S.O.S.S.O.S.

S. O. S. S. O. S. From “Three Skeleton From “Three Skeleton

Key”Key”

Author: George ToudouzeAuthor: George Toudouze

Lesson Plans: Bob MiloLesson Plans: Bob Milo

77thth Grade Language Arts Grade Language Arts

Dunedin Highland Middle Dunedin Highland Middle SchoolSchool

Pinellas Education Pinellas Education Foundation/AEGON – Foundation/AEGON –

Lesson Plan ApplicationLesson Plan Application► Secondary Language ArtsSecondary Language Arts►Making literature relevantMaking literature relevant► Cross-curricular activities (History & Cross-curricular activities (History &

Music)Music)► Students communicating in a variety of Students communicating in a variety of

modesmodes► Short story from Short story from Elements of Literature: Elements of Literature:

First Course,First Course, 7 7thth grade edition grade edition

StateState StandardsStandards and and Essential LearningsEssential Learnings

► LA. A.2.3.5 Research tasks in school LA. A.2.3.5 Research tasks in school and the real worldand the real world

► LA. E.2.2.1 Cause & Effect LA. E.2.2.1 Cause & Effect RelationshipsRelationships

► LA. A.1.3.2 Words and Phrases in LA. A.1.3.2 Words and Phrases in ContextContext

► LA . A.2.3.1 Main ideas, details, and LA . A.2.3.1 Main ideas, details, and methods of organizationmethods of organization

► LA . C.1.3.1 Listening strategiesLA . C.1.3.1 Listening strategies

SummarySummary

““Three Skeleton Key” is a horror Three Skeleton Key” is a horror story set during the late 1800’s story set during the late 1800’s in a lighthouse some twenty-odd in a lighthouse some twenty-odd miles off the coast of South miles off the coast of South America. The nightmare begins America. The nightmare begins when the three lighthouse when the three lighthouse keepers realize that a derelict keepers realize that a derelict sailing ship heading straight for sailing ship heading straight for their tiny, rocky island is filled their tiny, rocky island is filled with thousands of giant rats…”with thousands of giant rats…”--teacher’s ed. Notes (page 65)--teacher’s ed. Notes (page 65)

Context -- MorseContext -- Morse CodeCode

“ “Finally, seeing the rats running in and Finally, seeing the rats running in and out of the tower through the door and the out of the tower through the door and the windows, those on the ship (rescue ship) windows, those on the ship (rescue ship) decided that we had perished and were decided that we had perished and were about to leave when Itchoua (lighthouse about to leave when Itchoua (lighthouse keeper), regaining his senses, thought of keeper), regaining his senses, thought of using the light as a signal. He lit it and, using the light as a signal. He lit it and, using the plank placed and withdrawn using the plank placed and withdrawn before the beam to form the before the beam to form the dots and dots and dashesdashes, quickly sent out our story to those , quickly sent out our story to those on the vessel” on the vessel”

-- text (page 75)-- text (page 75)

Historical BackgroundHistorical Background►Named after Samuel Morse (1791-1872)Named after Samuel Morse (1791-1872)► First working model produced in 1836First working model produced in 1836► First message: “What hath God wrought?” First message: “What hath God wrought?”

from Washington, D.C. to Baltimorefrom Washington, D.C. to Baltimore► Can be transmitted using sound or lightCan be transmitted using sound or light►Now used in emergencies to transmit Now used in emergencies to transmit

distress signals when no other form of distress signals when no other form of communication is availablecommunication is available

-- from -- from Omniglot: Writing Systems Omniglot: Writing Systems and Languages of the Worldand Languages of the World

Morse Code AlphabetMorse Code Alphabet

►A. _ B_ . . . C_ . _ . D_ . . E. F. . _ . G_ _ . A. _ B_ . . . C_ . _ . D_ . . E. F. . _ . G_ _ . H. . . . I. . H. . . . I. .

► J. _ _ _K_ . _L. _ . .M_ _N_ .O_ _ _P. _ _ .Q_ _ .  J. _ _ _K_ . _L. _ . .M_ _N_ .O_ _ _P. _ _ .Q_ _ . 

► _R. _ .S. . .T_U. . _V. . . _W. _ _X_ . . _Y_ . _ __R. _ .S. . .T_U. . _V. . . _W. _ _X_ . . _Y_ . _ _

► Z_ _ . . Z_ _ . .

(copy for student use)(copy for student use)

Written ActivitiesWritten Activities

►Write the Morse Code distress signal, S Write the Morse Code distress signal, S O S, using the dots and dashesO S, using the dots and dashes

►Write your first and last name using Write your first and last name using the dots and dashesthe dots and dashes

►Write a short note to your partner Write a short note to your partner using the dots and dashesusing the dots and dashes

►Write an imaginary text message using Write an imaginary text message using the dots and dashesthe dots and dashes

Listening skills activityListening skills activity

Beethoven’s Fifth Beethoven’s Fifth SymphonySymphony

► First performed in 1808First performed in 1808►One of the most popular and well-One of the most popular and well-

known pieces of European classical known pieces of European classical musicmusic

►Distinctive and recognizable 4-note Distinctive and recognizable 4-note motifmotif

►Repeated with multiple variations Repeated with multiple variations throughoutthroughout

The Self-DiscoveryThe Self-Discovery► An empowering moment occurs when the student An empowering moment occurs when the student

is able to “connect-the-dots” by both looking at is able to “connect-the-dots” by both looking at the Morse Code and listening to the Beethoven the Morse Code and listening to the Beethoven musicmusic

► Review the Nazi occupation of Europe and the Review the Nazi occupation of Europe and the behind-enemy-lines mentality behind-enemy-lines mentality

► Explain the use of the music as a radio signal, a Explain the use of the music as a radio signal, a broadcast frequency the Germans couldn’t jambroadcast frequency the Germans couldn’t jam

► Ask students to approximate which Morse alphabet Ask students to approximate which Morse alphabet letter best matches the rhythm of the musicletter best matches the rhythm of the music

► When the student finds the V, show the V for When the student finds the V, show the V for Victory hand signalVictory hand signal

The “V for Victory” The “V for Victory” CampaignCampaign

► The Morse Code for V (three dots and a The Morse Code for V (three dots and a dash) was replicated by the opening bars of dash) was replicated by the opening bars of Beethoven’s Fifth SymphonyBeethoven’s Fifth Symphony

►All across Europe people hummed and All across Europe people hummed and whistled the tune during Nazi occupationwhistled the tune during Nazi occupation

►Along with a cigar, Prime Minister Churchill Along with a cigar, Prime Minister Churchill made the hand-sign his personal trademarkmade the hand-sign his personal trademark

► The BBC used the notes on its radio The BBC used the notes on its radio broadcasts to signal the call-to-arms for the broadcasts to signal the call-to-arms for the D-Day invasionD-Day invasion

► The Nazis made listening to the BBC The Nazis made listening to the BBC punishable by deathpunishable by death

Dit-dit-dit-daaahDit-dit-dit-daaah

Talk about a great hook! Three quick G's Talk about a great hook! Three quick G's and a long E-flat – the opening of Ludwig and a long E-flat – the opening of Ludwig

van Beethoven's Fifth Symphony just could van Beethoven's Fifth Symphony just could be the most memorable musical phrase of be the most memorable musical phrase of

all time. all time. During World War II its suggestion of During World War II its suggestion of

Morse Code became the powerful symbol of Morse Code became the powerful symbol of “V For Victory.” GI's who didn't know “V For Victory.” GI's who didn't know Schumann from shinola knew this was Schumann from shinola knew this was Beethoven and relished the irony of a Beethoven and relished the irony of a

German's music galvanizing the Allied effort German's music galvanizing the Allied effort to defeat the horrific murder machine that to defeat the horrific murder machine that

country had become.country had become.

From: From: Classical ClassicsClassical Classics by Peter Gutmann by Peter Gutmann

Extended Activities --Extended Activities --Learn more about:Learn more about:

► the WWII D-Day invasion of June 6, the WWII D-Day invasion of June 6, 19441944

Learn more about:Learn more about:

►The evolution of lighthouses as The evolution of lighthouses as they relate to transportation and they relate to transportation and navigationnavigation

Learn more about:Learn more about:

►The telegraph and its The telegraph and its predecessor, the Pony Expresspredecessor, the Pony Express

Learn more about:Learn more about:

►Ludwig van Beethoven and his Ludwig van Beethoven and his place in musical historyplace in musical history

The EndThe End