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English IV Through ESOL: The Phantom of the Opera Lesson 2

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


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

noche) anjelis,

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

siempre enkonfòtab

unsuccessfully infructuosamente, inútilmente

anven

violin, violinist violín, violinista vyolon, vyolonis warned advertido, amonestado avètisman, avèti


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


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.


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


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) 434-8620 March 2007- SY07-1006


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.


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.


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


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 can direct teams to make changes sentences. 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: 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.


Skulls

Skeletons


Little Church at Perros

Death’s Head

Mr. Daaae’s Violin

Altar Raoul is unconscious.

Coat

Chu

rch

Wal

ls

Chu

rch

Wal

ls

Chu

rch

Wal

ls


Church Graveyard at Perros Mr. Daaè’s Grave

Sea


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.


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?


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.


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


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


Beginning Reading Activities

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


Intermediate-Proficient Reading Activities

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

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

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


True or False

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

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

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

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

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

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

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


Beginning- Writing Activities

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

Indirect Speech Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: “I need money to buy ships to sail west.” Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. The Phantom of the Opera: Lesson 2: Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”. Examples: Chapter 3:

Mr. Richard to Mr. Moncharmin: Someone is making a fool of us! Mr. Richard told Mr. Moncharmin that someone as making fools of them.

Mr. Moncharmin to Mr. Richard: We will watch the performance from Box 5 ourselves. Mr. Moncharmin told Mr. Richard that they would watch the performance from Box 5 themselves.

Chapter 4:

Christine to Raoul: The Angel of Music comes to give me lessons every day. Christine told Raoul that the Angel of Music came to give her lessons every day.

Raoul to Christine: Christine, someone is playing a joke on you. Raoul told Christine that someone was playing a joke on her.


Intermediate-Proficient Writing Activities

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

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

The Phantom of the Opera: Lesson 2: Framed Paragraphs Activities: Sample #1: (Problem/Resolution)

Problem: Raoul was a nobleman who was in love with a commoner Christine (socially unacceptable) Solution: Raoul followed his heart and not social expectations. He also followed the girl, declared his love for her, became her trusted friend, and tried to take care of her.

In the essay/novel/poem/story/drama _____ by _____, the problem that arises is _____.

To find the solution to the problem, _____ (character) decides to _____ (first action taken). After _____ (action taken), he/she tries to resolve _____ (problem) by _____ (second action taken) In order to resolve the problem, he/she _____ (third action or detail). In the end, _____ resolved _____ because _____. (Conclusion) The Phantom of the Opera: Lesson 2: Framed Paragraphs Activities: (Continued on next page)


The Phantom of the Opera: Lesson 2: Framed Paragraphs Activities (Continued from

previous page): Sample #2: (Details of Historical Setting)

Where and When: The story of The Phantom of the Opera, by Gaston Leroux, takes place in the Victorian Period, during the reign of Queen Victoria in England (1819-1901). The Phantom of the Opera was written in 1911.

Details: a) People communicated by sending letters and notes. They did not have telephones or

computers. b) People traveled in the cities and towns by horse and carriage instead of by car. c) The opera was one of the most popular forms of entertainment for the rich during the

Victorian period. d) An opera singer was not considered important or of a better class of people in those

days. Entertainers are held in high regard today in contrast, and they make a lot of money. Christine and the opera performers were quite poor in Victorian Paris.

e) The use of torture chambers was evident in the period the story was written.

The details of the setting of the story/play/novel/essay/poem _____, by _____ are important for several reasons. The writer _____ has set the piece in _____ (where) during/in_____ (when). The time of the story is important because_____, _____, and _____. The place the story occurs is also important to understanding the story because in_____ during this period, there was/were _____and ____. Some other important details about the setting include _____ and _____. The author _____ uses the setting of the story to make his characters interesting and the plot of the story come to life. Sample #3: (Identifying Significant Details) Examples of questions to use as starters:

a) Who are Raoul and Christine? b) Why did Raoul go to Perros? c) How did Raoul and Christine meet the first time? d) Where did Raoul and Christine go? e) What did Christine and Raoul do there? f) When did Raoul realize that there was something very wrong?

In Chapters 1 and 2 of the novel/story/poem/essay _____ by _____, there are several

significant details that help the reader follow the action. (Topic Sentence) First, _____ (who) (Detail #1) Another important detail is _____ (what) (Detail #2). The third detail important to the story is _____ (where) (Detail #3). Also significant is _____ (when) (Detail #4). A key element of the chapter is _____ (why) (Detail #5). Finally, the author tells _____ (how) (Detail #6). All of these details are significant because _____. (Conclusion)


Opinion/Proof

Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing) Procedure: Introduce the concept by having students read a selection from which opinions can be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion, students must find factual statements from the text that support the opinion. Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew up a new constitution. He made taxation fair. He chose government workers for their ability. Option: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a format for note taking from books, videos, and lectures. Option: Teams can write their opinions and support with proof. (think/pair/share activity). The Phantom of the Opera: Lesson 2: Opinion/Proof Activity: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. Students can also use it as a format for note taking from books, videos, and lectures. Allow teams to write their own opinion to support with proof if they are at a proficient level. This can be used as a think/pair/share activity. Use the following as a starter for less proficient students: Opinion Raoul is a kind person. Proof Raoul was sensitive to notice that Christine 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. Even as a little boy Raoul went into the sea to rescue Christine’s scarf. Christine trusted Raoul and invited him to Perros for the anniversary of her father’s death. Raoul took the train ride to Perros to meet Christine. Raoul loved stories especially Mr. Daaè’s story about the Angel of Music. Christine’s angelic voice had captured Raoul’s heart. On the long train ride to meet Christine, Raoul thought about his childhood memories. Raoul told Christine that he loved her and could not live without her. Raoul tried to hug Christine to comfort her tears, but she ran away. The next day, Raoul did not see. He walked to the church to look for Christine. He was worried about her. Raoul said a prayer for Christine in the church. Raoul believed Christine about the Angel of Music and said it was a miracle. Raoul waited hours until he saw Christine leaving the inn.


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

SAMPLE FORMAT FOR 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).

Refer to next page for Unit 1 Lesson 2: Spool Writing Activities: Sequencing Events.


Unit 1 Lesson 2: Spool Writing Activities: (Continued from previous page) The Phantom of the Opera: Lesson 2: Spool Writing Activities: (Use the sample format provided above). Suggested Topic(s): Use this sequence of events for the spool writing in this lesson:

a) Christine invited Raoul to Perros for the anniversary of her father’s death. b) Raoul told Christine that he loved her. c) Raoul told Christine that he had heard a man’s voice in her dressing room. d) Christine became deathly pale, cried, and ran away. e) The next day at the church, Raoul saw hundreds of skeletons and skulls. f) Christine told Raoul that the Angel of Music had visited her, as her father had promised. g) Raoul laughed because someone was playing a joke on her. h) Christine was very upset and ran away a second time. i) Raoul waited hours until Christine left the inn at midnight. j) Raoul followed Christine to the graveyard and they heard Mr. Daaè’s violin music. k) Raoul heard strange noises, saw shadows, and grabbed the coat of a man. l) Raoul saw the man with a death’s head. m) Raoul fainted. n) Someone found Raoul unconscious on the altar of the church.

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

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

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

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

• (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, the format, and the topic These four components are critical in every written assignment. Assist teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences, formats, and strong verbs that are appropriate for each topic. Once the groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. The Phantom of the Opera: Lesson 2: RAFT Activity: Students write according to role, audience, format, & topic.

R: Your role as writer is Raoul. A: Your audience is your brother. F: The format of your writing is a personal letter. T: Your topic is to write to your brother to tell him you have fallen in love, what your situation is, and what you plan to do about it


FCAT Writing

FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders. The Phantom of the Opera: Lesson 2: FCAT Writing Activity (Expository Prompt): Writing Situation: Sometimes our instincts tell us that something is wrong with a situation. Usually there are things that we can point to (details) that give us these feelings. Directions for Writing: Before you write, think of a time that you had a feeling something was wrong with a situation. You could point to details that seemed strange or not quite right. What was the situation? What seemed strange to you? Why? Describe your feelings about the situation. Did you predict how it would turn out, or did you just have a bad feeling? What did you do or say? Anything? How did the situation turn out? Were your feelings justified? Did it turn out wrong? Were your feelings right? Why? How did you feel and what did you think about the outcome? Now write about a time you had a feeling something was wrong or could go wrong, how it turned out, and how you felt afterwards.


Beginning Presenting Activities

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

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

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

Chapter 3:

Mr. Richard: The retired managers are keeping up the joke. I don’t think it is funny any more. Mr. Moncharmin: Send for the box keeper! Bring her to me this minute! Mr. Richard: I will call the inspector and we will fire them both! Mr. Moncharmin: A ghost asking for a footstool... Is it a woman then? Mr. Richard: Someone is making a fool of us! Mr. Moncharmin: On Saturday, we will watch the performance from Box 5 ourselves.

Refer to next page for more of The Phantom of the Opera: Lesson 2: Dialog Activity


The Phantom of the Opera: Lesson 2: Dialog Activity: (Continued from previous page)

Chapter 4:

Christine: I have decided to tell you something important. Do you remember the story of the Angel of Music? Raoul: Of course, it was here that your father first told it to us. Christine: And father said, ‘When I am in heaven my child, I will send him to you’. Well Raoul, my father is in heaven, and I have been visited by the Angel. Raoul: I have no doubt of that Christine. No human can sing the way you sang the other evening. It had to be a miracle. Christine: You do understand? He comes to give me lessons every day…in my dressing room. Raoul: In your dressing room? Christine: Yes, it was he who said ‘You must love me’. I was surprised that you heard him too. Raoul: Someone is playing a joke on you. Christine: Why are you laughing? Don’t you believe me? Did you see anyone there? Raoul: I did open the door and there was no one. Christine: So you see then? Raoul: Christine, someone is playing a joke on you.


Intermediate Presenting Activities

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

Proficient Presenting Activities

Making the News Objective: Present orally to a group on a familiar academic topic in a news format. Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject being studied. There may be several related stories. There must be one story (no matter how short) for each member of the group. The reporting group may refer to notes but not to the text. Other teams can refer to their texts, and have the opportunity to each ask two questions of the reporting team. The reporting team members take turns answering questions, but other team members may help them. The questioning group gets two points for each question the reporting group cannot answer. The reporting group gets a point for each question it can answer. Follow the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from the Queen of Spain, the long voyage, Hispaniola landing The Phantom of the Opera: Lesson 2: Making the News Activities:

Opera Ghost Greets New Managers Strange Happenings in Graveyard at Perros Opera Singer Disappears

Intermediate-Proficient Viewing Activities

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


Beginning Vocabulary Activities

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

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

angelic innocent, saintly, adorable hallucination vision, delusion, nightmare pale whitish, light, pallid annoy bother, irritate, aggravate genius a mastermind, whiz kid naughty disobedient, badly behaved tenderness kindness, gentleness, compassion unfortunate unlucky, ill-timed rude impolite, bad-mannered, discourteous miracle wonder, marvel, phenomenon gloomy dark, depressing, dim exclusively entirely, solely, completely


Intermediate Vocabulary Activities

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

Question Answer a) Who the managers were Mr. Richard, Mr. Moncharmin a) Where Christine met Raoul Perros a) When the opera ghost got annoyed, someone was in box 5 b) Why Christine ran away confused & upset b) What the Angel of Music did made a child a genius b) How Christine was singing now without emotion, unnatural c) What Raoul rescued Christine’s scarf c) Who got fired Ms Giry (box keeper),& the inspector c) What Raoul saw in the church skeletons, skulls

Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate. (should be tropical) When teams get good at this activity, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct. The Phantom of the Opera: Lesson 2: Wrong Word Activity:

a) If a child was nutty and didn’t practice his lessons, the Angel of wouldn’t come. (naughty) b) The officer warned about making stupid marks and bothering the audience. (remarks) c) Mr. Richard received a letter in red ink from the “Opera Coast”. (Ghost) d) Raoul said a player and went up the hill to look at the ocean.(prayer) e) Hundreds of skeletons and skills were piled up against the walls of the church. (skulls) f) Christine’s father loved the she, and sometimes went to Perros on the coast. (sea)


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


Beginning Grammar Activities

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

SIMPLE PAST TENSE The simple past tense expresses simple action in the past. It tells action that began and ended at a particular time in the past. The action is specific and completed. Helpful words: yesterday, last night, last week, last month, last year, in 1999, two weeks ago, a year ago, etc.

Formation of Simple Past: Examples:

Most verbs add –ed The car stopped at the red light. We listened carefully to the answer.

Some verbs have irregular forms ate, went, did, had, took, etc. Joshua did his best on the test.

Irregular forms of the verb to be: I, he, she it was; you, we, they were

Negatives: didn’t + (verb), did not + (verb)

He didn’t work. (He did not work.) The kids didn’t go to the park. (The kids did not go to the park.)

Questions & : Short answers: Did + (subject) + (verb)? Yes, (subject) + did. No, (subject) + didn’t.

He worked. Did he work? Yes, he did. No, he didn’t The car stopped at the red light. Did it stop? Yes, it did. We listened carefully to the answer. Did we listen? Yes, we did. The kids didn’t go to the park. Did the kids go? No, they didn’t. Joshua did his best on the test. Did he do his best? Yes, he did.

Alphabetical Reference/Study Sheet: Irregular Past Forms

Verb Past Verb Past Verb Past Verb Past be was/were find found let let sing sang beat beat flee fled lie lay sit sat begin began fly flew light lit/lighted sleep slept bite bit forget forgot lose lost speak spoke bring brought forgive forgave make made spend spent build built freeze froze mean meant stand stood buy bought get got meet met steal stole catch caught give gave mistake mistook swear swore choose chose go went pay paid swim swam come came grow grew put put take took cost cost hang hung read read teach taught creep crept have had ride rode tell told cut cut hear heard ring rang think thought dig dug hide hid rise rose throw threw do did hold held run ran understand understood draw drew keep kept say said wake woke/waked eat ate know knew see saw weep wept fall fell lay laid sell sold win won feel felt lead led send sent withdraw withdrew fight fought leave left shoot shot write wrote


Word Order Cards

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

Modified Single Slot Substitution Drill Grades 6-8 SSS Language Arts Benchmarks: LA.A.1.3.2, LA.A.1.3.3, LA.B.1.3.2, LA.D.1.3.1 Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children Notes: • Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. • It is not necessary for the sentences to be historically correct, sensible, or even possible. It is

important for the correct part of speech to be used. The Phantom of the Opera: Lesson 2: Modified Single Slot Substitution: (a) Sometimes (b) the ghost (c) left (d) Mrs. Giry (e) flowers. Possibilities:

(a) Once in a while, Usually, On Saturdays, Every evening (b) the phantom, the monster, the spirit, the apparition (c) bought, gave, presented, provided (d) the box keeper, the custodian, the cleaner, the janitress (e) her favorite candy, food, sweets, lace ribbons


Intermediate Grammar Activities Sentence Builders

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

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

The Phantom of the Opera: Lesson 2: Sentence Builders: a) Christine left the churchyard, but Raoul followed a shadow gliding across the wall of the

church. Christine left.( the churchyard) Christine left the churchyard.( but Raoul followed) Christine left the churchyard, but Raoul followed.( a shadow) Christine left the churchyard, but Raoul followed a shadow. (gliding across the wall) Christine left the churchyard, but Raoul followed a shadow gliding across the wall.(of the church) Christine left the churchyard, but Raoul followed a shadow gliding across the wall of the church. Continue with the following:

b) The skulls fell. (around Raoul’s feet) (and he caught someone’s coat) (a corner of) (with his hand)

c) Raoul took lessons. (music) (After that) (with Mr. Daaè) (and the children played) (together) (often) (two)

d) The children loved stories. (especially Mr. Daaè’s) (story) (about the Angel) (of Music) e) , The child became a genius. (musical) (when the Angel leaned over the crib) (of a baby)

(According to the story) (of Music)

Multiple Slot Substitution Drills Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a multiple slots. Procedure: This drill is often taught together with or right after the single slot substitution drill. Its organization is similar to single slot substitution, but more that one part of the sentence changes. Give a point for each correct answer. Example: Columbus sailed in 1492. (Pizarro) Pizarro sailed in 1492. (1524) Pizarro sailed in 1524. (arrived) Pizarro arrived 1n 1524. The Phantom of the Opera: Lesson 2: Multiple Slot Substitution Activities:

(a) Christine’s (b) face (c) became (d) deathly (e) pale. Possibilities: grey , appeared, light, skin, Raoul’s, white, dreadfully, looked, manager’s,grew, terribly, cheeks, greenish, horribly, nose, got, pallid, awfully, Mrs. Giry’s,


Flesh it Out

Objective: Use key words in the appropriate order in a grammatically correct sentence. Procedure: The teacher gives the key words of a sentence and teams puts them into a grammatically correct sentence. Give points for correct answers in the oral format. Give grades in the written format. Key words: he/sail/america/1492. Answer: He sailed to America in 1492. Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America? The Phantom of the Opera: Lesson 2: Flesh it Out Activities:

a) the/new/manager/Mr./Richard/Mr./Moncharmin/think/ghost/be/ joke (past) b) manager/think/Mrs./Giry/be/madwoman/so/fire/inspector (past) c) Moncharmin/see/something/look/death/head/ledge (past) d) At/stroke/midnight/Christine/raise/arm/toward/sky/joy (past) e) As/night/fall/Raoul/hear/Christine/voice/behind (past)

Transformation Exercises

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

Example: Raoul sees a strange sight. Raoul saw a strange sight.

a) When Raoul arrives at Perros, he finds Christine at the Setting Sun Inn. b) Raoul tells Christine that he loves her and cannot live without her. c) Christine seems unnatural and has a sadness and tenderness in her eyes. d) Raoul is confused and tells Christine that he had hears a voice in her room. e) Christine’s face becomes deathly pale, her eyes go blank, and two giant tears run down

her cheeks. f) There are hundreds of skeletons against the walls of the church. g) The altar is in the middle of the bony structure. h) Raoul says a prayer and goes up the hill to look at the ocean. i) As night falls, Raoul hears Christine’s voice behind him. j) Christine decides to tell Raoul something important. k) Christine explains that the Angel of Music visits her now that her father is in heaven. l) Raoul believes Christine because she sins the way no human can sing. m) Raoul thinks that it is a miracle. n) Christine tells Raoul that the Angel of Music gives her lessons every day. o) Christine gives a cry and runs away.


Who What, When, Where, How, Why Objective: Listen to a sentence and respond to “Wh" questions in writing. Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…? (Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the body alive) When…? (Teams write 24 hours a day). Team members take turns writing answers on the board (for class discussion) or on a team/individual paper (for a grade). An alternative technique is to have each team member complete all items on his/her own paper. Team members are allowed to help each other. On completion of the activity, collect the one paper of your choice. The grade on that paper will count for each team member. The Phantom of the Opera: Lesson 2: Who, What, When, Where, How, Why Activities:

a) It was before midnight, and Raoul quietly followed Christine’s white form to the graveyard. (Who, What, When, Where, How)

b) When the music stopped, Raoul heard a clucking noise from behind the heap of skulls, and went to investigate. (Who, What, When, Where, Why)

c) Mrs. Giry explained to the managers that the ghost had been annoyed that there were people in his seats. (Who, What, Where, Why)

d) Raoul was confused and told Christine that he had heard the man’s voice in her room the night of the performance. (Who, What, When, Where, Why)

e) Christine’s father was buried with his violin in the graveyard at the bottom of a hill where the two children had played. (Who, What, Where, How, Why)

Sentence Stretchers Objective: Expand grammatically correct sentences by adding new words in appropriate order Procedure: One team begins by making a sentence orally that contains the language or content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a lesson focusing on weather and on adjectives, the first team might say, The cloud is floating. The first team gets a point. Other teams take turns expanding the sentence, getting a point each time something is added successfully or until teams run out of expansions. The white cloud is floating. The fluffy white cloud is floating in the sky. The fluffy white cloud that looks like a boat is floating in the sky. Etc. The Phantom of the Opera: Lesson 2: Sentence Stretcher: Begin with the sentence: The child became a genius.

The child became a genius. The child became a musical genius. When the Angel leaned, the child became a musical genius. When the Angel leaned over, the child became a musical genius. When the Angel of Music leaned over, the child became a musical genius. According to the story, when the Angel of Music leaned, the child became a musical genius. According to the story, when the Angel of Music leaned over the crib, the child became a musical genius. According to the story, when the Angel of Music leaned over the crib of a baby, the child became a musical genius.


Look it Up Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present or passive voice to active. The Phantom of the Opera: Lesson 2: Look it Up: Teams locate examples of the Simple Past Tense in the text and in the summary.


Rewrite the Paragraph

Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Use a paragraph based on the text, and language focus structures of the lesson. Teams read and discuss necessary changes. Members work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.) The Phantom of the Opera: Lesson 2: Rewrite the Paragraph Activity: Teams will rewrite the paragraphs in the present tense. 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.


Name _____________________ Date _______

The Phantom of the Opera: Lesson 2: Exercise 1

Fill in the blanks with the correct word. joke fired the Angel of Music buried shadows father’s midnight unconscious francs hallucination shape pale audience reserve remarks

The new managers of the opera house, Mr. Richard and Mr. Moncharmin,

thought the opera ghost was a __________. They did not __________ 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

__________ and bothered the __________. The managers did not believe it was the

ghost, so they __________ the inspector and the box keeper Mrs. Giry. The opera

ghost often spoke kindly to Mrs. Giry, and always left her __________, flowers, or

candy. The managers investigated the seats and saw a strange __________ like

death’s head that disappeared. The managers searched, but found nothing. The theater

was dark and perhaps caused a __________.

Christine invited Raoul to Perros for the anniversary of her __________ death.

Christine’s father was __________ 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 __________, 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. __________ 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

__________. Raoul followed Christine to the graveyard and they heard Mr. Daaè’s

violin music. Raoul heard strange noises, saw __________, and grabbed the coat of a

man with a death’s head. Raoul fainted and someone found him __________ on the

altar of the church.


Name _____________________________________ Date _____________ The Phantom of the Opera: Lesson 2: 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 At the end of a performance, the ghost left Mrs. Giry two francs on a shelf in Box 5.

______________________________________________________________________

2 Raoul took the train to Paris to meet Christine for the anniversary of her father’s death.

______________________________________________________________________

3 The unlucky people who bought Box 5 seats made stupid remarks to the audience.

______________________________________________________________________

4 Both managers saw a death’s head in Box 5 like, but then the shape disappeared.

______________________________________________________________________

5 Christine’s father was buried with his wife in the graveyard at the bottom of a hill.

______________________________________________________________________

6 Hundreds of skeletons and skulls on the church caused Christine to cry and run away.

______________________________________________________________________

7 Christine told Raoul that the Angel of Music gave her lessons every day in the church.

______________________________________________________________________

8 Christine’s father was a great violinist, and Christine used to sing to her father’s music.

______________________________________________________________________

9 Christine’s father promised when he went to heaven, he would send Angel of Music.

______________________________________________________________________

10 A death’s head stared at Raoul with scorching eyes stared at Raoul in the graveyard.

______________________________________________________________________


Name ____________________________ Date __________ The Phantom of the Opera: Lesson 2: Exercise 3 (FCAT Practice/Reading Comprehension) Read the statements. Then complete the sentences in the chart below placing the events in the order in which they happened.

Christine invited Raoul to Perros for the anniversary of her father’s death.

Raoul told Christine that he loved her and could not live without her.

The next day at the church, Raoul saw hundreds of skeletons and skulls.

Christine told Raoul that the Angel of Music had visited her.

Raoul laughed because someone was playing a joke on her.

Raoul waited hours until Christine left the inn at midnight.

Raoul followed Christine to the graveyard and heard Mr. Daaè’s violin music.

Raoul heard noises, saw shadows, and grabbed a man with a death’s head.

Raoul fainted and someone found him unconscious on the altar of the church.

First,

Second,

Third,

Next,

Then,

Subsequently,

Following that,

Later

Finally,


Name ____________________________ Date __________

The Phantom of the Opera: Lesson 2: Exercise 4 (FCAT Practice/Reading Comprehension) Read the cause and effect sentences. Write them in the correct areas of the chart Because the managers sold the seats in Box 5, they received a letter from the “Opera Ghost”. The managers thought that Mrs. Giry was a lunatic, so they fired her. The theater was so gloomy, dark, and empty that perhaps it caused a hallucination. Christine’s mother died when she was six. Therefore, her father raised her. Christine’s father loved the sea. As a result, sometimes they went to Perros on the coast. If children were naughty and did not practice their lessons, then Angel of Music would not come.

EVENT #1: What happened FIRST? EVENT #2: What happened SECOND?

EVENT #2: What happened SECOND? EVENT #1: What happened FIRST?


Name ____________________________ Date __________ The Phantom of the Opera: Lesson 2: Exercise 5 Fill in the blanks.

Chapter 3: “The Mystery in Box 5”

The old managers of __________ opera house said that __________ 5 belonged

exclusively to __________ ghost. The new managers, __________. Richard and Mr.

Moncharmin, __________ the ghost was a __________. They sold the seats __________ Box

5. Mr. Richard __________ a letter in red __________ from the “Opera Ghost”. __________

letter warned not to __________ the seats in Box __________ and to listen to __________

Daaè sing for the __________ time that night. However, __________ managers sold the seats

__________. That night, the opera __________ inspector wrote a note __________ explain that

the municipal __________ had to remove the __________ who bought seats in __________ 5.

The officer had __________ warn them twice about __________ stupid remarks and bothering

__________ audience. The unfortunate people __________ they had not made __________

remarks. They had heard __________ voice saying that the __________ was taken already.

However, __________ was no one else __________ the box with them. __________ box

keeper Mrs. Giry __________ to the people that __________ voice was the opera __________.

The managers became furious __________ demanded to see the __________ keeper

Mrs. Giry. Mr. __________ was rude with and __________ lost his temper. Mrs. __________

explained to the managers __________ the ghost had been __________ that there were people

__________ his seats. The opera __________ often spoke to Mrs. __________ from Box 5.

The __________ was a kind, soft __________ voice, so Mrs. Giry __________ not afraid. At

the __________ of each performance, the __________ always left Mrs. Giry __________

francs on a little __________ in Box 5. Sometimes __________ ghost left Mrs. Giry

__________ or even her favorite __________.

The managers thought that __________. Giry was a madwoman, __________ they fired

her and __________ inspector. Then the managers __________ into the gloomy theater

__________ investigate Box 5. The __________ was so dark and __________ that perhaps it

caused __________ hallucination. Both managers saw __________ shape in Box 5,

__________ then the shape disappeared. __________ had seen something that __________

like death’s head on __________ ledge. Richard had seen __________ old woman who looked

__________ Mrs. Giry. The managers __________ the box, but found __________. Then


Moncharmin and Richard __________ to sit in Box __________ themselves for the

performance __________ Faust on Saturday.

Chapter 4: “The Enchanted Violin” Christine Daaè only sang __________ after her triumphant night. __________ seemed

afraid to sing __________. Raoul tried unsuccessfully to __________ and to write to

__________. One day Raoul received __________ note from Christine. Christine __________

remembered Raoul from their __________. Raoul was the little __________ who went into the

__________ to rescue her scarf. __________ wanted to invite Raoul __________ meet her at

the __________ in Perros for the __________ of her father’s death. __________ father was

buried with __________ violin in the graveyard __________ the bottom of a __________ where

the two children __________ played. Raoul took the __________ to Perros to meet

__________.

Christine’s mother had died __________ she was six, and __________ father had

raised her. __________ father had been a __________ violinist, and Christine used

__________ sing to her father’s __________. Their friends, Professor and __________.

Valérius took Christine and __________ father into their home. __________. Valérius was like a

__________ to Christine. Christine’s father __________ the sea, and sometimes __________

went to Perros on __________ coast. That was where __________ had rescued Christine’s

scarf __________ a high wind carried __________ out to sea. After __________, Raoul took

music lessons __________ Mr. Daaè, and often __________ two children played together.

__________ children loved stories, especially __________. Daaè’s story about the __________

of Music. According to __________ story, when the Angel __________ Music leaned over the

__________ of a baby, the __________ became a musical genius. __________, if children

were naughty __________ did not practice their __________, Angel of Music would

__________ come. Christine’s father promised __________ that when he went __________

heaven, he would send __________ angel to her. Now __________ sang without emotion in

__________ voice, except for that __________ triumphant night when she __________ sung

like an angel. __________ angelic voice had captured __________ heart.

On the long __________ ride to meet Christine, __________ thought about these

memories __________ he thought about the __________ man’s voice in the __________

house telling Christine to __________ him. When Raoul arrived __________ Perros, he found

Christine __________ the Setting Sun Inn. __________ told Christine that he __________ her

and could not __________ without her. Christine seemed __________ and had a sadness


__________ tenderness in her eyes. __________ was confused and told __________ that he

had heard __________ man’s voice in her __________ the night of the __________. Christine’s

face became deathly __________, her eyes went blank, __________ two giant tears ran

__________ her cheeks. Raoul tried __________ hug her, but she __________ away.

The next day, __________ did not see Christine. __________ walked to the church

__________ look for her. There, __________ saw a strange sight. __________ were hundreds

of skeletons __________ skulls piled up against __________ walls of the church. __________

altar was in the __________ of the bony structure. __________ said a prayer and __________

up the hill to __________ at the ocean.

As __________ fell, Raoul heard Christine’s __________ behind him. Christine had

__________ to tell Raoul something __________. Christine explained that now __________ her

father was in __________, the Angel of Music __________ visited her, as her __________ had

promised. Raoul believed __________ because she had sung __________ way no human

could __________. It was a miracle. __________ told Raoul that the __________ of Music gave

her __________ every day in her __________ room. Raoul had heard __________ Angel that

night he __________ outside Christine’s door. Raoul __________ to laugh, and told

__________ that someone was playing __________ joke on her. Christine __________ a cry

and ran __________.

Raoul waited hours until __________ saw Christine leaving the __________ with a key

that __________ innkeeper had given her. __________ was before midnight, and __________

quietly followed Christine’s white __________ to the graveyard. Christine __________ at her

father’s grave __________ the churchyard. At the __________ of midnight, Christine raised

__________ arms toward the sky __________ joy. Suddenly there was __________ perfect

music of Mr. __________ violin. When the music __________, Raoul heard a clucking

__________ from behind the heap __________ skulls, and went to __________. Christine left

the churchyard, __________ Raoul followed a shadow __________ across the wall of

__________ church. The skulls fell __________ Raoul’s feet, and he __________ a corner of

someone’s __________ with his hand. Raoul __________ not let go of __________ coat. The

shadow turned __________ faced Raoul. A death’s __________ stared at Raoul with

__________ eyes. Suddenly, Raoul’s heart __________ way, and he fainted. __________ next

morning, they found __________ unconscious, stretched on the __________ inside the little

church. __________ carried Raoul back to __________ inn.


Name ____________________________ Date __________

The Phantom of the Opera: Lesson 2: Exercise 6

Rewrite the following sentences changing the verbs to the correct past tense form.

Example: Christine’s mother dies when she is six, and her father raises her. Christine’s mother died when she was six, and her father raised her.

1 The new managers, Mr. Richard and Mr. Moncharmin, think the opera ghost is a joke.

______________________________________________________________________

2 Mr. Richard sells the seats in Box 5 and then receives a letter in red ink from the “Phantom”. ______________________________________________________________________

3 That night, the officer removes the unfortunate people who buy the seats in Box 5. ______________________________________________________________________

4 The opera ghost often speaks to Mrs. Giry and leaves flowers or even her favorite candy. ______________________________________________________________________

5 Christine Daaè seems afraid to sing again after she sings that triumphant night ______________________________________________________________________

6 Raoul is the little boy who goes into the sea to rescue her scarf. ______________________________________________________________________

7 Professor and Mrs. Valérius take Christine and her father into their home. ______________________________________________________________________

8 When the Angel of Music leans over the crib of a baby, the child becomes a musical genius. ______________________________________________________________________

9 Christine’s father promises Christine when he goes to heaven, the angel knows. ______________________________________________________________________

10 When Raoul arrives at Perros, he finds Christine at the Setting Sun Inn. ______________________________________________________________________

11 Christine’s face grows pale, her eyes go blank, and two giant tears run down her cheeks. ______________________________________________________________________

12 Raoul tries to hug Christine, but she cries out and runs away. ______________________________________________________________________

13 Christine tells Raoul that the Angel of Music gives her lessons every day in her dressing room. ______________________________________________________________________

14 Christine leaves the churchyard, but Raoul follows a shadow gliding across the wall. ______________________________________________________________________

15 Skulls fall around Raoul’s feet, he catches a corner of a coat, and his heart gives way. ______________________________________________________________________

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