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Campus Logs (1st Semester 2009)

OrlandoP — Mon, 02 Nov 2009 16:07:01 CST

Week 2 (August 31 to September 4, 2009)

August 31, 2009 (Monday) (Thomas Jefferson)

I met with Mr. Conger, the principal, Ms. bernhardt, the associate principal, Ms. Maxwell, the assistant prinicipal in charge of the ELA department, Mr. Mikesell, the ELA CILT member, Mr. Summersll, the previous
CILT member, Ms. Boyle, the Reading and ESL CILT member, and all the ELA and Reading teachers. I participated in the ELA PLC meeting. I discussed with Mr. Summer and Mr. Mikesell what services I can provide
when I visit the campus. I shared instructional ideas with Ms. Farinas (such as following the DL model, responding to text-specific interpretive questions, character analysis, and engaging students in accountable
talk), as her students read "Antigone." I met with Mr. Fernandez, the LPAC chair, Ms. Boyle, and Ms. McMahon on how we can help ELL's who are taking the TAKS test for the first time.

September 1, 2009 (Tuesday) Molina High School
I participated in the PLC meeting. I prepared for the Vocabulary Building training session. I facilitated a vocabulary building session with ELA teachers. I had a co-planning session with Ms. Boscomb on the Writing Workshop, mentor sentences, the writing process and traits. I had a co-planning session with Ms Tolton on the DL patterend way of reading, writing and talking. I met with the CILT member and discussed instructional needs of the department. I co-planned lessons with Mr. Lynch utilizing the DL patterened way of reading, writing and talking and discussed English 2 cpg. I also met with the ELA 2 teachers and discussed ways we can work together in using technology tools such as Wikis in their instructional delivery.

September 2, 2009 (Wednesday) W. T. White
I planned with Ms. Guera on writing sessions we can have with English Language Learners who will be taking the TAKS for the first time. I continued co-planning with Ms. Bradley on collaborative co-teaching sessions we will have. I also co-planned with Ms. Bates on writing workshop for ELL's.

September 2, 2009 (Wednesday) Marsh Middle School
I met with the Associate principal, Ms. Thomas, and we looked at school data and school, and discussed possible services I could provide to the campus. I met with the CILT member and other ELA teachers to discuss ways I can provide instructional help.

September 3, 2009 (Thursday) Hilcrest High School

September 21, 2009 (Monday) (T. Jefferson
I had a co-planning and co-teaching session with Ms. Gregory on effective writing strategies. I met with Mr. Mikesell and discussed pre-writing strategies, mentor sentences and writer's workshop. I met with Ms. Bernard, the associate principal, and we discussed possible topics I can train the ELA teachers on next Monday, the school's Staff Development day. I prepared materials that I will need for the Writer's Workshop and mentor sentences training sessions that I will facilitate next Monday. I had a long post conference with Ms. Gregory, and we discussed possbile ways she can continue the lesson I started today, by continuing the creation of a criteria for an effective narrative essay (based on analyses of models of effective narrative essays) , providing mini-lessons based on an analysis of author's craft, asking students to engage in writelikes and revising their essays based on the mini lesson and analysis of author's craft, trying out Bernabe's colorful writing strategy, using mentor sentences during the editing process, etc.

I analyzed essays written by Ms. Gregory's students.

Technology Service: I assisted Dr. Dougherty and Herb with media that they will use in a training session.

September 22, 2009 ( Tuesday)
I started co-teaching with Ms. Boscomb on effective strategies in essay writing. I analyzed the essays written by Ms. Boscomb's students. I continued co-planning with Mr. Lynch and Ms. Tolton. I

September 28, 32009 (Monday)
I prepared the lessons and materials for the co-teaching session I will have with Ms,. Gregory.
Technology Services:
I assisted supervisors and secretary in backing up their files onto external drives.

September 29, 2009 (Tuesday)
I had a co-teaching session with Ms. Boscomb and we utilized Bernabe's colorful writing strategy as we analyzed traits of effective writing, and practiced stepback. I had a post conference with Ms. Boscomb and analyzed the co-teaching session we had and planned possible follow-up activities for reinforcement and also planned for the next co-teaching session we will have on mentor sentences, and teaching students to show, not tell.

I had a co-teaching session with Mr. Lynch and we worked on effective writing strategies and analyzed characteristics of effective narrative essya with his students.

I analyzed common assessment, TEKS objectives, and discussed how to write powerful questions with English I teachers.

September 30, 2009 ( Wednesday) White
I continued working with Ms. Bates' students on effective writing strategies. We worked on writing sentences that show , and not tell. We also worked on adding sensory details in their narrative essays.I analyzed the revised essay drafts of Ms. Bates' students.

(September 30, 2009) Marsh
I participated in the PLC meeting of the 6th Grade Reading teachers. I co-planned with Ms. Payne on the co-teaching session we will have next week on effective writing strategies and Writer's workshop. I co-planned with Ms. Allison on possible ways we can co-teach using technology tools such as wikis, blogs, podcasts, and videos as students eengage in a panel discussion.

I prepared for the Writer's Workshop that I am going to facilitate with the 7ht grade Writing teachers.

September, 31, 2009 (Thursday)

October 7, 2009 (Wedensday) White

I had a co-teaching session with Ms. Bates, and we had a minilesson on how to use verbs and sentences that show to describe emotions. We also helpd conferences with students. I had a post conference with Ms. Bates and we talked about what's working and what's not and identified students who may need extra help.

Marsh
I continued co-planning with Ms. Payne about effective writing strategies we will implment in her classroom/ I had a deep discussion with Ms. White and Ms. Allison on effective strategies in helping students build their vocabulary and discussed ways to address words contextually via point of contact and activities/projects to engage students in discussions of high frequency and key words as concepts.

October 8, 2009 (Thursday) Marsh
I facilitated a training session on effective vocabulary strategies with the 8th Grade Reading teachers. I also facilitated a training session on effective development of ideas with the 7th Grade ELA teachers.

Hillcrest
I had a co-teaching session with Ms. Perroux and Ms. Bolton separately, and we analyzed the traits of models of effective narrative essays and created a criteria chart for an effective narrative essay. I met with the CILT member and associate prinicpal and discussed the essay writing benchmark and the guidelines and rubrics that teachers can use as they analyze and score students' narrative essays.

October 16, 2009 (Monday)
I had co-teaching sessions with Ms. Gregory and Ms. McMahon on effective writing strategies. I had a demo-teaching session with Ms. Boyle on effective writing strategies. The lessons involved analyzing models of effective narrative essays, implemementing Bernabe's colorful writing strategy, and creating criteria chart for effective narrative essay.

October 20, 2009 (Monday and Tuesday) Molina

Ms. Boscomb and I analyzed the essays written by her students. Mr. Lynch and I co-planned the lessons that we will co-teach. I met with the CILT member and talked about the essay benchmark. I met with the ELA department to talk about the essay benchmark. I had co-teaching sessions with Ms. Boscomb and Mr. Lynch separately and we taught pre-writing strategies, writing sentences that show, not tell and organization.

Add to mentor sentences (taken form the 2009 Exit test)

Mentor Sentence:
Research has shown that even a small amount of sleep, such as a 20-minute nap, can provide some benefits.

Ask: What did you notice?

Analysis of sentence: Deconstructing the sentence
The sentence has an appositive (example of "amount of sleep) set off by commas.

Ask:
What is the effect: The appositive is an example of the phrase it follows: "amount of sleep"

Another example
My doctor told me that even a little bit of exercise, such as walking, is good for my health.

Let's play with the original sentence:
Research, such as a 20-minute nap, has shown that even a small amount of sleep can provide some benefits.

What do you notice? the appositive follows research
What changed? the appositive is describing research, not amount of sleep
What is the effect? the appositive sounds like an example of research

Research has shown that even a small amount of sleep, which can provide some benefits, such as a 20 minute nap.
What do you notice?
What changed?
What is the effect?

Research has shown that even a small amount of sleep. It can provide some benefits, such as a 20 minute nap.
What do you notice?
What changed?
What is the effect?

Vocabulary Building "The Big Picture"

OrlandoP — Wed, 21 Oct 2009 09:23:04 CDT

There is no abstract available for this page revision.

Effective Introduction

OrlandoP — Thu, 08 Oct 2009 16:23:18 CDT

Baiting the Hook

When you write, think about how you can use the first sentnece/paragraph to capture your reader's interest and make them want to read on. Keep in mind that some types of beginnings are better "bait" than others.

When you write, think about how you can use the first sentnece/paragraph to capture your reader's interest and make them want to read on. Keep in mind that some types of beginnings are better "bait" than others.

Powerful (one-sentence) leads

Sentence	Paragraph	Analysis of language/sentence structure

Sentence

Paragraph

Analysis of language/sentence structure

Descriptive lead Example: My grandma's room smelled of stale bread, dust , and forgetfulness. Effect: gives insight to the setting and character Non-example: My grandma stays in an old room.	Use a vivid, detailed description Example: Our father's parents lived in Pittsburgh; Amy and I dined with them, rather formally, every Friday night until dancing school swept us away. Our grandfather's name was, like our father's, Frank Doak. He was a banker, a potbellied, bald man with thin legs: a generous-hearted, joking, calm Pittsburgher of undistinguished Scotch-Irish descent, who held his peace. - Annie Dillard, An American Childhood What did the writer do?: The writer vividly describes her grandfather's physical character and personality.	Sentence 1: Compound sentence separated by a semicolon. Second independent clause has a compound adverb, set off by commas. Sentence 2: Sentence with an appositive set off by commas. Sentence 3: The first independent clause list items in a series that are separated by commas followed by coordinate adjectives set off by a colon and ends with an appositive that's set off by a comma.

Descriptive lead

Example:
My grandma's room smelled of stale bread, dust , and forgetfulness.

Effect:
gives insight to the setting and character

Non-example:
My grandma stays in an old room.

Use a vivid, detailed description

Example:
Our father's parents lived in Pittsburgh; Amy and I dined with them, rather formally, every Friday night until dancing school swept us away. Our grandfather's name was, like our father's, Frank Doak. He was a banker, a potbellied, bald man with thin legs: a generous-hearted, joking, calm Pittsburgher of undistinguished Scotch-Irish descent, who held his peace.

- Annie Dillard, An American Childhood

What did the writer do?:
The writer vividly describes her grandfather's physical character and personality.

Sentence 1:
Compound sentence separated by a semicolon. Second independent clause has a compound adverb, set off by commas.

Sentence 2:
Sentence with an appositive set off by commas.

Sentence 3:
The first independent clause list items in a series that are separated by commas followed by coordinate adjectives set off by a colon and ends with an appositive that's set off by a comma.


Problem Lead Example: As I was working late at the office, the lights went out, and I didn't have a flashlight. Effect: providing information about the problem piques the reader's curiosity Non-example: I was working late in the office.

Startling Fact The speed of a wave usually depends only on the source; kind of like gossip. Effect: (facts gathered from texts like science. math, or social studies) makes author sound like an authority or expert Non-example: Some people spread negative information fast.
Sentence	Paragraph
Quotation Example: My mom always told me to "kill my enemies with kindness." Another example(from a famous person): (can also be used as a conclusion) As President Theodore Roosevelt said, "far and away the best prize that life has to offer is the chance to work hard at work worth doing." One more example (from someone you admire): As my grandfather aways says, "Work is easy when you love what you do." Effect: (famous quote or a quote from someone you know) addresses the theme, main idea or topic also gives the writing authority Non-example Be nice to your enemies.	Quotation Example: "I had been living with dialysis for three years or so, and the new kidney felt like a new gift of life," said transplant patient Peter Wright. The work pf Samuel Lee Kountz, Jr. helped make this transplant and all modern kidney transplants possible. Effect: Sharing someone else's comment spark reader's interest. Non-example: Samel Lee Kountz, Jr. was born in 1930 in Lexa, Arkansas. He attended Arkansas Mechanical and Normal College and became a doctor. (See example of turning this into a question below)
	Paragraph

Question Example: Is there really such a thing as love at first sight Effect: (a thought-provoking question that addresses the topic, not the prompt) intrigues the reader and makes reader want to know the answer Non-example: Prompt:Write about someone important in your life. Have you had someone important in your life?	Ask a question (can also be used as a conclusion) Example: How did a young man who failed his college entrance exam go on to develop an important new kidney transplant technique? Why didn't he give up when he failed his college entrance exam? Another example: Where would you go if you were sixteen, and you and your friends didn't have much money? Would you hang around on a street corner - or would you watch videos, play basketball, or dance up a storm at a local youth center? Effect: The question get readers to see the writer's perspective on an issue. Asking a question also leaves the reader thinking about your topic.
	Paragraph
	Use an anecdote Example: I remember the first time the thought struck me! "There's something very wrong with our dinosaurs." I was standing in the Great Hall of Yale's Peabody Museum, at the foot of the Brontosaurus skeleton. It was 3:00 A.M., the hall was dark, no one else was in the building. "There's something wrong with our dinosaurs." The entire Great Hall seemed to say that... -Robert T. Bakker, The Dinosaur Heresies What did the writer do? The writer uses an anecdote to create an air of mystery. Effect: Telling a brief story that sets the specific tone or mood is an excellent way to hook readers.
	Paragraph

	Start in the middle or the end Example: In the time of April lilacs in the year 1865, a man in the city of Washington, D. C., trusted a guard to watch at a door, and the guard was careless, left the door, and the man was shot, lingered a night, passed away, was laid in a box, and carried north and west a thousand miles; bells sobbed; cities wore crepe; people stood with hats off as the railroad burial car came past at midnight, dawn, or noon. -Carl Sandburg, "Preface," Abrahm Lincoln: The Prarie Years Effect/"What did the writer do?" To create a dramatic effect, the write opens the preface of his biography at the end of Lincoln's life rather than at the beginning. Plunging readers into the thick of the action builds drama and engages readers..	Sentence: The writer describes season, year, the main character, the city, what the main character did, describes another character and what he did, described what happened to the main character, and described what happened as a result of the death of the main character and when all of these happened. He sets off an intorductory phrase, and lists of actions and time with commas and independent clauses with semicolons.

Start in the middle or the end

Example:
In the time of April lilacs in the year 1865, a man in the city of Washington, D. C., trusted a guard to watch at a door, and the guard was careless, left the door, and the man was shot, lingered a night, passed away, was laid in a box, and carried north and west a thousand miles; bells sobbed; cities wore crepe; people stood with hats off as the railroad burial car came past at midnight, dawn, or noon.

-Carl Sandburg, "Preface," Abrahm Lincoln: The Prarie Years

Effect/"What did the writer do?" To create a dramatic effect, the write opens the preface of his biography at the end of Lincoln's life rather than at the beginning. Plunging readers into the thick of the action builds drama and engages readers..

Sentence:
The writer describes season, year, the main character, the city, what the main character did, describes another character and what he did, described what happened to the main character, and described what happened as a result of the death of the main character and when all of these happened.

He sets off an intorductory phrase, and lists of actions and time with commas and independent clauses with semicolons.

Marsh Writer's Workshop

OrlandoP — Thu, 01 Oct 2009 16:47:13 CDT

September 24, 2009 (Thursday)

What do we know about Writer's Workshop Writer's Workshop is where (hopefully) we learn techniques to help our students generate ideas and become more powerful writers. We want to gain knowledge about strategies to not only "bridge the gap" with our lower achieving students but more importantly, gain fresh perspectives on how we can make it more rigorous for our higher achieving students. In a WW we hope to finds ways to push students as well as scaffolds??? to support those who aren't "gettin it." How to get the kids from a 1-4, effectively and make the environment more rigorous. How to incorporate more rigor into our lessons when teaching the writing process. October 1, 2009 (Thursday) A: 10 second check in B: Discussion: "Reaffirming the Writing Workshop for Young Adolescents" Please do a quickwrite and answer the following questions: 1. What is the author saying about the writing workshop? The author says several things about the writing workshop. He mentions: conferencing, using poetry and lyrics, quickwrites, journaling, mimicing other authors, moving a piece to publishing, analyzing other published works and models of effective student wirting, charting, and portfolios to analyze past and present works. 2. What idea validates what you do in your classroom? All of number 1. Specifically, we tie onto the conferencing and goal setting after analyzing past student work. 3. What idea challenges what you do in the classroom? C: Steps in the Writing/Writer's workshop

What do we know about Writer's Workshop

Writer's Workshop is where (hopefully) we learn techniques to help our students generate ideas and become more powerful writers. We want to gain knowledge about strategies to not only "bridge the gap" with our lower achieving students but more importantly, gain fresh perspectives on how we can make it more rigorous for our higher achieving students. In a WW we hope to finds ways to push students as well as scaffolds??? to support those who aren't "gettin it."

How to get the kids from a 1-4, effectively and make the environment more rigorous. How to incorporate more rigor into our lessons when teaching the writing process.

October 1, 2009 (Thursday)

A: 10 second check in
B: Discussion: "Reaffirming the Writing Workshop for Young Adolescents"

Please do a quickwrite and answer the following questions:

1. What is the author saying about the writing workshop?
The author says several things about the writing workshop. He mentions: conferencing, using poetry and lyrics, quickwrites, journaling, mimicing other authors, moving a piece to publishing, analyzing other published works and models of effective student wirting, charting, and portfolios to analyze past and present works.

2. What idea validates what you do in your classroom?

All of number 1. Specifically, we tie onto the conferencing and goal setting after analyzing past student work.

3. What idea challenges what you do in the classroom?

C: Steps in the Writing/Writer's workshop

Work Functional Data

OrlandoP — Wed, 02 Sep 2009 11:30:25 CDT

Teachers	Tasks	September	October	November	December	January	February	March	April
Summers, Farinas, and Hilderbrand	Writing Workshop, Bernabe's colorful writing and open-ended responses
Fernandez and McMahon	Writing workshop for ELL's
Farinas	lesson planning

Molina

Names	Tasks	September	October	November	December	January	February	March	April
Boscomb	Co-teaching on writing workshop, chunking reading strategy, Bernabe's colorful writng
Lynch	Lesson planning, DL pattern (co-teaching)
Tolton	Lesson planning, DL pattern (co-teaching)
ELA 1 teachers	Vocabulary building strategies
ELA 2 teachers	Web 2, panel discussion, DL
CILT member	Special ed students

White

Name	Tasks	September	October	November	December	Janaury	February	March	April
Ferguson	DL and Web 2 and projects (co-planning and teaching)
Bradley	videotaping lessons and collaboration with ELA teacher, Web 2
Bates and Ms. Guera	Writing Workshop for ELL's

Marsh

Names	Tasks	September	October	November	December	January	February	March	April

Hillcrest

Names	Tasks	September	October	November	December	January	February	March	April

A Whole New Mind Group 4

TdemingJackson — Wed, 29 Jul 2009 20:36:02 CDT

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A Whole New Mind Group 3

icaspe — Wed, 29 Jul 2009 15:10:08 CDT

A Whole New Mind Group 5

wandajones2 — Wed, 29 Jul 2009 15:07:02 CDT

I will be vacationing here
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A Whole New Mind Group 1

elsyserpas — Wed, 29 Jul 2009 15:06:49 CDT

Welcome to our educational site!

elsyserpas — Wed, 29 Jul 2009 15:06:16 CDT

A Whole New Mind Group 2

dhackney — Wed, 29 Jul 2009 15:06:14 CDT

Hurricane forces

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AWNM Tasks

OrlandoP — Wed, 29 Jul 2009 14:23:41 CDT

A Whole New Mind Tasks

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A Whole New Mind Group 6

OrlandoP — Tue, 28 Jul 2009 16:15:08 CDT

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SCGC Unit 1

OrlandoP — Tue, 23 Jun 2009 13:48:27 CDT

(9th) Grp. # 1

maregen — Mon, 11 May 2009 13:15:07 CDT

Armando Salazar
Brenda Armendariz

Summary of Scene I

King Creon is stating his principles regarding what is he going to do to the suns of Oedipus. "Eteocle who dies as a man should die" "Polyneices I say is to have no burial." pg. 675. King Creon is a crule man because he says "I am king, no traitor is going to be honored with a loyal man," even thought they are brothers. pg. 675 The Sentry who told Creon who did it was a rat because he was only intersted in saving himself. He tells Creon "I've done nothing I've done nothing" pg. 677

King Creon is stating his principles regarding what is he going to do to the suns of Oedipus. "Eteocle who dies as a man should die" "Polyneices I say is to have no burial." pg. 675. King Creon is a crule man because he says "I am king, no traitor is going to be honored with a loyal man," even thought they are brothers. pg. 675 The Sentry who told Creon who did it was a rat because he was only intersted in saving himself. He tells Creon "I've done nothing I've done nothing" pg. 677

Significant Moment

Antigone is trying to bury her brother without a care of Creon's laws. She is not going to be stopped by creons laws. She tells Ismene that "Creon is not strong enough to stand in my way."(Pg. 672) She also says to ismene "I am not afraid of the danger; if it means death, It will not be the will not be the worst of deaths."(Pg. 673) This shows that Antigone will stop at nothing, even if it means risking her life.

Antigone is trying to bury her brother without a care of Creon's laws. She is not going to be stopped by creons laws. She tells Ismene that "Creon is not strong enough to stand in my way."(Pg. 672) She also says to ismene "I am not afraid of the danger; if it means death, It will not be the will not be the worst of deaths."(Pg. 673) This shows that Antigone will stop at nothing, even if it means risking her life.

WriteAbout(Text-Specific Interpretive Response)

Creon values power the most. It states ( Pg 675) "This is my command and you can see the wisdom behind it. As long as i am

Creon values power the most. It states ( Pg 675) "This is my command and you can see the wisdom behind it. As long as i am

(9th) Grp. # 3

maregen — Mon, 11 May 2009 13:13:06 CDT

Mark Garnica
Francisco Hernandez

Summary of Scene III

king creon wants to kill Antigone for burying her brother polyneices and Haimon his son is in love with Antigone wants her to live. Creon says, "My voice is the one voice giving orders in this city." Haimon replays ,"It is no city if it takes orders from one voice. " (page 687). This shows king Creon's heartlessness towards his son.

king creon wants to kill Antigone for burying her brother polyneices and Haimon his son is in love with Antigone wants her to live. Creon says, "My voice is the one voice giving orders in this city." Haimon replays ,"It is no city if it takes orders from one voice. " (page 687). This shows king Creon's heartlessness towards his son.

Significant Moment

When Haimon found out that Creon wanted to kill Antingone, He tried to defend his love for Antigone by confronting Creon. "Not here, no; she will not die here King and you will never see my face again. Go on raving as long as you've a friend to endure you". Haimon was thinking about leaving Creon by not seeing him again and by saving his love with Antigone. This shows that Haimon is a courargeous man.

When Haimon found out that Creon wanted to kill Antingone, He tried to defend his love for Antigone by confronting Creon. "Not here, no; she will not die here King and you will never see my face again. Go on raving as long as you've a friend to endure you".
Haimon was thinking about leaving Creon by not seeing him again and by saving his love with Antigone. This shows that Haimon is a courargeous man.

WriteAbout (Text-Specific Interpretive Response

Haimon values his love for Antigone the most. He tells Creon "And you will never see my face again. Go on raving as long as you've a friends to endure you.(pg 688). Haimon is trying to show that he will even lose his dad than lose Antigone.He also said " Then she must die.- But her death will cause another" . (pg 687) This shows that if Creon kills Antigone Haimon will take his life too. He proves to his father that Antigone is his life.

Haimon values his love for Antigone the most. He tells Creon "And you will never see my face again. Go on raving as long as you've a friends to endure you.(pg 688). Haimon is trying to show that he will even lose his dad than lose Antigone.He also said " Then she must die.- But her death will cause another" . (pg 687) This shows that if Creon kills Antigone Haimon will take his life too. He proves to his father that Antigone is his life.

(9th) Grp. # 4

maregen — Mon, 11 May 2009 13:07:25 CDT

Jacqueline Dominguez
Laura Estrada

Summary of Scene IV

CHARACTERS: -Antigone -Creon -Chorus -Choragos Creon takes Antigone to the vault and has her decide if she would live or die. It would not depend on King Creon... She dies... Antigone.- She is talking about how she's innocent and didn't do anything. She's a princess and is going to die in the vault... Creon.- He wants to send Antigone to the vault so it can be up to her if she lives or dies... And his hands can be clean... Chorus.- Singing the scenario and what is happening in the scene... Choragos.- Summarizing what Antige is going through... Antigone is innnocent and is willing to die for her family's honor. Creon only cares about his pride and power, he doesn't realize that his actions hurt not only other people but his own family. Antigony wants to bury Polyneices because he didn't recieve the same honors as Eteocles... She is willing to do this even though she knows her own life is at risk... Creon is doing whatever it takes to show he is not weak...

CHARACTERS:
-Antigone
-Creon
-Chorus
-Choragos

Creon takes Antigone to the vault and has her decide if she would live or die. It would not depend on King Creon... She dies...

Antigone.- She is talking about how she's innocent and didn't do anything. She's a princess and is going to die in the vault...
Creon.- He wants to send Antigone to the vault so it can be up to her if she lives or dies... And his hands can be clean...
Chorus.- Singing the scenario and what is happening in the scene...
Choragos.- Summarizing what Antige is going through...

Antigone is innnocent and is willing to die for her family's honor.

Creon only cares about his pride and power, he doesn't realize that his actions hurt not only other people but his own family.

Antigony wants to bury Polyneices because he didn't recieve the same honors as Eteocles... She is willing to do this even though she knows her own life is at risk...

Creon is doing whatever it takes to show he is not weak...

Significant Moment

Antigone wanted her brother Polyneices to be buried with the same honors as Eteocles. Creon doesn't agree. Antigone says "it is my nature to join in love, not hate (pg 680). She is a thoughtful and dountless young lady that cares about her family alive or dead that will go beyond limits for love.

Antigone wanted her brother Polyneices to be buried with the same honors as Eteocles. Creon doesn't agree. Antigone says "it is my nature to join in love, not hate (pg 680). She is a thoughtful and dountless young lady that cares about her family alive or dead that will go beyond limits for love.

WriteAbout (Text-Specific Interpretive Response)

(9th) Grp. # 2

maregen — Mon, 11 May 2009 12:53:42 CDT

Miriam Salas
Flor Becerra

Summary of Scene II

Sentry told King Creon that Antigone committed the crime. Sentry said " Here is the one who did it! We caught her in the very act of burying him." Creon is the king and wants to punish Antigone for braking the law. Antigone buried her brother, she admit. "I do. I deny nothing." King Creon has to much pride, he is hubris. Antigone is brave she does not fear Creon!

Sentry told King Creon that Antigone committed the crime. Sentry said " Here is the one who did it! We caught her in the very act of burying him." Creon is the king and wants to punish Antigone for braking the law. Antigone buried her brother, she admit. "I do. I deny nothing." King Creon has to much pride, he is hubris. Antigone is brave she does not fear Creon!

Significant Moment

At first, Ismene disagrees with Antigone wanting to bury their brother, she says, " If you feel you must, you are unwise." Then, she changes her mind and tells Creon," I am guilty of burying my brother too" (pg 681). Ismene has realized she had the same values as Antigone which were that God's laws were more important to follow than Creon's.

At first, Ismene disagrees with Antigone wanting to bury their brother, she says, " If you feel you must, you are unwise." Then, she changes her mind and tells Creon," I am guilty of burying my brother too" (pg 681). Ismene has realized she had the same values as Antigone which were that God's laws were more important to follow than Creon's.

WriteAbout (Text-Specific Interpretive Response)

Ismene values

Ismene values

Ms Regen's Page

maregen — Mon, 11 May 2009 11:39:14 CDT

Model Summary

Model Significant Moment about a character's trait/motivation/relationship

After he found out that his son Haimon died, he cried out and said, "Surely a god has crushed me beneath the hugest weight of heaven." (Page 697) This statement shows that despite his hubris and pride, he realized at that very moment that there is a higher power that controls the affairs of mortal men. This realization humbled him and made him aware that moral laws are higher and more important than man-made laws. It changed him from being a ruthless ruler to a remorseful mortal.

After he found out that his son Haimon died, he cried out and said, "Surely a god has crushed me beneath the hugest weight of heaven." (Page 697) This statement shows that despite his hubris and pride, he realized at that very moment that there is a higher power that controls the affairs of mortal men. This realization humbled him and made him aware that moral laws are higher and more important than man-made laws. It changed him from being a ruthless ruler to a remorseful mortal.

Model Text-Specific Interpretive Response (What does (a character) value the most? What is (a character's) greatest weakness?

Antigone values family morals more than life itself. She tells Ismene, " I will bury him; and if I must die, I say that this crime is holy: I shall lie down with him in death," which proves how valuable her family principles are to her. (Page 673). Antigone also reveals to King Creon that there is a higher law which she abides by when she says, "But all your strength is weakness itself against the immortal unrecorded laws of God." (Page 679). Her last words to Creon confirmed the strong beliefs she had in a higher power especially when she said, "What things I suffer, and at what men's hands, because I would not transgress the laws of heaven." (Page 690). Antigone clearly proves how Creon's laws are of little interest to her and that her beliefs are much more valuable than his, even if it means death.

Antigone values family morals more than life itself. She tells Ismene, " I will bury him; and if I must die, I say that this crime is holy: I shall lie down with him in death," which proves how valuable her family principles are to her. (Page 673). Antigone also reveals to King Creon that there is a higher law which she abides by when she says, "But all your strength is weakness itself against the immortal unrecorded laws of God." (Page 679). Her last words to Creon confirmed the strong beliefs she had in a higher power especially when she said, "What things I suffer, and at what men's hands, because I would not transgress the laws of heaven." (Page 690). Antigone clearly proves how Creon's laws are of little interest to her and that her beliefs are much more valuable than his, even if it means death.

Model Narrative Essay (See link on lesson guide)

Model Persuasive Essay

Antigone DL Project

OrlandoP — Tue, 21 Apr 2009 13:10:25 CDT

Ms. Regen’s Disciplinary Literacy Lesson Guide

Overarching Questions? What does this play teach us about the influence of our values on our behavior? What does this play teach us about ways to persuade others?

Academic Purposes:
Reading: Analysis of character traits, motivations and relationships
Writing: Analysis of how authors create characters and appeals used by characters to persuade others

Before Reading Write about a time when something you valued the most influenced your behavior

QuickWrite/Sharing

I Read to Get the Gist
Sorting Questions: What’s happening? Who are the characters? What are the characters saying? What do we know about the characters? How do we know this?

QuickWrites, Think, Pair and Share, Reader’s Writer’s Notebooks, T-Charts

II Read for Significance
Task: Choose a statement/action that reveals a character’s trait, motivation or the nature of the relationship of two characters. Explain how this statement/action reveals a character’s trait, motivation or the nature of the relationship of two characters. T-Chart, class discussion, Reader’s/Writer’s Notebooks

III Read to Interpret
Questions: What does (a character) value the most? How does this influence the character’s behavior? What is (a character)’s greatest mistake? How does the character’s value influence his mistakes?

QuickWrites, Reader’s/Writer’s Pair or Trio, Charting, Class Discussion, Video Clips or Podcasts

IV Read to Analyze Author’s Craft

Questions: How did Sophocles develop his characters? How does (a character) persuade another character?

QuickWrites, Reader’s/Writer’s Pair or Trio, Charting, Mentor Sentences

After Reading
WriteLike: Students write a narrative essay with well-developed characters following the techniques used by Sophocles. OR Students write an essay to persuade an audience using the persuasive appeals employed by the characters in Antigone.

Model Narrative Essays and Persuasive Essays Narrative Essays, Persuasive Essays

Sample Narrative Essay: http://www.thewritesource.com/studentmodels/wi-travolta.htm