledge repisa sou kote lost his temper perdió los estribos dekontwole madwoman loca akaryat memories recuerdos, memorias souvni, memwa midnight medianoche minui miracle milagro mirak municipal municipal minisipal naughty travieso parese nightfall (night fell) anochecer, (caída de la anjelis, noche) officer gendarme, policía ofisye pale pálido sonm, pal performance función, actuación pèfòmans prayer oración, rezo priyè raised crió (a un niño), levantó elve remarks comentarios, remak rescue recuperar, rescatar, rekipere, sove rude grosero fache, malelve scarf bufanda foula scorching abrasadores devoran sea mar lanmè security seguridad sekirite shadow sombra lonbraj shape figura silwèt, fòm skeletons esqueletos eskèlèt skulls cráneos kalbastèt strange extraño etranj stretched a lo largo de lonje structure armazón estrikti tears lágrimas sanglo, dlonanje tenderness ternura tandrès triumphant triunfal triyonfan unconscious inconsciente endispoze unfortunate desdichadas malchans, ak regrè unnatural no parecía estar igual que enkonfòtab siempre unsuccessfully infructuosamente, anven inútilmente violin, violinist violín, violinista vyolon, vyolonis warned advertido, amonestado avètisman, avèti Page 2

3 English Summary Lesson 2: The Phantom of the Opera by Gaston Leroux Chapter 3: The Mystery in Box 5 ; Chapter 4: The Enchanted Violin Chapter 3: The Mystery in Box 5 The old managers of the opera house said that Box 5 belonged exclusively to the ghost. The new managers, Mr. Richard and Mr. Moncharmin, thought the ghost was a joke. They sold the seats in Box 5. Mr. Richard received a letter in red ink from the Opera Ghost. The letter warned not to sell the seats in Box 5 and to listen to Christine Daaè sing for the first time that night. However, the managers sold the seats anyway. That night, the opera security inspector wrote a note to explain that the municipal officer had to remove the people who bought seats in Box 5. The officer had to warn them twice about making stupid remarks and bothering the audience. The unfortunate people said they had not made the remarks. They had heard a voice saying that the box was taken already. However, there was no one else in the box with them. The box keeper Mrs. Giry explained to the people that the voice was the opera ghost. The managers became furious and demanded to see the box keeper Mrs. Giry. Mr. Richard was rude with and almost lost his temper. Mrs. Giry explained to the managers that the ghost had been annoyed that there were people in his seats. The opera ghost often spoke to Mrs. Giry from Box 5. The voice was a kind, soft man s voice, so Mrs. Giry was not afraid. At the end of each performance, the ghost always left Mrs. Giry two francs on a little shelf in Box 5. Sometimes the ghost left Mrs. Giry flowers or even her favorite candy. The managers thought that Mrs. Giry was a madwoman, so they fired her and the inspector. Then the managers went into the gloomy theater to investigate Box 5. The theater was so dark and empty that perhaps it caused a hallucination. Both managers saw a shape in Box 5, but then the shape disappeared. Moncharmin had seen something that looked like death s head on the ledge. Richard had seen an old woman who looked like Mrs. Giry. The managers searched the box, but found nothing. Then Moncharmin and Richard decided to sit in Box 5 themselves for the performance of Faust on Saturday. Chapter 4: The Enchanted Violin Christine Daaè only sang once after her triumphant night. She seemed afraid to sing again. Raoul tried unsuccessfully to see and to write to Christine. One day Raoul received a note from Christine. Christine had remembered Raoul from their childhood. Raoul was the little boy who went into the sea to rescue her scarf. Christine wanted to invite Raoul to meet her at the graveyard in Perros for the anniversary of her father s death. Christine s father was buried with his violin in the graveyard at the bottom of a hill where the two children had played. Raoul took the train to Perros to meet Christine. Christine s mother had died when she was six, and her father had raised her. Christine s father had been a great violinist, and Christine used to sing to her father s music. Their friends, Professor and Mrs. Valérius took Christine and her father into their home. Mrs. Valérius was like a mother to Christine. Christine s father loved the sea, and sometimes they went to Perros on the coast. That was where Raoul had rescued Christine s scarf when a high wind carried it out to sea. After that, Raoul took music lessons with Mr. Daaè, and often the two children played together. The children loved stories, especially Mr. Daaè s story about the Angel of Music. According to the story, when the Angel of Music leaned over the crib of a baby, the child became a musical genius. However, if children were naughty and did not practice their lessons, Angel of Music would not come. Christine s father promised Christine that when he went to heaven, he would send the angel to her. Now Christine sang without emotion in her voice, except for that one triumphant night when she had sung like an angel. Christine s angelic voice Page 3

4 had captured Raoul s heart. On the long train ride to meet Christine, Raoul thought about these memories and he thought about the strange man s voice in the opera house telling Christine to love him. When Raoul arrived at Perros, he found Christine at the Setting Sun Inn. Raoul told Christine that he loved her and could not live without her. Christine seemed unnatural and had a sadness and tenderness in her eyes. Raoul was confused and told Christine that he had heard the man s voice in her room the night of the performance. Christine s face became deathly pale, her eyes went blank, and two giant tears ran down her cheeks. Raoul tried to hug her, but she ran away. The next day, Raoul did not see Christine. He walked to the church to look for her. There, Raoul saw a strange sight. There were hundreds of skeletons and skulls piled up against the walls of the church. The altar was in the middle of the bony structure. Raoul said a prayer and went up the hill to look at the ocean. As night fell, Raoul heard Christine s voice behind him. Christine had decided to tell Raoul something important. Christine explained that now that her father was in heaven, the Angel of Music had visited her, as her father had promised. Raoul believed Christine because she had sung the way no human could sing. It was a miracle. Christine told Raoul that the Angel of Music gave her lessons every day in her dressing room. Raoul had heard the Angel that night he listened outside Christine s door. Raoul began to laugh, and told Christine that someone was playing a joke on her. Christine gave a cry and ran away. Raoul waited hours until he saw Christine leaving the inn with a key that the innkeeper had given her. It was before midnight, and Raoul quietly followed Christine s white form to the graveyard. Christine prayed at her father s grave in the churchyard. At the stroke of midnight, Christine raised her arms toward the sky in joy. Suddenly there was the perfect music of Mr. Daaè s violin. When the music stopped, Raoul heard a clucking noise from behind the heap of skulls, and went to investigate. Christine left the churchyard, but Raoul followed a shadow gliding across the wall of the church. The skulls fell around Raoul s feet, and he caught a corner of someone s coat with his hand. Raoul did not let go of the coat. The shadow turned and faced Raoul. A death s head stared at Raoul with scorching eyes. Suddenly, Raoul s heart gave way, and he fainted. The next morning, they found Raoul unconscious, stretched on the altar inside the little church. They carried Raoul back to the inn. Page 4

5 Spanish Summary Lección 2: El Fantasma de la Ópera de Gaston Leroux Capítulo 3: El misterio del palco 5 ; Capítulo 4: El violín encantado Capítulo 3: El misterio del palco 5 Los anteriores gerentes del teatro decían que el palco 5 pertenecía exclusivamente al fantasma. Los nuevos gerentes, el señor Richard y el señor Moncharmin, no tomaron en serio al fantasma y pusieron a la venta las localidades del misterioso palco. El Sr. Richard recibió una carta escrita y firmada con tinta roja por el Fantasma de la Ópera que advertía que no vendieran los asientos de este palco y que escucharan a Christine Daaè cantar por primera vez esa noche; ignorando los avisos amenazadores, ellos vendieron las localidades. Esa misma noche, el inspector de seguridad redactó un informe explicando cómo el gendarme municipal tuvo que desalojar a los espectadores que ocupaban el palco, después de amonestarlos dos veces, por estar haciendo comentarios estúpidos y andar molestando al público. Las desdichadas personas negaron rotundamente haber hecho tales comentarios, pero dijeron que sí habían escuchado una voz diciendo que el lugar ya estaba ocupado, a pesar de que no había nadie con ellos. La señora Giry, encargada de los palcos, explicó a aquellas personas que la voz pertenecía al fantasma de la ópera. Los gerentes se pusieron furiosos y exigieron la presencia de la Sra. Giry. El señor Richard fue grosero con ella y casi pierde los estribos. La señora les explicó que el fantasma se irritó porque había gente extraña en su palco, les contó que el fantasma de la ópera a menudo le hablaba desde allí con una voz varonil, bondadosa y suave, y por esa razón no le tenía miedo. Cuando finalizaba cada función, el fantasma siempre le dejaba dos francos en una pequeña repisa que había en el palco, y también, algunas veces, flores o sus golosinas preferidas. Richard y Moncharmin pensaron que la señora Giry estaba loca, así que decidieron despedirla junto con el inspector. Luego pasaron a la lóbrega sala teatral para investigar el palco 5. Lo oscuro y desierto del local tal vez propició que sufrieran una alucinación, ya que ambos vieron en el lugar una silueta que desapareció rápidamente. El Sr. Moncharmin afirmó haber visto como una calavera sobre la repisa del palco, el Sr. Richard, por su parte, vio a una anciana parecida a la Sra. Giry. Los dos buscaron por todos lados, pero como no encontraron nada, acordaron que el sábado siguiente se sentarían en el palco para la representación de Fausto. Capítulo 4: El violín encantado Christine Daaè cantó solamente una vez después de su noche triunfal. Parecía tener miedo de cantar otra vez. Raoul trató inútilmente de verla o escribirle, pero un día recibió una nota de ella. Christine se había acordado de él y de los años de infancia pasados juntos, Raoul era el pequeño niño que se había tirado al mar para recuperar su bufanda. Ella quería invitarlo para que se encontraran en el cementerio de Perros por el aniversario de la muerte de su padre. El padre de Christine había sido sepultado junto a su violín al pie de una colina donde habían jugado los dos niños, así que Raoul tomó el tren que iba a Perros para reunirse con Christine. El Sr. Daaè había criado a su hija desde que la mamá murió, cuando la joven tenía seis años; había sido un gran violinista, y cuando interpretaba su música ella acostumbraba a acompañarlo cantando. Christine y su padre fueron acogidos en el hogar de sus amigos, el profesor Valérius y su esposa, lesta última llegó a ser como una madre para la muchacha. El padre de Christine amaba el mar, y a menudo se iban juntos al pueblo de Perros que estaba en Page 5

6 la costa. Fue allí donde Raoul recuperó la bufanda de Christina que un fuerte viento le había arrebatado llevándosela al agua. Desde entonces, el Sr. Daaè le dió clases de música a Raoul, y a menudo los dos niños jugaban juntos. Los pequeños amaban los cuentos, especialmente, la historia que el señor Daaè narraba acerca del Ángel de la Música. Según su relato, cuando el Ángel se inclinaba sobre la cuna de un bebé, el niño llegaba a ser un genio musical. No obstante, si el niño era travieso y no practicaba sus lecciones, el Ángel de la Música no se acercaba. El papá le prometió a Christine que cuando se fuera al cielo le enviaría al Ángel. Ahora Christine cantaba sin sentimiento, muy diferente de cómo lo hizo aquella única noche triunfal en que había cantado como un ángel, era aquella voz angelical la que había cautivado el corazón de Raoul. Mientras hacía el largo recorrido en tren para encontrarse con Christine, Raoul reflexionaba sobre esos recuerdos y pensaba en la extraña voz masculina que había oído en el camerino de Christine pidiéndole a la joven que lo quisiera. Cuando llegó a Perros, Raoul encontró a la muchacha en el mesón Sol Poniente e inmediatamente la abordó, le declaró que la amaba y que no podía vivir sin ella. Christine no parecía estar igual que antes y tenía sus ojos llenos de ternura y de tristeza. Raoul, confundido, le contó que había escuchado la voz de un hombre en su camerino la noche de su actuación. El rostro de la muchacha adquirió una palidez mortal, puso los ojos en blanco y dos enormes lágrimas rodaron por sus mejillas. Raoul trató de abrazarla, pero ella se alejó apresuradamente. Al día siguiente, Raoul no vio a Christine y caminó hasta la iglesia para buscarla. Al llegar al lugar vio un espectáculo extraño, cientos de esqueletos y cráneos estaban apilados contra las paredes del templo, formando una estructura, en medio de aquella armazón de huesos estaba el altar. Raoul rezó y subió a la colina para mirar el océano. Cuando caía la noche, oyó la voz de Christine detrás de él, la joven había decidido decirle algo importante; le explicó que ahora que su padre estaba en el cielo, el Ángel de la Música había venido a visitarla, tal como aquel se lo había prometido. Raoul le creyó porque cantaba de una manera en que ningún ser humano podría hacerlo; también la muchacha le contó que el Ángel le daba clases en su vestidor todos los días, por lo tanto, lo que él había escuchado aquella noche esperando a su puerta, era la voz del Ángel. Raoul se echó a reír y le dijo que alguien le estaba gastando una broma, Christine le dio un grito y se alejó corriendo. Raoul esperó durante horas hasta que vio a Christine salir del mesón con una llave que el mesonero le había dado. Faltaba poco para la medianoche, cuando siguió discretamente la blanca figura de Christine hasta el cementerio, donde la joven rezó ante la tumba de su padre en el camposanto de la iglesia. Al dar las doce, la muchacha alzó sus brazos al cielo con regocijo. De pronto, comenzó a sonar una música irreprochablemente ejecutada en el violín del Sr. Daaè; cuando se detuvo la música, el joven oyó un ruido parecido a un cacareo que venía desde atrás del montón de cráneos, y se fue a investigar. Christine abandonó el camposanto, pero Raoul persiguió a la sombra que se deslizaba por la pared de la iglesia, los cráneos caían alrededor de los pies del muchacho, quien, con una de sus manos agarró la punta de un abrigo y no lo soltó. La sombra se volteó y se enfrentó a él, una calavera lo miró con ojos abrasadores. Raoul sintió que su corazón se paralizaba de súbito y se desplomó. A la mañana siguiente lo encontraron inconsciente, tirado a lo largo del altar dentro de la pequeña iglesia y lo llevaron de regreso al mesón. The Department of Multicultural Education Spanish Translation Team certifies that this is a true and faithful translation of the original document (561) March SY Page 6

7 Haitian Creole Summary Lesson 2: Fantòm Opera a daprè Leroux Chapit 3: Mistè nan Bwat 5 la ; Chapit 4: Vyolon Chaman Chapit 3: Mistè nan Bwat 5 la Ansyen dirijan mezon doperea yo te di Bwat 5 la se pou zonbi sèlman l ye. Nouvo dirijan yo, Mesye Richard ak Mesye Moncharmin te panse zonbi se te yon jwèt. Yo te vann plas nan Bwat 5 la. Mesye Richard te resevwa yon lèt ekri ak lank wouj soti nan Opera Ghost la (opera zonbi). Lèt la te avèti pou pa vann plas nan Bwat 5 yo epi koute Christine Daaè k ap chante poulapremyè fwa nan sware sa a. Sepandan, dirijan yo te vann plas yo kanmèm. Nan nuit sa a, enspektè sekirite opera a te ekri yon nòt pou eksplike ofisye minisipal la te oblije deplase moun ki te achte plas nan Bwat 5 yo. Ofisye a te oblije avèti yo defwa sou kesyon vye remak estipid ak agase oditwa a. Moun yo malerezman te di yo pa t fè remak yo. Yo te tande yon vwa ki di bwat la te deja okipe. Alòske, pa t genyen pèsonn lòt moun avèk yo nan bwat la. Gadyèn bwat la madan Giry te eksplike moun yo vwa a se te zonbi opera. Dirijan yo te vin fache epi yo te mande pou wè avèk gadyèn bwat la madam Giry. Mesye Richard te tèlman fache, li te prèske dekontwole. Madan Giry te eksplike dirijan yo zonbi a te twouble paske te gen moun nan plas yo. Souvan, zonbi opera a pale ak madan Giry nan bwat 5 la. Vwa a se te yon vwa gason janti, plezan, konsa madan Giry pa t pè. Nan fen chak pèfòmans, zonbi a te toujou kite de fran sou yon ti etajè nan Bwat 5 la pou madan Giry. Pafwa zonbi a kite flè oswa menm sirèt madan Giry pi renmen an pou li. Dirijan yo te panse madan Giry te yon akaryat, konsa yo te revoke l ak enspektè a. Ansuit dirijan yo te ale nan nwasè sal teyat la pou envestige Bwat 5 la. Teyat la te sitèlman fè nwa ak vid petèt li te menm koz alisinasyon. Toulede dirijan yo te wè yon silwèt nan Bwat 5 la, men aprè silwèt la te disparèt. Sou kote a Moncharmin te wè yon bagay ki te sanble ak tèt mò. Richard te wè yon granmoun fanm ki te sanble ak Madan Giry. Dirijan yo t ap chache nan bwat la, men yo pat jwenn anyen. Aprèsa, Moncharmin ak Richard te deside chita nan Bwat 5 la pou asiste pèfòmans Faust nan samdi. Chapit 4: Vyolon Anchante Christine Daaè te sèlman chante yonsèlfwa aprè sware triyonfant li a. Li te sanble entimide pou l chante ankò. Raoul te eseye anven pou l wè ak ekri Christine. Yon jou Raoul te resevwa yon ti nòt nanmen Christine. Christine te sonje Raoul nan anfans yo. Raoul se te tigason sa a ki t ale rekipere foula li nan lanmè a. Christine te vle envite Raoul pou rankontre li nan simityè nan Perros la nan okazyon anivèsè lamò papa li. Papa Christine te antere ak tout vyolon l nan simityè anba yon kolin kote de timoun yo t ap jwe. Raoul te pran tren ale Perros pou rankontre Christine. Manman Christine te mouri lè l te gen sizan, konsa papa l te elve l. Papa Christine te yon gran vyolonis epi Christine te konn abitye chante mizik pou papa l. Zanmi l yo, pwofesè ak madan Valérius te mennen Christine ak papa l lakay yo. Madan Valérius te tankou yon manman pou Christine. Papa Christine te renmen lanmè, ak pafwa yo konn ale Perros sou rivaj la. Sete la Raoul te rekipere foula Christine nan lè yon gwo van te pran l al lage l nan lanmè. Aprè sa, Raoul te pran leson mizik nanmen mesye Daaè, epi souvan toulede timoun yo te konn jwe ansanm. Timoun yo te renmen istwa, espesyalman istwa mesye Daaès yo sou Anj Mizik. Daprè istwa a, lè Anj Mizik la te apiye sou bèso yon bebe, timoun nan te tounen yon jeni mizikal. Sepandan, si timoun yo te fè parese epi yo pa t pratike leson yo, Anj Mizik la pa p vini. Papa Christine te pwomèt li sa lè l te ale nan syèl, li t ap voye anj la pou li. Kounye a Christine chante san emosyon nan vwa li, eksepte nan sware triyonfant sa a kote l t ap chante tankou yon anj. Vwa anjelik Christine te kapte kè Raoul. Page 7

8 Nan long vwayaj nan tren pou rankontre Christine, Raoul t ap panse de souvni sa yo ak li t ap panse ak vwa etranj gason nan mezondopera k ap di Christine pou l renmen l. Lè Raoul te rive Perros, li te jwenn Christine nan Setting Sun Inn nan. Raoul te di Christine li te renmen l epi l pa t kapab viv san li. Christine te parèt enkonfòtab epi l te gen tristès ak tandrès nan zye l. Raoul te twouble epi l te di Christine li te tande vwa gason nan chanm ni an nan sware pèfòmans la. Figi Christine te vin sonm pou l mouri, zye l te vin wè nwa, epi de gwo sanglo t ap koule desan sou vizaj li. Raoul t ap eseye anbwase li, men l te kouri. Nan demen, Raoul pa t wè Christine. Li te antre chèche l nan legliz la. Lè l rive, Raoul te wè yon bagay etranj. Te gen plizyè santèn eskèlèt ak kalbastèt ki te anpile nan mi legliz la. Otèl la te nan mitan estrikti an zo a. Raoul te di yon priyè epi l t ale sou kolin nan pou l gade lanmè a. Lè lanjelis t ap tonbe, Raoul te tande vwa Christine deyè li. Christine te deside rakonte Raoul yon bagay enpòtan. Christine t ap eksplike kounye a papa l te nan syèl, Anj Mizik la te vizite l, daprè pwomès papa l te fè l. Raoul te kwè Christine paske l te chante yon fason pa t genyen okenn jan imen ki te kab chante konsa. Se te yon mirak. Christine te di Raoul Anj Mizik la konn vin ba l leson chak jou nan vestyè li. Raoul te tande Anj la nan sware sa a, li t ap tande dèyèdo pòt Christine nan. Raoul te kòmanse ri, epi l te di Christine gen yon moun ki t ap bay yon blag sou li. Christine t ap kriye epi l te pran kouri. Raoul te tann anpil jiskaske l te wè Christine kite otèl ak yon kle dirijan otèl la te bali. Se te anvan minui, konsa Raoul toudousman te suiv silwèt blan Christine nan lakou legliz la. Aminui sonan, Christine te leve bra l anlè syèl la avèk lajwa. Briskeman se te mayifik mizik vyolon mesye Daaès la. Lè mizik la rete, Raoul te tande yon bwi aplodisman ki soti dèyè pil kalbastèt yo, konsa l te soti al envestige. Christine te kite lakou legliz la, men Raoul t ap suiv yon lonbraj ki t ap glise travèse mi legliz la. Kalbastèt yo te tonbe ozalantou pye Raoul, konsa l te atrap zèl manto yo moun ak men l. Raoul pa t lage manto a. Lonbraj te vire epi l te bay Raoul fas li. Yon tètmò t ap gade Raoul avèk yon zye devoran. Menm kote a, kè Raoul te bloke, epi l te endispoze. Nan demen maten, yo te jwenn Raoul endispoze, lonje sou otèl anndan ti legliz la. Yo te transpòte Raoul tounen nan otèl la. Page 8

9 Beginning Listening Activities Minimal Pairs Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) The Phantom of the Opera: Lesson 2: Minimal Pairs Activity: laughed/lashed coast/ghost raised/raced tear/there remark/we mark prayer/player skulls/skills sea/she gloom/groom pale/pair death/debt faint/feigned Bingo Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words or phrases from the lesson summary list or from students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear the word or phrase. Intermediate Listening Activities Team Spelling Test Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly. Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left margin) Read the spelling words as you would during a traditional spelling test. The first team member writes word number one with the team's help, and then passes the paper and pencil to the second team member who will write word number two, etc. Students on each team take turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's tests. A team gets one point for each word spelled correctly. Options: Ask for additional information. For example, you may ask teams to write a sentence with the word in it. You might ask for a specific tense, plural form, opposite, etc. An alternative technique is to have each team member complete all spelling items on his/her own paper. Team members are allowed to help each other. On completion, collect the one paper of your choice. The grade on that paper will count for each team member. The Phantom of the Opera: Lesson 2: Team Spelling Activity: Use the following words for the test. The teacher gives the present form, and teams respond with the simple past form. annoy, become, bury, capture, catch, cluck, coast, confuse, demand, disappear, dress, faint, fall, fire, give way, heap, investigate, lose his temper, raise, rescue, scorch, stretch, tear, warn Page 9

10 Follow Directions Objective: Listen for the purpose of following spoken directions. Procedure: With one piece of paper and one pencil, team members take turns writing on paper what the teacher directs to complete a task. a) For example, there might be a list of dates. The teacher might say the following: Draw a circle around Make a star in front of Connect 1322 and 1673 with a line. b) The teacher can direct teams to make changes sentences. Example: He sailed to the Americas in 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: Provide teams with chart paper or a large 11 X14 sheet of construction paper, scissors, tape/glue, and the graphics provided below. Students will listen to oral reading of several sentences from the lesson summary and follow the directions to recreate what Raoul saw at the church graveyard in Perros. Directions: a) Cut out the sections of the story and have them ready to assemble on your story paper. b) Listen carefully while the teacher reads part of the story aloud. When you hear directions, follow them carefully to put the story pictures together on your chart paper. The teacher will read each section of the story two times before reading the next part of the story. Then the teacher will pause to give you time to place the story elements on the story chart paper. At the end of the story, teams will glue/tape the story on the paper. c) The second day at Perros, Raoul did not see Christine. He walked to the little church to look for her. Place the church on the left top side of the sheet of paper. d) At the church, Raoul saw a strange sight. There were hundreds of skeletons and skulls piled against the walls of the church. Pile skeletons and skulls against walls of the church. e) The altar was in the middle of the bony structure. Place the altar in front of the church in the middle of the skeletons and skulls piled against the walls. f) Raoul said a prayer and went up the hill to look at the sea. Place the ocean (sea) on the right side of the paper. g) Raoul waited hours until he saw Christine leaving the inn. It was before midnight, and Raoul quietly followed Christine s white form to the graveyard. Christine prayed at her father s grave in the churchyard. Place the graveyard in the middle of the paper between the ocean and the church. h) At the stroke of midnight, Christine raised her arms toward the sky in joy. Suddenly there was the perfect music of Mr. Daaè s violin. Mr. Daaè s grave has the largest cross and there are white flowers under the cross. Place the violin on Mr. Daaè s grave next to the white flowers. i) When the music stopped, Christine left the churchyard. Raoul heard a clucking noise from behind a heap of skulls, and went to investigate. Raoul followed a shadow gliding across the wall of the church. The skulls fell around Raoul s feet, and he caught a corner of someone s coat with his hand. Raoul did not let go of the coat. Place the coat behind a heap of skulls in front of the church walls. j) The shadow turned and faced Raoul. A death s head stared at him with scorching eyes. Place the Death s Head near the coat, skulls, and skeletons piled against the church walls. k) Suddenly, Raoul s heart gave way, and he fainted. The next morning, they found Raoul unconscious, stretched on the altar inside the little church. Page 10

11 Skulls Skeletons Page 11

12 Little Church at Perros Church Walls Church Walls Church Walls Death s Head Mr. Daaae s Violin Altar Coat Raoul is unconscious. Page 12

13 Church Graveyard at Perros Mr. Daaè s Grave Sea Page 13

14 Dictation Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) The Phantom of the Opera: Lesson 2: Dictation Activity: a) The theater was so dark and empty that perhaps it caused a hallucination. b) Christine seemed unnatural and had a sadness and tenderness in her eyes. c) The unfortunate people said they had not made the remarks. d) Christine s father had been a great violinist and Christine used to sing to her father s music. e) The next morning, they found Raoul unconscious, stretched on the altar inside the little church. Page 14

15 Proficient Listening Activities Interview Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. The Phantom of the Opera: Lesson 2: Interview Activities: You play the role of Christine. Choose several students to play the role of Raoul. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of Christine s answers. Students should save notes for Writing Activity #1, Language Experience Story. a) Why did you decide to send me a note? b) Why did you invite me to the graveyard? c) When did you remember me from childhood? d) How and where did we meet? e) Where did you stay? f) What happened on a very windy day? What did I rescue for you? g) Where did we play together as children? h) Why is the bottom of the hill and important memory? i) Why did your father always come to the coast? j) Why did your father give me music lessons? What instrument did your father play? k) Can you tell me your father s story about the Angel of Music? l) What did you father promise you when he went to heaven? m) When did you first learn to sing? n) Whose voice did I hear in your dressing room? o) Why did you cry and run away from me? p) Who taught you to sing like an angel? q) Where did the beautiful violin music come from? Page 15

16 Beginning Speaking Activities Intentional Intonation Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken English Procedure: Write the sentence on the board and then say it, stressing one word. Teams take turns explaining the special meaning the emphasis brings to the sentence. Repeat this process several times with the same sentence, each time emphasizing a different word. Example: All for one and one for all! (not none)..(not, None for one and one for all!) All for one and one for all! (not from)..(not, All from one and one for all!) All for one and one for all! (not three)..(not, All for three and one for all!) All for one and one for all! (not or)..(not, All for one or one for all! ) All for one and one for all! (not everyone)..(not, All for one and everyone for all! ) All for one and one for all! (not to).. (not, All for one and one to all!) All for one and one for all! (not nobody)..(not, All for one and one for nobody! ) The Phantom of the Opera: Lesson 2: Intentional Intonation Activities: A death s head stared at Raoul with scorching eyes. (not life s) A death s head stared at Raoul with scorching eyes. (not foot) A death s head stared at Raoul with scorching eyes. (not ignored) A death s head stared at Raoul with scorching eyes. (not Erik) A death s head stared at Raoul with scorching eyes. (not without) A death s head stared at Raoul with scorching eyes. (not beautiful) A death s head stared at Raoul with scorching eyes. (not smiles) Backwards Build-up Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating, by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as necessary) until teams can pronounce the segments well. Continue to build up to the complete sentence. Teams completing the exercise correctly get a point. Example: in fourteen hundred and ninety-two blue in fourteen hundred and ninety-two the ocean blue in fourteen hundred and ninety-two sailed the ocean blue in fourteen hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two. The Phantom of the Opera: Lesson 2: Backward Build-up Activity: a) The letter warned not to sell the seats in Box 5 and to listen to Christine Daaè sing for the first time that night. b) That night, the opera security inspector wrote a note to explain that the municipal officer had to remove the people who bought seats in Box 5. c) Christine s father promised Christine that when he went to heaven, he would send the angel to her. d) Now Christine sang without emotion in her voice, except for that one triumphant night when she had sung like an angel. e) On the long train ride to meet Christine, Raoul thought about these memories and he thought about the strange man s voice in the opera house telling Christine to love him. Page 16

17 Intermediate Speaking Activities Charades Objective: Oral production to determine word meaning and context of new lesson vocabulary Procedure: Team members guess who/what the teacher (or student) is silently role-playing. (Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point. The Phantom of the Opera: Lesson 2: Charades Activity: Suggestions: angelic, annoyed, cheeks, clucking, confused, demand, disappear, emotions, faint, form, furious, gliding, gloomy, hallucination, inspector, investigate, kind, lose your temper, naughty, pale, performance, prayer, rescue, rude, strange, stretched, tenderness, triumphant, unconscious, violinist, warn Mixed-up Sentence Objective: Each team consults to give spoken directions to correct a mixed-up sentence. Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the class the way the sentence should read. Example sentence: A dicot seed has two parts. You might write on the board: two a seed dicot has parts. The person whose turn it is must verbally give directions to make a correction after consulting with the team. The teacher follows the exact directions given and, if correct, gives the team a point. Then s/he calls on next team. Example: Move the A to the front. You might decide to erase letter a in part and put it at the beginning of the sentence. Perhaps you erase an a and rewrite it on the wall somewhere in front of the classroom. In both cases, you were not given the detailed instructions necessary to complete the task, and you would move on to the next group without awarding a point. You are looking for a response something like, Remove the first capital A and replace it with a lower case A. Directions like these get teams points. Continue until the sentence is reorganized, with a capital at the beginning and a period at the end. Notes: This activity is very difficult and takes several weeks to master. Students will prefer to show you what to do, but do not let them. The idea is to tell you, not show you. The first time you use the activity do not spend more than five minutes. Stop and discuss the kinds of directions they need to give in the future. Do not give up on this activity, no matter how immature the students. Proficient Speaking Activities Twenty Questions Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Ex: Is it from the fifteenth Century? Is it a boat? The Phantom of the Opera: Lesson 2: Twenty Questions Activity: Photo or picture suggestions: altar, angel, bony, coast, crib, dressing room, giant, inn, key, ledge, nightfall, scarf, sea, shadow, shape, skeletons, skulls, tears, violin Page 17

18 FCAT FOCUS READING SKILL: Using Pre-reading Strategies Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. USING PRE-READING STRATEGIES 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. SEQUENCE OF EVENTS 1 In the beginning, the girls were just talking while they waited for the bus. 2 Suddenly, a car pulled up and blew its horn loudly. 3 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. 4 Next, the bus arrived and joined the line of stopped cars. 5 Following that, the police arrived 6 Soon, they had the woman calmed down. 7 Then, they asked the driver to move his car out of the way 8 When the street was clear, the line of cars moved on 9 Subsequently, the girls got on the bus. 10 The last thing they saw was a happy dog jump into the arms of the woman Page 18

19 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 3 rd time, stopping at the end of each sentence to ask questions. Ask several questions for each sentence, and ask a variety of types of questions (i.e. yes/no, either/or, and wh- ). Ask the questions at a quick pace, and if the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in 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 4 th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. The Phantom of the Opera: Lesson 2: Pre Reading Activity: Chapter 3: The Mystery in Box 5 The new managers of the opera house, Mr. Richard and Mr. Moncharmin, thought the opera ghost was a joke. They did not reserve seats for the ghost in the theater, so the opera ghost sent them a letter. The letter warned not to sell the seats, but the managers sold the seats anyway. The ghost made stupid remarks and bothered the audience. The managers did not believe it was the ghost, so they fired the inspector and the box keeper Mrs. Giry. The opera ghost often spoke kindly to Mrs. Giry, and always left her francs, flowers, or candy. The managers investigated the seats and saw a strange shape like death s head that disappeared. The managers searched, but found nothing. The theater was dark and perhaps caused a hallucination. Chapter 4: The Enchanted Violin Christine invited Raoul to Perros for the anniversary of her father s death. Christine s father was buried in the churchyard with his violin. Raoul told Christine that he loved her and he had heard a man s voice in her dressing room. Christine became deathly pale, cried, and ran away. The next day at the church, Raoul saw hundreds of skeletons and skulls. Christine told Raoul that the Angel of Music had visited her, as her father had promised. The Angel of Music gave her music lessons every day in her dressing room. Raoul laughed because someone was playing a joke on her. Christine was very upset and ran away. Raoul waited hours until Christine left the inn at midnight. Raoul followed Christine to the graveyard and they heard Mr. Daaè s violin music. Raoul heard strange noises, saw shadows, and grabbed the coat of a man with a death s head. Raoul fainted and someone found him unconscious on the altar of the church. Page 19

20 Intermediate-Proficient Reading Activities Total Recall Objective: Read a text in order to ask and answer short questions. Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are allowed to write notes about the text. Teams take turns asking each other their questions, and challenging incorrect responses. Responding teams are not allowed to raise hands. The team asking the question chooses which team answers. The same question cannot be asked twice. If a team does not answer correctly, it loses a point and the team asking the question gets a point. When a team does not agree with the answer that the questioner deems correct, it can challenge that team. The challenging team must prove that it is also correct or that the questioning team is incorrect. It does not need to prove both. All teams can join a challenge on either side (questioner's side or respondent's side), but they must do so immediately. (Teams may wait to see how many teams are joining each side, which is unfair.). Once the teams have taken sides on a challenge, they look up the answer in the book. All teams siding with the correct answer get 2 points, and losers lose 2 points. Story Grammars Objective: Identify a common organizational pattern or grammar of a reading text. Procedure: Introduce story grammars by using the Language Experience Approach. The second time, have each group prepare one. Once groups have mastered story grammars, individuals can prepare their own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Example: Setting:, Characters:,,Problem:, Goal:, Events Leading to goal (list in order):,,,resolution: (Three possibilities include: character solves problem, character learns to live with problem, problem defeats character) Note: Story grammars help students understand that most stories have a common organization, and they help students to write reports, evaluate the quality of stories, and write their own stories. Judgment Objective: Read a text for the purpose of identifying facts and opinions. Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and swap their sentences. Teams read the sentence strips they have, and place them in either a fact basket or opinion basket in front of the room. The teacher reads each sentence strip from the two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the team with its name on the strip gets a point. If not correct, that team loses a point. (This encourages effective writing.) Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit. Page 20

21 True or False Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a T chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall. Scan Objective: Scan a text for the purpose of asking and answering simple questions. Procedure: 1. Teams write 3 questions about an assigned text. Next to each question, they write page number and paragraph number where the answer is located. 2. A representative from each team asks the team s questions. The other teams get 60 seconds for each question to scan the text, find the answer, page and paragraph numbers, and write them on a sheet of paper. Any team not getting the answer within that time loses a point. 3. Any time a responding team loses a point, the questioning team gets a point. The responding teams take turns reading out their page and paragraph numbers. Then the questioning team reads its page and paragraph numbers. 4. Team respondents who have the same answer as the questioner get an automatic point. Respondents who do not have the same answer as the questioner are not automatically wrong. Both the questioner and respondent read aloud their chosen paragraph. The questioner then decides if the respondent is also correct (Many times the answer to a question can be found in more than one place in a text). If the respondent is also correct, the respondent gets a point. 5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in Total Recall). The responding team must prove that it is also correct or that the questioner is incorrect. It does not need to prove both. Other teams may join one side or the other. The teacher then decides who wins. Winning teams get 2 points and losers lose 2 points. Page 21