1 Rationale and Introduction 2 Possible Schedules 3 Lesson 1 4 KWL Chart 6 Trojan War Picture Notes 7 Lesson 2 9 Vocabulary Preview Student 10 Vocab. Preview Teacher / Sp. Needs 11 Map of the Mediterranean 12 Map Assignment 13 Sample Completed Map 14 Map Rubric 15 Lesson 3 16 Episode Planner 17 Odysseus’ Men 18 Odysseus’ Men Rubric 19 Lesson 4 20 Lesson 5 21 Vocabulary Quiz 1 22 Vocabulary Quiz 1 Key 24 Guided Imagery 25 See-Feel Charts 28 Lesson 6 29 Stand-up Quiz 30 Literary Elements Resource 32 Literary Elements Challenging 33 Literary Elements Special Needs 34 Literary Elements Key 35 Lesson 7 36 Lesson 8 37 Letter From Dad 38 Letter Format 39 Lesson 9 40 Vocabulary Preview 2 41 Writing Prompts 43 Lesson 10 44 Good Quote Retrieval 45 Lesson 11 47 Body Paragraph Organizer 48 Body Paragraph Organizer (Sample) 59 Lesson 12 50 Body Paragraph Sample 51 Lesson 13 52 Taboo Review 53 Test 54 O Brother Venn Diagram 58 About the Author: Missy Nichols, M.Ed., NBCT has spent countless hours writing and editing curriculum at the local and state level. Her career activity regularly includes service on high school exit exam writing boards, presenting at professional development workshops and mentoring young teachers. Her purpose for this unit plan along with many others is to provide you, the English teacher with some differentiated tasks, engaging lessons, and enough challenge to push an average student to that next level.
Stand-up Quiz 30 Literary Elements Resource 32 Literary Elements Challenging 33 Literary Elements Special Needs 34 Literary Elements Key 35 Lesson 7 36 Lesson 8 37 Letter From Dad 38 Letter Format 39 Lesson 9 40 Vocabulary Preview 2 41 Writing Prompts 43 Lesson 10 44 Good Quote Retrieval 45 Lesson 11 47 Body Paragraph Organizer 48 Body Paragraph Organizer (Sample) 59 Lesson 12 50 Body Paragraph Sample 51 Lesson 13 52 Taboo Review 53 Test 54 O Brother Venn Diagram 58
About the Author: Missy Nichols, M.Ed., NBCT has spent countless hours writing and editing curriculum at the local and state level. Her career activity regularly includes service on high school exit exam writing boards, presenting at professional development workshops and mentoring young teachers. Her purpose for this unit plan along with many others is to provide you, the English teacher with some differentiated tasks, engaging lessons, and enough challenge to push an average student to that next level.
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Welcome to 8th or 9th century BC, time to hit Homer’s work The Odyssey. This unit plan is designed to coordinate with Robert Fitzgerald’s translation found in 9th grade literature anthologies. It operates under the assumption that you, the teacher, are happy to abandon the rote work of the anthology and teach with a little bit of creativity, without abandoning the commitment to teach to general standards within the strands of Language Arts: reading comprehension, literary analysis, written and oral expression, and language development. This set of lessons models multiple intelligence theory, brain research, active engagement, Classroom Instruction That Works and differentiated instruction, providing a variety of rigor and relevance. We provide all of this because today’s standards demand this type of accountability, and we owe it to students to do the best we can to hold them accountable to learn. These lessons are organized for a 3 week traditional unit. It is scheduled for a rapid in-class pace. As CITW notes, homework for a given class should be just practice regarding whatever occurred in class, thus you will see little encouragement to assign homework. Because of the rapid pace however, many tasks begun in class that do not get completed in time may be assigned for homework. If you teach on the block, consider the 9 day unit plan. Lesson plans have not been lengthened for you in an effort not to prepare folks to print more paper than absolutely necessary. Competent teachers will take the elements from traditional lesson plans and apply them to the schedule if following exactly as written. This standards driven environment has also given us cause to prove to our administrators and clientele that we indeed are teaching to the standards given to us. Thus, each piece has the NCTE (National Council of the Teachers of English) standards recorded for all interested or observing parties to notice.
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KWL Chart
Trojan War Picture
Notes
Vocab Preview Intro Map
Assignment Read Prologue,
Sailing from Troy, and Lotus Eaters
Update Map
SSLL1 Read Cyclops
Added scene: Odysseus’ men,
under-deck discussion
–or- Episode planner
Finish up Cyclops
Perform Odysseus’ men
Update Maps
Vocabulary Quiz
Guided Imagery: Land of the Dead See/Feel Charts
HW: Re-read
Stand-up Quiz Read Sirens, Scylla
and Charybdis,
Literary Elements Chart
Failure to Launch clips
Read Cattle of the Sun God
Finish Maps Finish Charts
Letter from dad Write back
Begin Part 2: Read
Twenty Years, Argus, and The
Suitors
Vocabulary Preview
Read Penelope, and The Challenge Distribute writing
1. Perform Odysseus’ Men 2. Vocabulary Quiz 3. Update Maps 4. Guided Imagery: Land
of the Dead 5. See/Feel Charts 6. HW: Re-read LOTD
1. Stand-up Quiz 2. Read Sirens, Scylla and
Charybdis, 3. Literary Elements Chart
Failure to Launch clips 4. Read Cattle of the Sun
God
1. Give kids time to finish maps and/or charts
2. Letter from dad 3. Write back 4. Begin Part 2: Read Twenty
Years, Argus, and The Suitors
1. Vocabulary Preview 2. Read Penelope, and The
Challenge 3. Distribute writing
prompts 4. SSLL2
1. Read Odysseus’ Revenge and Penelope’s Test
2. Quote retrieval 3. Organizing the paper
1. Drafting the paper 2. Taboo Review 3. Test
1. Paper due 2. View O Brother Where
Art Thou
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Preparation:
Have KWL charts copied.
Print out Trojan War notes for yourself, and 5 extra copies for students with
special needs.
Have enough computer paper for the whole class to have 1 or 2 sheets.
Write Discussion Questions at the end of Trojan War Picture notes on the board.
Procedure:
1. (20 minutes) Distribute KWL charts and have students begin filling out the first 2 columns. As they write, wander the room giving verbal cues about what they could possibly write about:
What good movies have you seen with Greek characters?
Who was in them?
What did they do?
What were some city names?
Name some gods and goddesses.
Give the jobs for those gods and goddesses if you know them.
Do you know if mythology is real or not?
What did you learn in elementary or middle school about mythology?
Remind students that this KNOW column should be in free-write form or even a bulleted list. Upon encouraging them to write questions in the WANT to know column, have students write 8 questions, real questions that force them to wonder about Greek mythology? A question they should always ask about what they do in school is why? It’s okay for them to write, “Why do we have to learn about Greek mythology if we are Americans?” After enough time has passed that students have written as much as possible, have students share their info either in small groups or as a class recording all new information in their LEARN column. If in small groups, allow them to ask a couple questions a piece and see if anyone has a good idea for the answers. If they do, allow the inquirer to record that information in the LEARN column.
2. (35 minutes) The Trojan War picture notes have many teacher instructions within the text of the document. Follow them. Consider the time you have left near the end of the period. Assign the discussion questions in a manner that works best for you, whether that be as a discussion, as homework, or in small group discussions.
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Assessment:
Collect their Trojan War picture notes to give credit for their effort.
Consider the KWL chart as a reference or an add-to tool for the future unless it is full. If using a notebook system, have students just keep.
The discussion questions will actually prove student learning. Having individual pieces of evidence of their thinking will come from noting which students verbally respond, or collecting the questions all answered on paper.
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On the following chart, write everything you KNOW, everything you can possibly think of about Greek mythology in the ‘K’ column. Include gods and goddess names, ideas from movies you’ve seen, you could even write down what you think mythology actually is. In the middle column, write 8 questions about things you would WANT to know, things you WONDER about Greek mythology. After everyone in the class has both of those columns filled, we will all share information and write anything new to us in the LEARN column
CCSSRL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Distribute one blank sheet of paper to each student and read the following passage slowly to your students. Highlighted for you are words to give emphasis to as they cue students to draw. Give them the instructions to:
1. take notes without writing words (except names) 2. be prepared to repeat back to you the story exactly as you tell it 3. use symbols and pictures to make meaning of text that can’t be written
You might have them practice by drawing their identity for you instead of writing their name.
According to legend, the chain of events that led to the Trojan War started at a royal
wedding. Many gods and goddesses attended the wedding, but Eris, daughter of Zeus and goddess of discord was not invited because should would inevitably cause trouble. Angry, Eris decided to crash the wedding banquet by throwing down a golden apple inscribed with the words “For the Fairest.” The goddesses Hera (the Queen goddess), Athena (goddess of wisdom and war), and Aphrodite (goddess of love and beauty) were all in attendance, each one believing that she was the fairest. After bickering awhile, they asked Zeus to decide who deserved the apple. (at this point in your reading, see if 2 or 3 kids can report back to you exactly what you have said so far)
Zeus was not about to settle a matter between 3 goddesses, especially these ones. So, he did what any god would do, he gave the job to an expendable mortal, Paris. Paris was known for his honesty as his job was to judge cattle. The goddesses each tried to bribe Paris; Hera offered to make him king of Europe and Asia. Athena offered him victory in a battle between Troy and the Greeks (might tell students to remember this here…), and Aphrodite offered him the most beautiful woman in the world. (Have students guess what Paris might decide, and ask them to explain why…)
Paris decided to award the apple to Aphrodite, and she sent him to Sparta (in Greece) to collect his prize. Unfortunately, this woman happened to be already married. Helen was married to Menelaus, King of Sparta, and brother of Agamemnon. When Paris arrived, both Helen and Menelaus welcomed him with open arms. During one of Menelaus’ departures, Paris wooed Helen and the two eloped. Menelaus fumed, so he organized an extraction team to go get her… the entire Greek army. CCSSRL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
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(Have students partner-up and try to tell the story to each other in 60 seconds or less. Time them.)
The Trojan War lasted for 10 years ending with its most famous event: the alleged peace offering of the Trojan Horse. The Greeks piled hundreds of men into this elaborate and gigantic wooden horse. When night fell, the Greeks exited the horse, plundered the city and lit it ablaze. Odysseus, the hero of The Odyssey, authored this plan and also rescued Helen. Upon returning her to Menelaus, he created a story about her retrieval of a famous Greek statue which demonstrated her loyalty and gave Menelaus good reason to take her back. The Odyssey starts from Odysseus’ departure by boat from Troy with the intention of returning home to his island, Ithaca in Greece. (Have 3-4 students contribute to the entire telling of this story with all of its details.)
Discussion Questions: (Think about assigning rows each one of these questions as a journal before
talking as a group, this way you distribute the burden of discussion and give students who need preparation an appropriate amount of think time. Remind students that some questions require thinking about a previous question.)
1. Zeus passed the buck and Paris thought with his hormones. What were the
results of these decisions? (Remember Paris’ offers…)
2. How are their decisions relevant or connected to humanity today?
3. Think of or give school appropriate examples of people who make decisions in high school today with similar motives.
4. What should we learn and apply from the example of this story?
5. What character traits do you already see in Odysseus, even though you haven’t started the story, The Odyssey?
CCSSRL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
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Preparation:
Have Vocabulary Preview, Map Assignment and the map of the Mediterranean handouts copied.
Consider making copies of the sample map for any students with special needs.
Get blank paper if students are going to trace the map.
Procedure:
1. (5-7 minutes) Pass out the Vocabulary Preview handout and have students fill out the first two columns to the best of their ability.
2. (5-7 minutes) Using the teacher’s copy of the Vocabulary Preview discuss each term’s definition by:
Asking kids for definitions
Using the word several ways (plunder, plundering, plundered)
Having kids draw a little symbol next to the real definition as they write it in
3. (3 minutes) Have students cover their new definitions (the correct ones) and
write in a new rank. Consider going through the list and having students show you with their fingers how they now rank each word.
4. (10 minutes) Handout materials for map assignment. If tracing, students may
begin. Discuss assignment.
5. (25 minutes) Begin reading as a group. Discuss the purpose of a prologue, and what it reveals. Continue reading and using the map in the anthology somewhere within the text, begin tracing Odysseus’ journey. Make sure you don’t actually start until the text reads, “What of my sailing, then, from Troy?” From this point forward, the locations listed as the text continues goes in order until the end of the Cattle of the Sun God. After that, go back to the italic text in Sailing from Troy and use those points for the map… this will all take place days from now though. For today though, students should see Troy, Ismarus, round Malea, past Cythera, and the Land of the Lotus-Eaters.
Assessment:
Take a visual assessment of the progress on the map.
Prepare students to study for an upcoming vocabulary quiz.
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For each of the terms on the left, write your best guess definition. Write a definition for all of them, even if you think you might be wrong… you would be surprised how close you get! Rank how well you think you know the word according to this scale: 1 = no clue, I’m faking my guess… showing creativity 2 = yep, I’ve seen this word before, but still not much of a clue 3 = okay, this is one I can probably understand when I read it 4 = I could use this just fine when I speak or write… Only fill out the first 2 columns available to you:
CCSSRL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
1 = no clue, I’m faking my guess… showing creativity 2 = yep, I’ve seen this word before, but still not much of a clue 3 = okay, this is one I can probably understand when I read it 4 = I could use this just fine when I speak or write… As you discuss “REAL DEFINITIONS” connect this new information to the students’ known. Using the picture ideas and talk about sections will help students relate to what they may already know about some of these words.
Plunder, the noun… stuff that’s been stolen
(V.) LOOTED; STOLEN BY FORCE
Detainee, the noun… person being kept.
(V.) TO HOLD OR KEEP (ADJ.) BEING HELD or KEPT
Mutiny, the noun… the event of the people overthrowing a leader
(ADJ.)DEMONSTRATING ANGER TOWARD LEADERSHIP
� Ocean specific lexicon, we might not all know this, but important for this story…
(N.) BRIEF, VIOLENT STORM
A PRODIGY has a large brain or large capacity for a certain skill
(ADJ.) ENORMOUS
A 911 DISPATCHER’s job is to quickly communicate information
(V.) FINISHED QUICKLY
Not bored like uninteresting (V.) MADE A HOLE IN
Like Mammoth rock (Ore. Coast), the Wooly Mammoth, the CA mts.
(ADJ.) ENORMOUS (yes, synonym of prodigious)
Not the spice, but another form of this simple word: SAGACIOUS…
(ADJ.) WISE
Sometimes thought of as to satisfy, a mother will do this to a baby
(V.) TO CALM, PACIFY
Parents bereft you of items they think could hurt you… name some!
(ADJ.) DEPRIVED (V.) TO DEPRIVE
Sports teams play with ardor (N.) PASSION OR ZEAL; ENTHUSIASM
Similar to labor (N.) HARD WORK
Consuming large holes in Earth’s formations are called this too.
(N.) HUNGRY, CONSUMING MOUTH
This is a planner, a sneaky one. (V.) DEVISED; THOUGHT UP
Your job is to trace the journey Odysseus took from Troy to Ithaca. Throughout the read of The Odyssey, Odysseus as the narrator will tell you where he is going, but the story jumps around in time. You are likely reading out of a literature book, meaning you have only an excerpt, not the entire Odyssey. This will make uncovering the actual journey quite challenging! Your teacher will have you mark his or her list of requirements below as you discuss the assignment: Trace Odysseus’ route from Troy to Ithaca by drawing a dark line with arrows.
Draw a symbol to demonstrate each obstacle Odysseus’ encounters.
Trace this map onto a separate sheet of paper.
Draw directly onto this map.
Label according to the map in your book for the locations in Odysseus’ time.
Provide a quote that demonstrates each obstacle Odysseus encountered.
Use this checklist as you read, write down the page number where you find the information about each location, and then try to determine its order. Remember, Odysseus begins with a flashback.
Aeaea pg. _____ Land of the Lotus-Eaters pg. _____
Aeaea pg. _____ Almost home pg. _____
The Land of the Dead pg. _____ ‘round Malea pg. _____
Cyclops Island pg. _____ Ismarus pg. _____
past Cythera pg. _____ The Cattle of the Sun God pg. _____
Phaecia pg. _____ Ithaca pg. _____
Ogygia pg. _____ Aeolus’ Island pg. _____
Aeolus’ Island pg. _____ Land of Lastrygones pg. _____
Past Sirens’ Island pg. _____ through Scylla and Charybdis pg. _____ CCSSRL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Superior (13-15) Emerging (10-12) Room to improve (0-9)
Appearance
Space used well, color done well, handwriting is neat, and the piece looks professional.
Space may be used well, labels are present, but the appearance does look like a high school student completed this task.
This map may meet many of the requirements, but neatness is something the developer let go to the wayside.
Academic
Required quotes were found, symbols chosen demonstrate higher order thinking.
Student made decisions with required quotes and or symbols that demonstrate some thought.
Student could have spent more time placing quotes and symbols thoughfully.
Accuracy
The route is exactly correct, required labels and symbols are in the correct locations.
Some parts of the route are a little off, but for the most part labels, locations and symbols are right on.
Many parts of the route are a little off, some labels, locations and symbols are missing too.
Total: ______/45
Superior (13-15) Emerging (10-12) Room to improve (0-9)
Appearance
Space used well, color done well, handwriting is neat, and the piece looks professional.
Space may be used well, labels are present, but the appearance does look like a high school student completed this task.
This map may meet many of the requirements, but neatness is something the developer let go to the wayside.
Academic
Required quotes were found, symbols chosen demonstrate higher order thinking.
Student made decisions with required quotes and or symbols that demonstrate some thought.
Student could have spent more time placing quotes and symbols thoughfully.
Accuracy
The route is exactly correct, required labels and symbols are in the correct locations.
Some parts of the route are a little off, but for the most part labels, locations and symbols are right on.
Many parts of the route are a little off, some labels, locations and symbols are missing too.
Total: ______/45
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Preparation:
Have the SINGLE SENTENCE LANGUAGE LESSON #1 (ODYSSEY) ready in your powerpoint program.
Make copies of The Episode Planner and Odysseus’ Men. (But not quite enough of either for your class.
Procedure:
1. (10 minutes) Follow the directions in the notes of the powerpoint.
2. (35 minutes) Begin an aloud read of The Cyclops simply for comprehension. Ask students’ to specifically characterize the Cyclops (in the beginning). As students understand details, leave them to finish on their own, focusing more now on what Odysseus’ men are beginning to think about him giving particular attention to lines 430 -500
3. (5-6 minutes) Assign either The Episode Planner or Odysseus’ Men. One is an individual task, another occurs as a group. Either choose to let students choose one of these, or assign accordingly to your students’ needs and abilities. Let groups meet and consider the assignment, while individuals work at their desks.
Assessment:
Tomorrow, students will perform their scenes or turn in their planners.
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Use the following chart to express order and consequences of decisions in The Cyclops. SCENE: _______________________
CCSSRL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Order of events in this passage: 1. _____________________________ 2. _____________________________ 3. _____________________________ 4. _____________________________ 5. _____________________________ 6. _____________________________ 7. _____________________________
Circumstantial cause for this scene: (the events)
Character cause for this scene: (human needs)
Result/Effect 1 of this scene:
Result/Effect 2 of this scene:
Decision 1 made during this scene:
Results of decision 1 made during this scene:
Decision 2 made during this scene:
Results of decision 2 made during this scene:
Decision 3 made during this scene:
Result of decision 3 made during this scene:
What could happen next based on what has happened in this scene?
You need a group of 3-5 to complete this task. Your job is to imagine yourselves as Odysseus’ men under the deck rowing or just talking around a table playing an ancient world card game… who knows what you might be doing. The activity is just for staging, what’s important is what you characters are talking about, Odysseus. Imagine yourselves back out to sea before getting back into the next section of the book. Based on Odysseus’ exchange with the Cyclops, what would you be thinking about him as a leader? How would you feel about someone playing with your life in their hands just so they could demonstrate arrogance? WHAT IS THE GOSSIP? What might the men as a group be planning? Is there a way this mutinous word could work itself into a reality? Plan a 2 minute skit that makes predictions, demonstrates inference, and correctly characterizes Odysseus at this moment. Here are the requirements of this assignment:
No true scripts, just a plan (scripts take too long)
Take around two minutes of time (1:45-2:15)
Demonstrate a setting through action and/or props
Predict, infer and characterize
Have fun with each other
Include everyone in your group as equally as possible. Think too about how all people react to an arrogant character differently; some rebel, some submit, while others are clueless to what’s going on. There may be many other reactions too. Think about what you know about how groups behave.
RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Group members: _________________________________________________________
Superior (4-5) Emerging (2-3) Room to improve (0-1)
Literary Features
Group blatantly demonstrated prediction, setting, characterization, and inference with skill and entertainment.
Group somewhat demonstrated prediction, setting, characterization, and inference with entertainment.
Group did not really completely demonstrate prediction, setting, characterization, and inference with skill and entertainment.
Completion
Group completed their task fully to the requirements given using the allotted time frame well.
Group completed their task almost to the requirements given using the allotted time frame.
Group did not complete their task fully to the requirements given using the allotted time frame well.
Group Dynamics
All members of the group received a defined role and appeared to participate in the processes of creativity and execution.
Most members of the group received a defined role and participated in the processes of creativity and execution.
Most members of the group received a role and appeared to participate in the processes of creativity and execution.
Accuracy
The skit reflects justifiable situations based on what has already occurred in The Odyssey.
The skit somewhat reflects justifiable situations based current events in The Odyssey.
The skit does not really reflect situations based on what has already occurred in The Odyssey.
Total: _____/ 20
Group members: _________________________________________________________
Superior (4-5) Emerging (2-3) Room to improve (0-1)
Literary Features
Group blatantly demonstrated prediction, setting, characterization, and inference with skill and entertainment.
Group somewhat demonstrated prediction, setting, characterization, and inference with entertainment.
Group did not really completely demonstrate prediction, setting, characterization, and inference with skill and entertainment.
Completion
Group completed their task fully to the requirements given using the allotted time frame well.
Group completed their task almost to the requirements given using the allotted time frame.
Group did not complete their task fully to the requirements given using the allotted time frame well.
Group Dynamics
All members of the group received a defined role and appeared to participate in the processes of creativity and execution.
Most members of the group received a defined role and participated in the processes of creativity and execution.
Most members of the group received a role and appeared to participate in the processes of creativity and execution.
Accuracy
The skit reflects justifiable situations based on what has already occurred in The Odyssey.
The skit somewhat reflects justifiable situations based current events in The Odyssey.
The skit does not really reflect situations based on what has already occurred in The Odyssey.
Total: _____/ 20
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Preparation:
Today, very little preparation is needed as students will be likely working on their own most of the period.
Procedure:
1. (10 minutes)Give students time to finish reading The Cyclops if necessary.
2. (10 minutes)Give students participating in Odysseus’ Men 10 minutes to meet, make their plan, and actually rehearse. Giving them any more time than that will be just too much, they will go overboard and/or waste time. Likewise, students working on their Episode Planner will receive some time to get it done correctly.
3. (10-15 minutes) Have students participating in Odysseus’ men perform their skits. Grade and enjoy.
4. (20 minutes) Students could use time to review their map structure. So far, they should be able to trace from Troy to Ismarus, round Malea, past Cythera, onto the Land of the Lotus-Eaters, and north to Cyclops Island. Cue students to read the italicized paragraph before the text of The Land of the Dead. This will lead them to continue tracing to Aeolus Island, almost home, back to Aeolus Island, up to the Land of the Laestrygonians, over to Aeaea, and she tells him to go to the Land of the Dead. Students could use time to color and develop symbols as well.
5. If you have time at the end of the period, use it to verbally review vocabulary in preparation for tomorrow’s quiz.
Assessment:
1. Throughout skits, use the grading rubric. For the planners, evaluate according to your own standards, be they participation or accurate thinking.
2. Students will be evaluated for vocabulary retention tomorrow.
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Preparation:
Have copies of vocabulary quizzes made.
Have your copy of the Guided Imagery activity for the Land of the Dead made.
Have copies of See/Feel Charts made. Procedure:
1. (10-15 minutes) Give vocabulary quiz.
2. (25 minutes) Handout See/Feel Charts asking students to leave them on their desk ready to go. Complete the Guided Imagery activity as discussed in its directions.
3. (10 minutes) Direct students to complete the See/Feel Charts. Discuss if you have time.
4. ASSIGN A RE-READ OF THE LAND OF THE DEAD if your school district issues students texts. If not, make sure to review the most relevant details of the time spent in the Land of the Dead before dismissing students:
They were told to consult the blind Prophet Tiresias.
They offered a ram as sacrifice, and jars of milk, honey, wine and water.
Odysseus’ mother and Elpenor were both unknown deaths to Odysseus.
Elpenor requested a proper burial as he fell off the roof at Circe’s and his body has yet to be laid to rest.
Tiresias appeared and told Odysseus to avoid the cattle of Lord Helios.
He also said Odysseus’ men would not avoid the cattle and would die.
Odysseus would be left alone and upon his return home he must kill the men living off his land, and then make a monument to Lord Poseidon far inland.
Assessment:
1. Use the discussion about the see/feel charts to evaluate students’ comprehension of the Guided Imagery activity.
2. Tomorrow, students will receive a comprehension quiz to review the major relevant details of the story.
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Using the word bank at the top, fill in the word that best fits the context of the sentence.
1. With the need to attach the shelf to a wall, my dad first __________ a hole in it.
2. The student body grew _____________ when the principal announced going to uniforms next year; their efforts of protest made him change his mind.
3. Only a good long winter break can _____________ a group of students before finals, and they need that tranquil, peaceful break.
4. The most _________________ and _________________ buildings in the world include the Empire State Building, the Sears Tower, and the Eiffel Tower.
5. When my parents took my iPod, cell phone and computer I felt _____________ of all technology.
6. The waffles and bacon on Sam’s plate were _________________ before anyone else had a chance to take a first bite!
7. My teacher’s ________ remarks about the benefits of investing young made me consider opening a savings account today.
8. Her _______________ reply after I asked why she told my secret told me I had just lost a friend by way of betrayal.
9. When the coach left the locker room unlocked a group of students ___________ the unlocked lockers leaving nothing by stinky socks behind.
10. The ____________ rocked our boat for only about ten minutes, but those big waves and windy gales made us feel like we were goners for sure.
11. Our school’s strong spirit could be described as passionate ______________.
12. The sinkhole in the middle of the city acted like a ___________, asphalt, a couple of cars, newsstands, and sidewalks all sunk in to their destruction.
13. I thought being _______________ in In-House Suspension was going to be fun, quite the contrary, I did more work than I do in class!
14. The students _________________ a plan to trick the teacher into giving everyone an ‘A’; they all went to his basketball game and cheered him on.
15. Her ____________ on the time-consuming and laborious research paper paid off, she received a 98% and the teacher used her paper as a model of exactly what to do when researching with the class.
CCSSRL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
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Using the word bank at the top, fill in the word that best fits the context of the sentence.
1. With the need to attach the shelf to a wall, my dad first BORED a hole in it. 2. The student body grew MUTINOUS when the principal announced going to
uniforms next year; their efforts of protest made him change his mind. 3. Only a good long winter break can ASSUAGE a group of students before finals,
and they need that tranquil, peaceful break. 4. The most PRODIGIOUS and MAMMOTH buildings in the world include the
Empire State Building, the Sears Tower, and the Eiffel Tower. 5. When my parents took my iPod, cell phone and computer I felt BEREFT of all
technology. 6. The waffles and bacon on Sam’s plate were DISPATCHED before anyone else had
a chance to take a first bite! 7. My teacher’s SAGE remarks about the benefits of investing young made me
consider opening a savings account today. 8. Her INSIDIOUS reply after I asked why she told my secret told me I had just lost a
friend by way of betrayal. 9. When the coach left the locker room unlocked a group of students PLUNDERED
the unlocked lockers leaving nothing by stinky socks behind. 10. The SQUALL rocked our boat for only about ten minutes, but those big waves
and windy gales made us feel like we were goners for sure. 11. Our school’s strong spirit could be described as passionate ARDOR. 12. The sinkhole in the middle of the city acted like a GORGE, asphalt, a couple of
cars, newsstands, and sidewalks all sunk in to their destruction. 13. I thought being DETAINED in In-House Suspension was going to be fun, quite the
contrary, I did more work than I do in class! 14. The students CONTRIVED a plan to trick the teacher into giving everyone an ‘A’;
they all went to his basketball game and cheered him on. 15. Her TRAVAIL on the time-consuming and laborious research paper paid off, she
received a 98% and the teacher used her paper as a model of exactly what to do when researching with the class.
Note to teacher: Have students all find a place on the floor if you are comfortable with asking students to do so, otherwise, have them put their heads down on their desks. Recite this passage slowly to begin to your students: I need everyone to lay palms faced down, feet not crossed, and eyes closed. Please respect your peers by closing your eyes. Whatever happens right now is going to be good, whether you experience being one of Odysseus’ men from a first-hand perspective or if you end up resting and earning extra homework. Whatever you do is okay, it will be acceptable. Relax. Try to slow your breathing. Make sure you keep your eyes closed. If you fall asleep it will be okay. Get ready to enjoy a vision of delight in your head. Breathe in through your nose and out through your mouth. Imagine that pair of lungs as if they were a balloon inflating… and deflating. In fact, as you inhale, hold your breath for just a second. Then… slowly… exhale. Now, relax completely… no stress, no teachers, no parents, no social problems, no grades, just you and your imagination. (Give your students 60 seconds alone.) Now, I want you to create in your mind’s eye, total darkness. Within the middle of that darkness, create a white square. Allow that white square to move towards you. If you are able to do so, show me with a simple wave of one of your hands. (Let students know you see their effort by timely saying, “I see those hands, your hands, those hands, thanks.”) Now make that box move until it makes total whiteness in the screen of your imagination. Imagine yourself a shipmate for Odysseus. You are walking from the middle of a highly vegetated tropical island with a small lamb in your arms. The ocean wind brushes your face as you approach beach. The ground under your feet changes from a solid mud-packed earthen pathway to a damp sand, and as you see a clearing, a warm sand that gives and shapes your foot with each step. Trickling through your toes, the warm sand brings you closer to the water, in which, you see your obvious destination: Odysseus’ last ship. The ramp is down and all men are climbing aboard, and you follow suit quickly for fear of being left behind. Just as your feet hit the floorboard of the ship, you hear the rigging pulling up the ramp and see the men hoisting it up with all their might. Finding a place to sit, you wrap that lamb tighter in your grip; it seems a little scared upon the sea. Seconds later, you hear
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men chanting in unison, “row, row, row.” The rhythmic plunge of the oars plowing through the water gives the boat a jerk with each “row.” Turning your head back to the island you just left, you see the gorgeous palms swaying in the breeze and a fading brightness the day grows closer to night. Its shrinking size makes you face forward again only to watch the hues of an orange and pink horizon dip away for the night as the sun dips past that horizon for nightfall. In total darkness, you feel the wind upon your face, and hear the waves, but you see absolutely nothing for hours, until, in the distance ahead you see an orange and red glow. It grows as the ship sails closer. A mist or fog or steam seems to radiate from this glow and getting closer still, you can see the flames. A rigid jerk that stops the boat completely alerts you that your crew has indeed beached upon a shore, but the sand is so black you can’t see it. “You, you and you! Disembark!” Odysseus shouts pointing at you. Without question, you obey bringing that lamb all the way down the ramp with you. “Follow me!” he yells. The two others with you, Perimedes and Eurylochus carry jars, one in each hand and you all struggle to keep up with the hurried Odysseus. He settles in front of a table-height boulder and grabs that little lamb out of your clutching arms. Before you know it, a shining blade appears and the blood of that lamb begins to spill from its neck. Odysseus grabs it and signals you all to follow. He brings you closer to the glow and the flames radiate such heat that he alone continues another 30 feet toward the pit from which the flames rise. Transparent spirits try to fly from this pit, but there is an invisible shield appearing to keep them there. Odysseus lays the ram near, but not too close. Then he returns to the three of you grabbing those four jars. He takes them to the pit and pours them one by one. First, one of milky white. Next, a ruby red; then, a glazy honey. Finally, a clear water is poured. Odysseus calls, “Tiresias, I will kill my best calf at home in sacrifice to you for a short word with you!” All kinds of spirits approach, brides, and soldiers, even some of Odysseus’ men killed in battle. One, Elpenor, Odysseus didn’t even know was dead. Odysseus cries, “What happened?” Elpenor shares, “I fell off Circe’s rood at your last island. I climbed the ladder up, drank too much wine and fell breaking my neck. Now please, go back to Circe’s island and bury me properly with a grave and monument!” Elpenor faded back into the pit and Odysseus vowed to make his monument. And just at that time, Odysseus’ mother appears – Anticlea, her name. Odysseus fell to his knees and wept of her death. Just then, Tiresias came forth in splendor and majesty holding Anticlea back. His presence brought a warmth across your face and you knew this was
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the prophet foretold. Two patches covered his spirit eyes. Not even letting Odysseus speak, Tiresias inhaled the sacrificed animal and offerings and began to speak, “Odysseus, you will approach the cattle of the Sun God next and I warn you, do not eat the cattle. Your men will fall into temptation and all die.” You gulp – fearing the nearness of your death, and visualize yourself as one of these spirits. “You will also find your home in trouble – your lady courted, and your livestock eaten. You must kill these men and take your wife. Upon completion, build a monument to Lord Poseidon and I will preserve your life until old age.” At that, Tiresias vanished like a genie, fire sparked out of the pit and Odysseus ran to you. The fire grew and grew so you all ran to the ship escaping the Land of the Dead with your lives, but only barely. At that point, you knew, you know that all you rest upon, all you lie upon at this moment is a cold cement floor garnished with a thin layer of industrial carpet. Who knows the last time it was cleaned, and that makes you open your eyes. You open your eyes of disgust, wonder what feet have tread upon the floor you now lay upon. Within seconds, you find yourself quietly, quickly working your way back to your desk to fulfill your teacher’s next expectation. Do not allow students to talk. Keep them in suspense by expecting them to go back to their desks quickly to fill out their charts. Have understanding for slow movement. Some of your students will have fallen asleep.
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Quickly, write exactly what you can remember creating in your mind. It is quite a skill to make images occur based on what you hear. So write them fast.
CCSSRL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Print out your own copy of the stand-up quiz. Procedure:
1. (10-15 minutes) Give students directions according to the Stand-Up Quiz. Give quiz. This quiz performs the function of a review and a heightened awareness for the need to continue comprehending as the text continues.
2. (20 minutes) Assign the individual read of The Sirens, Scylla and Charybdis. Cue students to read for both comprehension and literary features. As a class, list a few on the board. In fact, read the first sentence of The Sirens as a class. Students should find personification in Dawn and Circe is compared to a goddess (which the students might note is strange because she is a goddess… no need for a simile here, but it is there nonetheless)
3. (20 minutes) Allow students to work through the literary elements chart. Line numbers are given because anthology pages may be different according to year printed. Note: two different worksheets are provided to offer two different levels of challenge for students who might struggle.
Assessment: 1. The stand-up quiz will demonstrate reading comprehension. 2. Correct completion of the chart according to the key will demonstrate literary
understanding.
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Have students stand next to their seats. Read aloud to them these rules of the stand-up quiz.
“During this quiz you need to only answer one question right to receive an ‘A’. I will ask questions aloud going up and down the rows. If you answer the question correctly, you may sit and collect your ‘A’ grade. If you cannot answer the question, it goes to the next student. We will go around the classroom up to three times. Any student remaining after that point will receive less than that ‘A’… much less.”
1. What did the prologue reference and Tiresias the blind prophet foretell about Odysseus’ men?
They would eat the Sun god’s cattle. 2. What are some of Odysseus’ character traits? Wanderer, manipulative, arrogant, contender,
wise 3. What happened with Circe and Calypso? They both detained Odysseus. 4. How did he explain his feeling about being there? He said in his heart he never gave ‘consent’. 5. Are we currently foreshadowing or in a flashback through this section of the story so far? Both,
Homer blatantly foreshadows all the men dying at the Sun god’s island, but Odysseus is telling the story from a first person point of view to the Phaecians remembering his journey starting from Troy.
6. What was a reason Odysseus lost men at Ismarus or to the Cicones? They were outnumbered, drunk, backed up against the beach, and the Cicones could fight well on foot or horseback.
7. How many men were lost there? 6 benches 8. Where did they land next? Land of the Lotus Eaters 9. What were some effects of the Lotus plant? Men lost their hope for home, never cared to
report… 10. What are some characteristics of Cyclopes? Lawless, abusive, didn’t tend the land, took
advantage of the land’s provision, lived alone 11. How did Odysseus and his men get stuck in the Cyclops cave? Cyclops put a rock in front of the
door 12. How did Odysseus get Cyclops to fall asleep? Got him drunk. 13. What did Odysseus say his name was? Nohbdy 14. Why did he lie? So the Cyclops would say nobody tricked him. 15. How did they escape? They blinded the Cyclops with a hot spear then rode the wool of the
sheep 16. In what manner did Odysseus treat the Cyclops upon their departure? He arrogantly taunted the
Cyclops 17. As a result, Cyclops prayed what to his father? That Odysseus would struggle or never get home. 18. What is so ironic about the Cyclops’ father? He happens to be Poseidon, Lord of the sea. 19. After a good push from a rock that fell behind Odysseus’ ship from the Cyclops final throw,
where was Odysseus’ ship pushed to? Aeolia or Aeolus’ Island, the god of the wind. 20. What foolish thing did Odysseus’ men do with the gift from Aeolus? They let the wind out of the
bag when they were very close to home. 21. Circe told Odysseus to get home he had to consult the prophet Tiresias. Where? The Land of the
Dead 22. When Odysseus arrived there, what did he offer as sacrifice? Honey, milk, water, wine and a
young ram 23. Which two people in particular did Odysseus see there? His mother, Anticlea and Elpenor 24. What did Elpenor ask for? A proper burial 25. What did Tiresias say Odysseus must do? Kill the men at his house, take back his house and
build a monument to Poseidon far inland. 26. What will be the result for Odysseus’ obedience to this? He will live long 27. Why do you think this monument needed to be to Poseidon? It probably was making amends
for the pain Odysseus caused his son the Cyclops. It is a restitution or repayment.
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28. What is the title of this work we are reading? The Odyssey 29. What does that word mean? Journey 30. Who wrote this work? Homer 31. What genre are we reading? Epic poetry 32. What language was it originally written in? Greek 33. Share a vocabulary word and its meaning. These questions in the end are to help those strugglers find their way to their A. Love on them the first time you do a quiz like this, next time, they will have paid better attention during the readings. If you have more than 33 students in your class, allow questions to have more than one answer or to be divided.
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Direct Characterization: telling a character trait through narration or what another character says about a character: ”She was a mean and nasty girl.” Indirect Characterization: showing a character trait through actions or appearance: “The scowl across her face and clench within her fists were all I needed to see to know I better leave.” This shows the character trait anger. Simile: a comparison using ‘like’ or ‘as’: “The baby is as cute as a button!” Foreshadow: giving clues about what is still to come within a story: “Before the clock strikes 12 midnight, you must come home Cinderella.” Metaphor: a comparison not using ‘like’ or ‘as’: “The monster of a coach barked orders at the boys from the sideline.” Flashback: The entire Part One of The Odyssey is a flashback. It is a period of looking-back within a text: “When Jem was nearly thirteen and his fears of being able to play football were assuaged…” Internal Conflict: a problem a character struggles with inside his or herself (i.e. man v. self): “I couldn’t decide whether to have French fries or onion rings.” External Conflict: a problem a character struggles with outside of his or herself (i.e. man v. man, man v. nature, man v. monster, man v. society). “The man wrestled the cougar to the ground with the vulture looking on deciding who would be left to defeat and who would be left to eat.” Personification: giving human qualities to non-human objects: “The cake screamed at me to eat it!” Imagery: Vivid visual language that create a picture in a reader’s mind: “The foaming mouth, quivering lip and revealing fangs of the wolf crouching in front of her puppies told me not to move any closer.” Epic Simile: an elaborate comparison that goes on for several lines: “His eyes pierced hers seeing into her soul like a sword cutting and slicing, dividing truth from lie and searing fact from fiction.” Epic Hero: a larger-than-life character who often has much more ability than the average person: “The Hulk threw the top of the skyscraper into the canal.”
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Look up each of the following sets of lines. Determine which literary element is at work, record the quote, and answer the question about it provided in the far column.
CCSSRL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
Location in text Literary Term Quote from text Answer this question
Lines 2-9
How do these traits differ from those of an average person?
Lines 10-15
What does the reader benefit from knowing the result of a story from the beginning?
Lines 38-40
The complete first moment in time of the story occurred at what location?
Lines 110-117
What do these character traits show about the Cyclopes?
Lines 122-123
What does this figurative language show about the cave’s opening?
Lines 233-238 (not the similes)
What emotional responses do readers experience?
Lines 617½-619
What is Odysseus struggling with?
Line 695
What effect does this particular comparison have on a reader?
Lines 761-765
What character trait is being shown?
Lines 794-797
What type of conflict is this? (man v. ?)
Lines 797-807
Which words are used to compare the whirlpool to a mouth?
Line 815-820
What is being compared to what?
Direct Characterization Simile Foreshadow Imagery Metaphor Indirect Characterization Personification Flashback Epic Hero Epic Simile Internal Conflict External Conflict
Look up each of the following sets of lines. Determine which literary element is at work, record the quote, and answer the question about it provided in the far column.
CCSSRL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
Location in text Literary Term Quote from text Answer this question
Lines 2-9
“that man skilled in all ways of contending, the wanderer, harried for years on end… he learned the minds of many distant men, and weathered many bitter nights at sea…”
How do these traits differ from those of an average person?
Lines 10-15 FORESHADOW What does the reader benefit from knowing the result of a story from the beginning?
Lines 38-40
The complete first moment in time of the story occurred at what location? Troy… He sounds like he is getting ready to tell a story and it starts from that point.
Lines 110-117
DIRECT CHARACTERIZATION
What do these character traits show about the Cyclopes?
Lines 122-123
“We saw a cavern yawning above the water, screened with laurel.”
What does this figurative language show about the cave’s opening?
Lines 233-238 (not simile)
What emotional responses do readers experience? You get grossed out, you feel pity for the men being eaten alive and their companions watching it.
Lines 617½-619 INTERNAL CONFLICT
What is Odysseus struggling with?
Line 695 “tight as a splint.” What effect does this particular comparison have on a reader?
Lines 761-765
INDIRECT CHARACTERIZATION
What character trait is being shown?
Lines 794-797
What type of conflict is this? (man v. ?) MAN V. NATURE (whirlpool and monster)
Lines 797-807
“Charybdis, dire gorge… vomited… But when she swallowed the sea water down we saw the funnel of the maelstrom…our eyes fixed upon that yawning mouth in fear of being devoured.”
Which words are used to compare the whirlpool to a mouth?
Line 815-820
METAPHOR
What is being compared to what? Scylla’s whipping her neck to grab men is being compared to the casting of a sinker a man does while fishing.
Direct Characterization Simile Foreshadow Imagery Metaphor Indirect Characterization Personification Flashback Epic Hero Epic Simile Internal Conflict External Conflict
Be kind grading: ANSWERS WILL VARY. Below are suggestions.
Location in text Literary Term Quote from text Answer this question
Lines 2-9
EPIC HERO
“that man skilled in all ways of contending, the wanderer, harried for years on end… he learned the minds of many distant men, and weathered many bitter nights at sea…”
How do these traits differ from those of an average person? Odysseus survived fights and time on the sea that an average person might not be able to do, and he gained the wisdom of many men, not just one.
Lines 10-15 FORESHADOW “their own recklessness destroyed them all- children and fools, they killed and feasted on the cattle of Lord Helios, the Sun, and he who moves all day through heaven took from their eyes the dawn of their return.”
What does the reader benefit from knowing the result of a story from the beginning? You know what to look for especially when it is a difficult text to read.
Lines 38-40 FLASHBACK “What then of my sailing from Troy? What of those years of rough adventure weathered by Zeus?”
The complete first moment in time of the story occurred at what location? Troy… He sounds like he is getting ready to tell a story and it starts from that point.
Lines 110-117
DIRECT CHARACTERIZATION
“giants, louts, without a law to bless them… they neither plow nor sow by hand… Cyclopes have no muster or meeting, no consultation or tribal ways.”
What do these character traits show about the Cyclopes? They show the Cyclopes EXACT behaviors: laziness, gigantic, lawlessness.
Lines 122-123
PERSONIFICATION
“We saw a cavern yawning above the water, screened with laurel.”
What does this figurative language show about the cave’s opening? It shows how BIG the opening is.
Lines 233-238 (not simile)
IMAGERY
“He clutched at my companions and caught two in his hands like squirming puppies to beat their brains out… he dismembered them and made them his meal… crunching.”
What emotional responses do readers experience? You get grossed out, you feel pity for the men being eaten alive and their companions watching it.
Lines 617½-619 INTERNAL CONFLICT “I grieved, but I held her off, through pangs of tears, till I should know the presence of Tiresias.”
What is Odysseus struggling with? He wants to have relationship with his mother but realizes he cannot.
Line 695 SIMILE “tight as a splint.” What effect does this particular comparison have on a reader? It gives us a degree of tightness we can relate to.
Lines 761-765
INDIRECT CHARACTERIZATION
“Oars flew from their hands; the blades went knocking wild alongside till the ship lost way, with no oar blades…”
What character trait is being shown? FEAR
Lines 794-797 EXTERNAL CONFLICT
“All this time in travail, sobbing, gaining on the current, we rowed – Scylla to port, and on our starboard Charybdis.”
What type of conflict is this? (man v. ?) MAN V. NATURE (whirlpool and monster)
Lines 797-807
EPIC SIMILE
“Charybdis, dire gorge… vomited… But when she swallowed the sea water down we saw the funnel of the maelstrom…our eyes fixed upon that yawning mouth in fear of being devoured.”
Which words are used to compare the whirlpool to a mouth? Gorge, vomit, swallowed, yawning, mouth, devoured
Line 815-820
METAPHOR
“A man surfcasting… whipping his long rod to drop the sinker and bait far out will hook a fish and rip it from the surface to dangle wriggling through the air: so these [men] were borne aloft in spasms toward the cliff.”
What is being compared to what? Scylla’s whipping her neck to grab men is being compared to the casting of a sinker a man does while fishing.
Direct Characterization Simile Foreshadow Epic Hero Indirect Characterization Metaphor Flashback Imagery Internal Conflict Personification External Conflict Epic Simile
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Preparation:
Consider writing page numbers of the Sailing from Troy and Twenty years gone, and I am back again on the board.
Likewise, some of the questions from step 3 below may be worth writing on the board.
Rent the movie Failure To Launch.
Procedure:
1. (15-20 minutes) Give students time to finish their literary elements work from yesterday.
2. (5-10 minutes) Show clips of Failure to Launch in which the main character (Tripp) is out of sync with nature (the chipmunk scene, the rock-climbing scene) and then show a clip of the very end… he falls off a boat and then swims happily with the dolphin. Have students journal about the struggle and its change from the first clip to the second.
3. (20 minutes) Have students recall how Odysseus is viewed by Poseidon and maybe even Zeus based on what they remember. Remind students what is supposed to happen to Odysseus’ men. Read The Cattle of the Sun God watching Odysseus’ changing interaction with the gods. As you read consider these questions: What does Odysseus do that we have not seen him do in relation to the gods yet? What are some of the causes and effects or choices and consequences that these men or Odysseus have dealt with throughout this story so far? How do those compare to the video or even our own experiences? How is the theme of obedience shining through?
4. (10 minutes) Upon completing the reading, students may update their maps by noting his stop at Ogygia, flipping back to the italicized text in the Sailing from Troy section, and flipping forward to the Twenty years gone, and I am back again section.
Assessment:
If both tasks in steps 1 and 4 are completed, you can grade them according to the key and rubric provided.
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Preparation:
Copy Letter from Dad and Letter Writing Format for class.
Either schedule typing time in the library, or make sure all students have blank paper.
Procedure:
1. (5 minutes) Have students read the Letter as if it was from their own father. It often helps to encourage students to keep the handout face down until all students have the opportunity to read. Tell students not to discuss this matter, just to write directly back to him.
2. (15 minutes)Instruct students to use the resource of the Letter Writing Format handout to craft a business letter to this man addressing the questions he posed. Cue students to create fictional street names that apply to the content of this message. Collect these today unless a student needs extra time.
3. Read Twenty Years… Argus, and The Suitors. Note the gods work on behalf of
Odysseus. Ask students to contemplate why that is so.
Assessment: 1. Evaluate students’ letters for the writing attributes you have expected of them
throughout the year so far.
2. Note student interaction and participation with text by asking questions throughout aloud classroom reading.
3. Reading comprehension will be evaluated in test format soon.
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The following is a fictional letter. Imagine if is actually was from your dad or father-figure… How would you react? Dear _______________________, (insert your name here… make it real)
I know after being gone for 13 of the last 14 years of your life, it’s going to be hard for you to welcome me back into your heart, much less your life. I wish things could be easier and that I could have been there for all the birthdays, scraped knees, and heartaches you’ve had, but the fact of the matter is this: I have been gone and I am ready to come home. There are a few things I feel you should know and I’ve really battled between telling you in person rather than writing these in a letter. There’s something about time healing wounds however, and I think I am about to hurt you, but it’s better to get it over with now so you may begin healing. Even though I’ve been fighting for our country for all of these years and even been contained for many years as a prisoner of war, I’ve fallen victim to temptation. In reference to that temptation, I have allowed myself to keep company with men who consume immeasurable amounts of illegal drugs which although I never took any, I cannot for sure know what happened to me while I slept. How this may or may not affect my personality may seem irrelevant to you, but your mother may no longer accept who I have become. Time alone changes people. Another problem for which I have the utmost concern is the issue of fidelity. I have not been completely faithful to your mother. Now to have found this out about my own father would have killed me, so I will most definitely understand your pain, although I cannot justify or rectify it. Two different heavenly women came across my path and quite hypnotically seized my whole being and in every sense of the word caused me to cheat on your mother. Finally, I want to tell you how you will know me upon my return. First, you will not even recognize the family resemblance between us as I have seen you from afar and you look very much like your mother. However, I am choosing to come to you in a form that most would shun, as a beggar who wanders the streets. You will want to shun me as well. But I will prove to you that I am the worthiest of men within hours if you give me the time and chance. Thank you for taking the time to read what I’ve written and assume that there is a possibility for us to reconvene the father-child relationship we once began when I held you in my arms many years ago. Sincerely yours,
Dad
Dad
CCSSRL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Mr./Mrs./Ms./Dr. Full name of recipient. Title/Position of Recipient. Company Name Address Line 1 Address Line 2
Dear Ms./Mrs./Mr. Last Name:
Subject: Title of Subject
Body Paragraph 1 (State your purpose for writing here. Use 2-3 sentences to kindly express your intention and what you hope to achieve.)
Body Paragraph 2 (Express your main concern or address your main point(s) here. Support those points with reason or evidence. If you need to move into another paragraph please do so. This should take a good 6-7 strong sentences)
Body Paragraph 3 (Call the recipient to action. What do you expect them to do and under what time frame? Thank them for taking the time to read your letter. Do all of this in 3 sentences, maybe 4.) Closing (Sincerely...),
Signature
Your Name (Printed) Your Title
CCSSW.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Introduce precise claim(s, and create an organization that establishes clear relationships among claim(s), reasons, and evidence.
Develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Have copies of the Vocabulary Preview and Writing Prompts made for the class.
Possibly write a list of prefixes and suffixes on the board.
Procedure:
1. (10-15 minutes) Pass out the Vocabulary Preview. Consider listing on the board suffixes and the accompanying part of speech. Review the example provided encouraging students to change the word just a little as if they needed to use it differently in a sentence. Instruct students to change the word 3 ways according to the webs and then provide the new parts of speech, slightly changed definitions and the new word used in a sentence.
2. (15 minutes) Read Penelope and The Challenge. Students, being very familiar by now with the text, should be comprehending quite well. Demanding little of their read today will help them prepare for writing.
3. (15 minutes) Distribute Writing Prompts. Instruct students to take the space remaining on the paper and come up with 3-4 ideas for each paper. Encourage them to refer to situations from The Odyssey. Once the entire class has a few things written, read and discuss prompts with students. Allow and encourage students to take note of others ideas. Near the end of the period, have students make a preliminary decision about which prompt they will address.
Assessment: 1. Check Vocabulary Preview work for correct application of directions. 2. Visually assess if students are beginning to think about their writing prompts.
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DISSEMBLE: v. to disguise or conceal INCREDULITY: adj. inability to believe BEMUSING: adj. stupefying GLOWERING: adj. scowling EQUITY: n. fairness, justice CONTEMPT: n. derogatory attitude toward someone or something Using these vocabulary words, create WORD WEB for 3 others as you see the first one done for you. Change the word’s beginning or ending to watch how the part of speech changes and how the word’s use in a sentence changes. Using a list of prefixes and suffixes might help. Try not to use a dictionary, but go ahead if you get stuck!
Term(part of speech): definition
Term (part of speech): definition:
DISSEMBLE: v. to disguise or
conceal
DISSEMBLER
n.
Every school’s mascot is a dissembler, you never know who is under that mask!
v./adj.
DISSEMBLING
The dissembling ghost was barely visible.
DISSEMBLED
v.
disguised or concealed
Her eyes had been dissembled by the shadow cast upon her face.
CCSSRL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Term (part of speech): definition
Term (part of speech): definition
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1. Throughout the journey of this story, different characters explore the discipline
and results of exercising responsibility with our epic hero arising as the most successful by the end of the epic. In a 5-paragraph essay, choose three different groups of characters to analyze in terms of their dealings with responsibility.
2. This story is one in which the defined purpose is easily met. It’s told about in the
beginning and the hero ends up getting the girl. Given this lame, never-ending overdone scenario, read between the lines to find 3 messages worth illustrating to the general reading audience. What are some of the issues the author is trying to get the average person to explore?
3. Discuss the issue of loyalty Odysseus tries to display as the protagonist of this
piece. Consider how the obstacles of the story interact with that effort to be faithful.
CCSSW.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
Have the SINGLE SENTENCE LANGUAGE LESSON #2 (ODYSSEY) ready in your powerpoint program.
Make copies of Quote Retrieval. Procedure:
1. (10 minutes) Follow the directions in the notes of the powerpoint.
2. (30 minutes) Begin an aloud read of Odysseus’ Revenge and Penelope’s Test.
3. (10 minutes) Distribute Good Quote Retrieval. Express to students that they need to copy sentences word for word out of the book. The more of a passage copied, the more students will have to choose from in terms of how to insert the quotes. These will be used as quotes to be discussed in their essays. They can always be shortened by an ellipse, but until they know exactly what they are going to do with the information, more is better. These quotes directly align with the writing prompts already distributed. As you start the process of a paper, recognize that this organizational method is roughly based on Jane Schaffer’s work. If your students are familiar with the terminology of concrete details and commentary sentences you will clearly see these concepts display themselves. Just in case your school district does not employ this terminology, these have been left off.
Assessment: By either the end of the period or the next day, ensure that students complete their quote retrieval process. For students with severe disabilities provide them with the entire key, or the modified version with half the quotes filled out. True assessment will come in the form of grading this essay.
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Copy down the prompt you want to address for The Odyssey.
In Sailing From Troy find a quote (concrete detail) that illustrates Odysseus’ struggle with temptation and marital faithfulness.
In the Lotus Eaters, find a quote (CD) that demonstrates a comparison to the additions people have today with substances.
In the Cyclops section, find a quote (CD) that communicates laziness.
In the same section, fine a quote (CD) that teacher the need to be able to outsmart others.
Find another quote (CD) that documents the problem with provoking others to react (still Cyclops section)
Locate a quote (CD) that models the need all humans have for respect in The Land of the Dead.
Copy a quote (CD) from Scylla and Charybdis that explores the need for encouragement or belief in one’s self based on prior actions.
Record a quote (CD) that defines relationship between choices and consequences from The Cattle of the Sun God.
Find 2 quotes (CDs) from Part II that model all people’s need for loyalty.
Find your last quote (CD) that illustrates Penelope’s need for accuracy in determining Odysseus’ identity.
CCSSW.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
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Preparation:
Copy 3 Organizing Body Paragraphs sheets for each student.
Procedure:
1. (10 minutes)Give students some time to finish locating quotes if necessary.
2. (10 minutes)According to your own methods, have students create thesis statements.
3. (15 minutes) Walk students through the process of 1 Organizing Body
Paragraphs worksheet (consider imagining a topic and how you might choose a sub-topic based on the quotes already retrieved. If you have a document camera, write it out as you would organize this paper using these graphic organizers.):
Determine 3 body paragraph topics: Hint: use the topics of the quotes you retrieved to help determine these.
Work through the page in the steps given.
Push students by asking the ‘why’ question over and over when they get to the webbing diagram.
4. (20 minutes) Give students remainder of period to do the next page, and assign
the rest for homework. Assessment:
1. Check that all students have achieved at least the organization of one body paragraph.
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BIG IDEA: (importance of quote to topic)
BIG IDEA: (importance of quote to topic)
1
2
3
5
4 6
10
8
9
11
Follow the numbers as steps to a process.
My thesis statement: ______________________________________________________ ________________________________________________________________________ This Body Paragraph’s topic: ________________________________________________ Topic Sentence: __________________________________________________________ _______________________________________________________________________
TRANSITION: (Furthermore, In addition, further, on the other hand, likewise, additionally, therefore, thus)
W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
They tripped upon the Lotus, and decided to try it not knowing its effects.
Maybe instant gratification, good idea at
the time
Fortunately for them, Odysseus exercises
leadership and takes responsibility for them
Gave up hope of the original goal, abandoned it
Failed to be responsible
Still experiencing need for
instant gratification
Sealed their fate when they arrived back at Aeolia, Aeolus cast them away
because they must not be in harmony with the gods
Maybe they intended to get home fast but didn’t think
through their decision.
Follow the numbers as steps to a process.
My thesis statement: Homer’s Odyssey depicts several characters struggling through the qualities it takes to be responsible. This Body Paragraph’s topic: Odysseus’ men struggle with responsibility Topic Sentence: ___Odysseus’ men demonstrate poor attention to responsibility early in their journey home.
TRANSITION: (Furthermore, In addition, further, on the other hand, likewise, additionally, therefore, thus)
Their failure to be responsible for their actions clearly played a role in their ultimate fate.CCSSW.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Copy 3 Organizing Body Paragraph, (A SAMPLE) and A Sample Body Paragraph.
Procedure:
Use the period to allow students to finish their paragraph organizers and then translate those into their body paragraphs. Using the two sample documents will help students work through their thoughts and apply the samples to their own scenarios. Being a working class period, you will have many students wanting to verify if what they are doing is right or to pick your brain for your ideas. Prompt them to make sure not to repeat what their chosen quotes say. Their job is to interpret, analyze or judge the circumstances the quote represents. You may already have spent time employing your expectations for Introductions and Conclusions in earlier units. If so, students understand what is expected of them. If not, consider just giving them a 5-8 minute tutorial on each throughout your class period today. Assessment: When you grade essays, you will be able to clearly determine students’ ability to organize and thoughtful analysis.
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Take a look at the bold sentences; they are each of those webbed diagrams translated into commentary or analytical sentences that demonstrate the student’s thought about what they read in The Odyssey.
Odysseus’ men demonstrate poor attention to responsibility early in their journey home. For instance, at the Land of the Lotus-Eaters, they fell in soon enough with Lotus-Eaters… but those who ate this honeyed plant, the Lotus, never cared to report, nor to return: they longed to stay forever, browsing on that native bloom, forgetful of their homeland.” This illustrates a readiness to abandon their responsibilities of being fathers, employees, and husbands because being instantly gratified, they no longer cared about their original goal to make it back home. It also portrays the effects that substances can have on anyone including carelessness and apathy. Likewise, as these men were almost home after Aeolus had given them a sack of wind to blow them home, “Odysseus’ men open[ed] the sack, letting loose a storm that [drove] them
back to Aeolia.” In this instance, the men might have hoped to use the wind to their sailing advantage, but obviously they did not fully think through their decision. This demonstrated impatience and a continued desire for instant gratification. Their failure to be responsible for their actions clearly played a role in their ultimate fate.
CCSSW.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Prepare the powerpoint list of words for your screen or make copies of the Taboo Review lists for groups.
During the playing of the game, prepare to be a timer and scorekeeper, or elect members of the class to fulfill these roles.
Procedure:
1. (10 minutes) Distribute cards for the students to make according to the directions on the Taboo Review page. Instruct students to write with their neatest handwriting and to return their cards to you when their group finishes.
2. (5 minutes) Make equal teams, give these directions: “Each team will have a member come sit in these two chairs at the front of the room. One will go first by looking at the first card and trying to get their team to say the word at the top WITHOUT using any of the words on the card. Once the word is said by a team member, the team scores a point, and the member who is ‘up’ in the front can go on to as many cards as they can get before their time is up. We will use 45 second increments for each player.”
“If the ‘up’ player says a word on the card and the opposing ‘up’ team member catches them, then the opposing team earns the point. If the ‘up’ player chooses to pass on a card it gives the opposing team the point. If an opposing team is distracting in any way, the teacher reserves the right to give points to the well-behaving team to encourage on task behavior.”
3. (45 minutes) Play the game. Rotate players all the way through the deck of
cards. Encourage students to use what they remember from the story to help come up with descriptions for the words at the top of each card. Students might write down the guessed words as a study guide. If they know the significance of the word in relation to The Odyssey, they might be in good shape. If not, that is something for them to look up or review before the test.
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After 8 groups are made within the class, take your group’s list, writing each word on top of the first line of cards. Then, underneath each word, list the first 4 words that come to mind as if you were to describe the word. Here is an example: Horse Paris Helen Elope Menelaus Eris Golden apple Athena Aphrodite Hera Zeus Trojan War Ship Troy Ithaca Greece Alcinous Odysseus Calypso Circe Agamemnon Poseidon Polyphemus Laertes Perimedes Eurylochus Tiresias Telemachus Sirens Scylla Charybdis Eumaeus Antinous Eurynome Penelope Eurymachus Amphinomus Island Cattle Blind Muse Contender War Love Beauty Power
Sailing Drunk Lotus Cicones Ismarus Six benches Lotus-Eaters Dawn Beach Narrator First-person Grapes Cheese Sheep Cave Mountain Brandy Whey Milking Gift Guest Prayer Manipulate Spear Rock Squirming puppies Eyeball Ram Arrogance Foretell Earthquake Sea Fisherman Aeolia Cannibal Laestrygonians Aeaea Swine Land of the dead Mother Wine Milk Honey Water Wind Bag of wind
Anticlea Elpenor Ladder Beeswax Splint Mast Tied-up Whirlpool Sea monster Mouth One month Hunger Solitude Helios Kine Ogygia Phaeacia Float 20 years Beggar God Goddess Crying Loyalty Outnumbered Argus Dog Death Killed Anger Armor Lances Shields Dung pile Suitors Stool Mistress King Kingdom The challenge Ax heads Bow Arrow String a bow Marriage Locked doors
Restitution Lance-head Olive tree Bed Sign Secret Peace plundered contrived mammoth prodigious insidious gorge travail ardor squall bereft mutinous bored assuage dispatched detained Direct Characterization Simile Foreshadow Metaphor Indirect Characterization Flashback Personification Epic Simile Internal Conflict Imagery External Conflict Epic Hero Dissemble Incredulity Bemusing Glowering Equity Contempt
Use the following excerpt to answer these first questions.
1. Which is the best example of external conflict?
2. Which is the best example of personfication?
3. Which is the best example of a simile?
4. Which is the best example of a metaphor?
5. The “crimson runnels” and “mortal red” are comparisons to a. wine b. bread c. nostrils d. blood
6. What type of external conflict is occurring here?
a. man vs. self c. man vs. nature b. man vs. society d. man vs. technology
7. Part I was told
a. in first-person point of view with Odysseus narrating and as a flashback. b. in first-person point of view with Odysseus narrating while foreshadowing coming
events. c. in third-person point of view with an all-knowing narrator as if current. d. in third-person point of view with an all-knowing narrator foreshadowing the end.
8. Part II was told
a. in first-person point of view with Odysseus narrating and as a flashback. b. in first-person point of view with Odysseus narrating while foreshadowing coming
events. c. in third-person point of view with an all-knowing narrator as if current. d. in third-person point of view with an all-knowing narrator foreshadowing the end.
9. Odysseus could be characterized as all of the following except
a. manipulating b. arrogant c. loyal d. untrustworthy
10. Polyphemus, a Cyclops could be characterized by all of the following except a. lawless b. intelligent c. gullible d. angered
11. Who is the epic hero of this story?
a. Zeus b. Telemachus c. Athena d. Odysseus
12. An epic simile is one that a. continuously refers to the comparison b. occurs only once c. happens only in Greek poetry d. acts like personification instead of a simile
Odysseus’ arrow hit him under the chin and
(a) punched up to the feathers in his throat.
Backward and down he went, letting the
winecup fall from his shocked hand. (b) Like
pipes his nostrils jetted crimson runnels, (c) a
river of mortal red, and one last kick upset his
table knocking the bread and meat to soak in
dusty blood. Now as they craned to see their
champion where he lay, the (d) suitors jostled
in uproar down the hall, everyone on his feet.
Wildly they turned and scanned the walls in
the long room for arms; but not a shield, not
a good ashen spear was there for a man to
take and throw.
The Odyssey
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13. Which word is the nearest synonym to dissemble? a. conceal b. linger c. create d. enormous 14. Which word is the best antonym to mammoth? a. gigantic b. enormous c. tiny d. mediocre 15. What does incredulity mean? a. the ability to use credit c. the inability to use credit b. inability to believe d. ability to believe 16. As we have studied, what does equity mean? a. value b. fairness c. excellence d. rigor Choose the best word to fit the blank in the following sentences. 17. Rachel’s _____________ stare told me she felt anger and rage because I betrayed her. a. contempt b. glowering c. bemusing d. bereft 18. The carpenter ___________ through the wood to create a peep-hole for the door. a. dispatched b. contrived c. plundered d. bored 19. Due to the teacher’s inability to know what was going on, the students _____________ a plan to leave class one by one. a. contrived b. glowered c. mustard d. dissembled 20. The Cyclops could be described accurately as ______________. a. contrived b. bemusing c. prodigious d. travailing 21. To calm or make peaceful or tranquil is to a. assuage b. mutiny c. glower d. contempt 22. A brief, violent storm on the ocean is called a(n) a. travail b. cutter c. squall d. ardor 23. A good way to say ‘without’ would be a. bereft b. gorge c. ardor d. detain 24. The word gorge best describes the body part, a. ear b. eye c. nose d. mouth 25. A student could be described by the word __________ if passionate and spirited about their school. a. ardor b. travail c. prodigious d. dispatched 26. An antonym of plundered is a. gave b. stole c. listed d. glowered 27. To have a negative and derogatory attitude toward is a. bemuse b. contempt c. detaining d. plundering
The Odyssey
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28. Odysseus’ dog’s name is a. Argus b. Antinious c. Aeolus d. Agamemnon 29. When Odysseus arrived at his homeland, he appeared as a a. artisan b. beggar c. cobbler d. designer 30. Which of the following is not a part of Odysseus’ family tree? a. Laertes b. Anticlea c. Penelope d. Elpenor 31. Athena is the goddess of a. wisdom and war b. war and beauty c. wisdom and power d. love 32. Which of the following is not a reason for Odysseus and his men losing 6 benches of their friends to the Cicones? a. being outnumbered b. they were drunk c. the Cicones fought well on horse or foot d. poison 33. What instrument injured the Cyclops? a. knife b. spear made of an olive tree c. sword d. smeared dung in his eye 34. With what did the Cyclops try to injure Odysseus and his men? a. a mountain top b. a sword c. a knife d. a ship 35. In The Land of the Dead Odysseus was grieved by the sight of a. all the spirits b. his mother and soldier c. Tiresias d. Circe 36. During The Sirens Odysseus used beeswax to a. plug a leak b. feed starving men c. limit men’s hearing d. mend a wound 37. Scylla is a a. goddess b. god c. sea monster d. whirlpool 38. Charybdis is a a. god b. goddess c. sea monster d. whirlpool 39. The men at the cattle of Lord Helios while Odysseus was a. fishing b. praying c. cleaning d. cooking 40. When all of Odysseus men have drowned and he alone survives, he floats to a. Aeaea b. Ogygia c. Thrinacia d. Ithaca 41. The god/goddess who gives Odysseus the power to appear either a beggar or a glorious man is a. Athena b. Aphrodite c. Apollo d. Zeus 42. Anger wells up in Telemachus when a suitor throws a ____________ at the beggar Odysseus. a. stool b. piece of bread c. wine cup d. spear 43. The beggar Odysseus fulfills a task that only the real King Odysseus could. What is it? a. stringing a guitar b. stringing a bow c. lifting a rock d. shooting a target 44. Odysseus and his son Telemachus defeat all of the suitors with the help of a. Antinious b. Eumaeus c. Elpenor d. Penelope
The Odyssey
57
45. Penelope is only convinced of Odysseus’ identity when a. she sees his tattoo b. he knows the bed shouldn’t be moved c. she cries d. he sings
46. In this sentence, “After the game, we went to John’s house for a round of pool,” the underlined portion is a a. noun phrase b. adverb phrase c. adjective phrase d. prepositional phrase 47. In this sentence, “I want a big, tall glass of ice-cold Coca-Cola Classic,” the underlined portion is a a. noun phrase b. adverb phrase c. adjective phrase d. prepositional phrase 48. Which word in this sentence is acting like a different part of speech than it usually seems? That man has jet black hair. a b c d 49. In this sentence, “He craned his neck to see all of the islands polka-dotting the horizon,” the underlined portion is the a. simple subject b. simple predicate c. complete predicate d. object of a preposition 50. Which type of word introduces a prepositional phrase? a. noun b. adverb c. adjective d. preposition
Answer the following questions in short paragraphs on your own sheet of paper. 51. The Cyclops, Polyphemus’ father is Poseidon. What is the significance of that relationship as it relates to Odysseus’ quest to get home? 52. Odysseus fails to be in harmony with the gods at the beginning of the story, by the end the relationships are restored. What lessons or generalizations can be gleaned that would apply to all people and all times as a result of watching his circumstances change? 53. The epic uses fantastic features to exaggerate the actual incidences of a story. Name and give examples of 4 literary devices or plot features expressing how they gave the story epic value. 54. Think of a goal you have tried or want to try to achieve. How does it compare with Odysseus’ struggle? 55. Many allusions (references to famous works of art, literature, film or location) have resulted from Homer’s tale of The Odyssey or Greek mythology. Think of one in our culture today and explain why you think the individual who named the product or event or whatever it is after that character or feature of The Odyssey.
The Odyssey
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As you watch this movie, watch how events occur and compare them to what happened in The Odyssey. Some characters have similar traits; other activities take place almost exactly the same way, just set to different time periods.
Instance in the Movie Event/Circumstance/Name in The Odyssey
