Resources for Teaching the Epic
Unit Overview
The focus of this unit is the epic…
My goals and expectations for this series of lessons is that students will see the importance of
Greek life, culture, and beliefs in this poem. The students should be able to understand the
impact that setting has on a piece of writing. They also will see and make connections between
The Odyssey and more modern works, whether it’s movies or literature. This poem is quite old,
and some students might initially find it irrelevant to their life. They will be shown how it has
influenced their life and society today in other literature and very common movies. The students
will understand what an important piece of writing this is to their culture, even though they are
not Greek.
The broad concepts or ideas that unify the lesson are setting and connections. The concept of
setting is utterly important to this piece or writing, for had it not taken place in Greece it would
be a completely different story. It is important for students to understand some background
information on the Trojan War to comprehend why The Odyssey even begun or took place. It is
vital that they know how significant the Greek Gods and Goddesses were to this culture. It is
also imperative that students get a feel for life in Greece overall to get them a little hooked and
interested in the writing. By having some background knowledge of all of these different areas,
students will be more apt to make good connections between the poem and what they already
know.
The other major concept students should understand is the connections between old literature
and movies and literature today. The students should see how The Odyssey has influenced their
society even though it did not originate in their society. The students should acknowledge the
similarities in theme between The Odyssey and modern movies they are very familiar with. This
will motivate the students to read, and they will be more engaged in the reading if they make
good connections.
The lessons designed will help the students achieve the goals and expectations needed. First,
the lesson on Greek Gods and Goddesses gives students the background information necessary to
see the important role these beings played in Greek culture. Here students will get a feel for
being Greek, and they will also obtain some background information on the Trojan War, Ithaca,
and Homer.
Second, the tour guide lesson and Greek Gods and Goddesses lesson establish the importance
of setting. Through these activities, students will notice the emphasis on location and time
period.
Third, during the discovery lesson, while watching clips of Forrest Gump and Star Wars,
students will make connections between modern works and The Odyssey. They will become
aware of similar recurring themes across different works.
Students will already have some knowledge of Greece, myths, and legends before beginning
this unit. They most likely will have already heard of Hercules, Forrest Gump, and Star Wars.
This knowledge will be used and will build on what they already know.
Mostly, this lesson plan will allow students to communicate and make connections. I have
already discussed connections above, so I will focus on communication. Students will
communicate with each other and the teacher throughout these lessons. In the presentation they
are to give to the class, they will use persuasive communication. Most other times, their
1
communication will be informal through class discussion and interaction during the discovery
lesson.
The Instruction:
The tasks included in this lesson are interactive tasks for the most part. The Odyssey is meant
to be read out loud. Students will benefit more during this unit from an environment that is fun
and interactive rather than serious and isolated. Also, because this reading might be more
difficult for some students, much will be gained by interactive lessons in which students can
share ideas, beliefs and experiences with one another. These are hands on lessons calling for
creativity and group work.
The opportunities for discourse in this lesson are many. The students will engage in discourse
through discussion and writing. Students will engage in discussion as a group about Greek Gods
and Goddesses. They will share what they have learned and some of what they already know.
Students will engage in verbal and written discourse. They will be asked to write an ending to
one of the books in the poem. They will also be asked to write their opinions on Greece and its
culture. During the lesson, they will engage in discourse with their peers and at the end of the
lesson the entire class will discuss what they have learned.
Students should be able to play a large role in discourse. Without their ideas for discussion,
thoughts and questions, the teacher will be very useful. The teacher and students need to interact
equally to achieve learning.
The environment during the lesson will be one of interaction and fun. The desks and
arrangements will remain as normal with the exception of the discovery lesson. It is
recommended that the students should be placed in a “U” shaped audience. During this lesson
students will move around the room. During the cooperative learning lesson, students will work
in their small groups wherever they choose in the classroom.
To ensure that students are comfortable participating in class, the year should be started with
lessons that allow students to get to know one another. Rules will also be established in regards
to respecting one another.
Learning should be analyzed mostly by observation. The teacher should stand back as
students participate and learn. When students participate in group activities, the teacher should
move from group to group sitting in on discussions for short periods of time. Their
conversations should not be hindered with the teacher’s presence, but you must ensure they are
on task.
Because there is some writing involved in the lessons, this will be a second way to analyze
learning. Students will receive feedback on their writing by comments the teacher writes on the
students’ papers. The teacher should also give feedback to groups as the teacher listen to the
students’ discussions.
If instruction needs to be modified in this lesson, the teacher will do so mostly by arranging
groups in a manner that pairs lower level learners with higher level learners. The higher level
students will assist lower level students in an indirect way such as modeling. Overall, the lesson
is already quite accessible to a wide range of learners. The activities the class participates in will
be talked about in group discussion. If you notice a student having difficulty, the student should
be assisted separately.
2
Resources and References
A. Relevant Print Works
1. Cyclops in the Ocean by Nikki Giovanni (a poem)
2. Ithaca by C.P. Cavafy (a poem)
3. The Sea Call by Nikos Kazantzakis (a poem)
4. Kon Tiki by Thor Heyerdahl (a novel)
5. Favorite Greek Myths by Bob Blaisdell
6. The World of Odysseus by M.I. Finley (non-fiction)
B. Relevant Films
1. Forrest Gump, Paramount Studio
2. Greek Gods (2000), A&E Entertainment
3. Great Cities: Athens & Ancient Greece, educational documentary from WGTE.org
4. Greece: A Moment of Excellence, educational documentary from WGTE.org
5. Star Wars, Twentieth Century Fox
6. O Brother, Where Art Thou?, Touchstone Video
C. Names of Relevant Works of Art, Photographs, Posters, or Other Visual Stimuli
1. The Fall of Troy (1974) by Romare Bearden
2. Penelope (1864) by John Roddam Spencer-Stanhope
3. Calypso’s Island, Departure of Ulysses by Samuel Palmer
4. The Cyclops (late 19th or early 20th century) by Odilon Redon
5. Ulysses and His Companions on the Island of the Cyclops by Pellegrino
Tibaldi
6. Hermes, 5th Century B.C., National Archaeological Museum, Athens, Greece
7. Poseidon, 5th Century B.C., Athens Museum
8. The Sirens (c. 1875) by Sir Edward Burne-Jones
D. Relevant Internet Sites
1. http://homepage.mac.com/cparade/GML/TrojanWar.html
This site has background information on the Trojan War. As a teacher, I would use
this site as an introduction to The Odyssey. The story starts off with Odysseus leaving
the Trojan War, so I think it is important for students to understand where Odysseus
had been and why he was engaged in war.
2. http://www.mythweb.com/odyssey/index.html
This site contains a great list of all the characters in The Odyssey and offers a short
summary of each book in the epic poem. It also offers a more detailed version of each
book for students who might be higher-level readers.
In teaching The Odyssey, I would use this site as a review before a test or if students
had trouble reading a particular part of the poem. They could access this site and read
the summary of the book with which they had trouble.
3. http://www.classics.upenn.edu/myth/homer/pronunra.php
This is a great site for both teachers and students. This site contains photos, maps
of Odysseus’ travels, background information on Homer, and Greek history. It also,
3
through audio, offers pronunciations of the names of characters and places in The
Odyssey.
I would use this site as a reference for students. It has a lot of different information,
so if a student had a particular question about Odysseus’ travels or how to pronounce a
certain word in the story, I would have them access this site.
4. http://pereus.tufts.edu/
This is a fantastic digital library with an enormous amount of information on various
aspects of the humanities. It includes texts, speeches, museum photography, images,
pictures, and historical information on different locations.
I would have students use this site to get a feel for the culture of Greece. They could
view artwork and artifacts from Greece. I would also have them read some historical
information on Greece before starting The Odyssey.
5. http://www.loggia.com/myth/homer.html
This site has links to information on Homer, Greek Gods and Goddesses, Homer in
art, and Greek legends and creatures.
This site would be useful if I assigned each student to research or find information on
a different topic. I would use this site before starting The Odyssey to introduce the
author, Homer.
6. http://www.in2greece.com/english/places/summer/islands.ithaca.htm
This site offers a lot of great information on Ithaca, history, mythology, maps, facts
and trivia, language, food, and music.
I would introduce this site before beginning the second half of The Odyssey. In the
second half of the poem, Odysseus arrives home in Ithaca, and this site would help
students to picture what Ithaca is like. It also offers a lot of Greek culture, which
would be helpful in understanding The Odyssey.
E. Related Aural or Tactile Stimuli
1. Calypso by Suzanne Vega (a song)
2. Soundtrack of O Brother, Where Art Thou? (contains music of the Sirens)
3. Soundtrack of Forrest Gump
4. The Odyssey on audio cassette by Homer, Robert Fagles, Ian McKellan, and Bernard
Knox
5. Playdough as tactile stimuli
6. A Greek song titled Demodokos-Song about Ares and Aphrodite from the website
http://www.oeaw.ac.at/kal/sh
7. CD titled Stories of the Greek & Roman Gods & Goddesses
4
Unit Organization
Week One
PLANS FOR LESSON
Lesson #1: A direct lesson on Greek Gods and Goddesses
Learning Objectives:
Students will be able to recognize and identify several of the Greek Gods and Goddesses from The
Odyssey. Students will recognize the important role of the Greek Gods and Goddesses in literature,
The Odyssey, and Greek life.
Tasks:
Students will listen to parts of the CD titled Stories of the Greek & Roman Gods & Goddesses and
will watch parts of the Greek Gods movie. Before starting this activity, they will be given a handout
that lists several of the main Gods and Goddesses from The Odyssey. While watching and listening,
they will fill in information on the sheet provided to them. After this activity, the class will have a
discussion on the importance of the Gods and Goddesses in Greek life.
Discussion between the teacher and students will be the last task. See Greek Gods and Goddesses
handout. (SEE BELOW)
Opportunity for Discourse:
Written discourse will take place in this lesson by having the students fill in the provided handout.
This will enable them to keep track of their thoughts and store them concretely. They will be able to
access their notes during the reading of The Odyssey.
To elicit and engage student thinking, I will ask the students to keep a couple of key questions in
mind before starting the video and CD. I will ask them to look for the ways in which the Greek
Gods and Goddesses were important in everyday Greek life, why they had such an impact on normal
people, and why they might be such a big part of The Odyssey. The video and CD will enhance
discourse in this lesson and will be the basis for class discussion.
While students are listening and watching, I would stop the video or CD at key places and point out
important information.
After the class finishes with the video and CD, we will engage in a discussion about what they have
learned. I will start by asking which God or Goddess they were most impressed with and why. I
will also ask which God or Goddess frightened them most and why. This will hopefully start a
discussion that leads to new discussion based on the answers I receive.
I will talk to the students about the role of the Gods and Goddesses in The Odyssey. I will ask them
to think about why they might play such a large role in the poem. This will be a good time for
students to reason and make connections between what they have just learned and what they will
learn in the future.
Environment Considerations:
This lesson does not call for too many changes in the classroom environment. Students will remain
in their normal seating arrangement during viewing, listening, and discussion. Of a 45-minute class
period, 30 minutes will be for viewing and listening to the CD and video, and the last 15 minutes
will be for discussion. This lesson will occur over one class period. Students will work
independently throughout viewing and listening. During the discussion, the class will come together
as a whole. If I see that some students are not participating, I will call on them for opinions or
answers to questions.
5
Analysis of Learning:
This lesson will be assessed mostly using the informal means of discussion. Through class
discussion, I will be able to tell if the students understood the video and CD. I will also collect the
Greek Gods and Goddesses handout they were to fill in during listening and viewing. This handout
will be worth 30 points. I will give one point per piece of information the students were to write
down regarding each God or Goddess. There were ten Gods and Goddesses on the list.
TASK:
Greek Gods and Goddesses
Below is a list of the important Gods and Goddesses from The Odyssey. As you listen to the CD
and watch the movie, fill in at least three facts about each.
Apollo-
Athena-
Calypso-
Circe-
Cronus-
Helios-
Hepaestus-
Hermes-
Poseidon-
Zeus-
6
Weeks Two and Three
 Genre Focus
o The Epic: Students will be immersed in the form and function of this literary form.
 Thematic Focus
o :
 Writing Genre/Strategies
o Whole Class – Focus Lesson
o Collaborative Learning Groups – Guided Instruction & Writing Workshop
o Independent Study (Independent reading and writing)
PLANS FOR LESSON
Lesson #2-3: A discovery lesson on The Odyssey
Learning Objectives:
Students will be able to recognize the connection between modern movies and The Odyssey
pertaining to the theme of home and journey.
Students will be able to access websites relevant to The Odyssey and identify three facts
interesting facts pertaining to Greece, Homer, or The Odyssey.
Students will become familiar with Greek culture.
Students will be able to rewrite/synthesize their own ending to the book of Cyclops from The
Odyssey.
Tasks:
This lesson will consist of four stations, therefore consisting of four tasks.
Station 1-Students will view clips from Forrest Gump and Star Wars. The clips they view will
pertain to the themes of home and journey. On their own sheet of paper, students will be asked
to write down the themes they think these films have in common with The Odyssey. At this
point, students will already know that The Odyssey contains the themes of home and journey.
They just need to identify that it shares these themes in common with more modern movies and
characters. We will discuss their ideas the next day.
Station 2-Students will visit the computer lab to access the Internet. They will be given a
handout listing several websites pertaining to The Odyssey, Homer, and Greece. Here, they will
be asked to visit the websites on the list, as well as find another website of their choosing
relevant to the above topics. They will also be asked to write down three things they learned and
the sites from which they accessed the information. See computer lab handout.
Station 3-This station will provide a brief history and culture of the Greeks. Students will view a
piece of a documentary about Greece, will taste some Greek food, and listen to Greek music. On
a handout, students will be asked to record three things they learned from the video. They will
also be asked their opinions and thoughts on the food, music, and what they learned. See Greece
handout.
Station 4-At this station, students will revisit the book of The Cyclops from The Odyssey. They
have read this section previously, but will be asked to skim it again to refresh their memory.
Then they will have to write a new ending to this book. The outcome can be of their choosing as
long as it is original. See Cyclops handout.
7
Opportunity for Discourse:
Most of the discourse during this lesson will be written except for Station 3. At this station,
there will be more opportunity for oral discourse, as the students talk about the food and music
of Greece. At the other stations, students will be allowed and encouraged to share their ideas.
This is by no means an individual project. As the teacher, I will move from station to station
listening to students and responding to their comments and questions. I will also ask them
questions from time to time. Mostly though, I would like them to discover on their own and for
me to step back a little and mostly make sure they are on track. I hope to provide little support in
this lesson. I am hoping students feed off of each other as they get excited about what they are
learning.
Students will be asked at each station to justify and engage in written discourse with the tasks
they are assigned. Videos, music, the text, and food will be there to enhance discourse. If a
student or group is having difficulties with a particular task, I will jump in and ask the necessary
questions to get them thinking or model for them what I might do for the task.
Environment Considerations:
The classroom will be more significantly modified during this lesson. Two class periods will be
allowed for this lesson and the discussion that will follow. Students will be broken up into
groups of four. The groups will be assigned by me. In each corner of the room will be a station.
On the first day, students will spend approximately 15-20 minutes at each station. Two stations
will be completed. The second day students will finish the remaining stations, spending 15
minutes at each, and will participate in a short class discussion at the end.
During the lesson, I will move around the room making sure that all students are engaged and
participating. If I see someone not participating, I will step into that group while tasks are being
performed. Necessary materials will include: two VCR/TV’s, videos of Forrest Gump, Star
Wars, and Greece: A Moment of Excellence, Greek music CD’s, small amount of Greek food
(baklava and grape juice), a computer lab, photocopies of the book of the Cyclops, and handouts
provided by the teacher.
Analysis of Learning:
For this lesson, there will be no test, quiz or homework assignment. I will assess students by
watching them during the lesson, during discussion, and by their completed and turned in
tasks/handouts. I want the emphasis of this lesson to be more on having fun than on grades.
Here is a breakdown of points I will assign to each task/station:
Station 1-Students will receive 5 points for turning in a paper with the themes they think the
movies have in common.
Station 2-This is worth 4 points. Students will receive one point for each fact they write down
and one point for finding their own website.
Station 3-This station is worth 5 points. 1 point will be given for each fact they wrote down that
they learned and 2 points for their thoughts and opinions on being Greek.
Station 4-This station is worth 10 points. 10 points will be given for turning in an original
ending to the Cyclops.
Part I
Compose workstations for the students:
1. Newsletter Station
2. Greece Station
3. Cyclops Station (IS THIS THE ENDING OF PART 1 OF THE ODYSSEY)
8
Computer Lab-Station 2
1. Please visit the following websites and write down three interesting facts that you discovered.
http://homepage.mac.com/cparade/GML/TrojanWar.html
http://www.mythweb.com/odyssey/index.html
http://www.classics.upenn.edu/myth/homer/pronunra.php
http://pereus.tufts.edu/
http://www.loggia.com/myth/homer.html
http://www.in2greece.com/english/places/summer/islands.ithaca.htm
Interesting facts (3 points)
1.
2.
3.
2. Find one website of your own choosing that is relevant to Greece, Homer, or The Odyssey.
Write down a brief summary of what the site contains. Don’t forget to include the web
address. (1 point)
9
GREECE-Station 3
While at station 3, you will learn a little bit more about Greek culture. While watching
the short video, please write down three facts that you learned about Greece. (3 points)
After sampling the food, drink, and listening to the music, record your thoughts and
opinions on being Greek. What would it be like to be Greek?
Would you like to be Greek? Why or why not? (2 points)
10
The Cyclops-Station 4
We previously read the book of the Cyclops in class. Take a minute to skim the Cyclops
to refresh your memory. After you are finished, pretend you are Homer and write a new
ending to this book. You can write whatever you would like, as long as it is original. In
Homer’s original version, Odysseus makes it out alive. What happens to Odysseus in
your version? Be creative! (10 points)
Week #4 and 5
PLANS FOR LESSON
Lesson #4-5: A cooperative lesson on part II of The Odyssey
Learning Objectives:
Students will be able to work as a group.
Students will be able to present their ideas logically and coherently to the class.
Students will be able to revisit what they have read and apply the information to a new
format.
Students will be able to write a persuasive piece that includes relevant detail and
information.
Tasks:
Students will construct a presentation and handout to present to the class. The assignment
is for the students, as a group, to pretend they are tour guides over the summer in Ithaca.
They are working for a tour company. The company gives tours of Ithaca highlighting
places and scenes from The Odyssey. The students will pick four scenes and places their
tour will highlight and include them in their presentation. They are trying to sell their tour
of Ithaca to the class. See Ithaca Tours handout.
Opportunity for Discourse:
Students will engage in written and oral discourse in small groups. I will give them the
assignment and point them in the right direction. They are really free to interpret this
assignment as they would like. There are some guidelines, but they are free to include the
parts of the story they like best and the details they feel necessary.
During the first class session when this is assigned, I will interact with students while they
are working in their small groups. I will listen to their ideas, give some input and possibly
ideas. I will provide support to students while they are working in their groups during class
sessions.
Environment Conditions:
For this assignment, I will assign students to groups of four. Each student will be asked to
pick a particular scene or part of Ithaca they would like to include on their tour. Writing up
the description of that piece will be the responsibility of the student that chooses it. Each
student will contribute.
On the day this is assigned, a full class period will be given for students to generate ideas
and assign tasks in their groups. After that, 15 minutes will be set aside on various days to
allow students to get together and work on the assignment. One week from the date I assign
the project, students will present their tour to the class. This will take one full period.
11
Analysis of Learning:
This lesson will be more formally assessed than the other lessons. Students will be asked to
hand in the handout they generate to go along with the presentation. They will also be
assessed on their presentation. See Tour Guide Rubric.
TOUR PROJECT
ITHACA TOUR
Presentation is required of the groups
Homer is a very famous writer, and The Odyssey is one of his most famous works.
People travel from all over the world to see Ithaca, the places Odysseus visited, and to
relive what he experienced.
Imagine that your summer job is to be a tour guide on the island of Ithaca.
Your assignment is to create a tour of Ithaca and sell it to the class.
As a group, you will need to construct a handout detailing your tour and also present your
tour to the class.
In your tour, you will need to include/highlight four sights that are relevant or pertain to
The Odyssey.
Each person in the group should take responsibility for one attraction.
You, as a group, decide which sites and attractions you want to include.
The sites and attractions you incorporate should be from Part II of The Odyssey.
For example, your tour might offer a reenactment of the Bow and Arrow scene.
It might show the palace where Penelope waited 20 years for Odysseus’ return.
But remember, you are trying to sell this tour to the class.
Be creative, and use a lot of detail!
You may include pictures in your handout, also.
Don’t forget to give your tour company a name.
You will present your tours a week from today.
Occasionally, if any, you will be given class time to work on this project, however, you
will need out of class time as well.
12
Your presentation should be 7-10 minutes long, and each group member should present
their attraction.
This project is worth 100 points to the group and individually.
RUBIC
Tour Guide Rubric
Presentation
Did all group members participate in the presentation?
15
10
5
0
Did the presentation stay within the time limit?
5 (yes)
0 (no)
Was the presentation clear, concise, and understandable?
5 (yes)
0 (no)
Would I go on your tour? Was the presentation persuasive and detailed?
15
10
5
0
Handout
Were relevant parts of Ithaca and Part II covered?
15
10
5
0
Was the handout pleasing to the eye? Were pictures included?
15
10
5
0
Were four different attractions featured?
15
10
5
0
Were they described thoroughly and with good detail?
15
10
5
0
Was the handout free of spelling, punctuation, and grammar errors?
15
10
5
0
Total
/115
The final week offers time for project presentations, assessment, and any additional activities
that the teacher deems necessary for student mastery of the selected outcomes.
13
JOURNAL TOPICS YOU MAY LIKE TO INCORPORATE INTO YOUR LESSON.
(This is optional you may choose your journal topics on your own)
Journal Topic #1
What do you know about Greek Gods and Goddesses from either watching television or previous
classes? Explain in details.
Journal Topic #2
Do you think that the Trojan War can be compared to the war in today’s society? If so, how; if
no, how? Explain.
Journal Topic #3
Describe what a hero means to you?
Journal Topic #4
Name a hero in your life and describe why you consider them your hero?
Journal Topic #5
Tell about a journey you once took?
Journal Topic #6
Predict why you think a poem such as The Odyssey might be valuable today?
Journal Topic #7
What kinds of qualities does a good leader have?
Journal Topic #8
Describe what you think a Cyclops might look like?
Journal Topic #9
What kind of obstacles do people today have to try and overcome?
Journal Topic #10
What type of qualities does Odysseus have that make him a good leader?
Journal Topic #11
What type of qualities does Odysseus have that make him a good friend?
Journal Topic #12
If someone says to you "Beware of Greeks bearing Gifts" what would this be in reference to and
what could it possibly mean to you?
Journal Topic #13
Write an entry that Odysseus might write in his ship's log.
Journal Topic #14
Human weakness plays a big part in this story. Tell what Odysseus' weakness is and why Homer
might have wanted to include this in his story.
Journal Topic #15
Compare and contrast Odysseus and Eurylochus
Journal Topic: Include this topic whenever necessary for you
Write an entry from the point of view of Telemakhos, Penelope and Eurykleia and distinguish
14
Backward Design Template
Genre Unit: Epic/Mythology The Odyssey
Step One: Identify Desired Results
What overarching understandings are desired?
 An epic is a long poem that tells the story about
the adventures of gods and heroes. The hero may
be a character from history or from legend and
generally possesses the character traits that are
most valued by the society in which the epic
originates.
 The central character of an epic, called the epic
hero is a figure of great, sometimes larger than
life stature.
 Mythology: an epic written in heightened
language which recounts the deeds and concerns
of a heroic period where a character embodies the
values of a particular society. The hero is the
questing poet.
What will students understand as a result of this
unit?
 Students will understand and analyze heroic
characters and external conflicts in epics and
myths.
 Students will critically synthesize character, plot,
theme, setting and point of view revealed in the
Odyssey.
 Students will clarify how the writer create
characters using three major techniques: showing
what characters say, do or think; revealing what
other characters say or think about them; and
describing what physical features, dress and
personalities the characters display.
 Understand how to use paraphrasing as a strategy
for comprehension.
 Understand summarizing as a strategy for
comprehension.
 Explore the use of story maps to develop
understanding of actions and consequences in an
epic.
 Become acquainted with the epic and ask
questions.
 Students will use academic vocabulary
appropriately.
 Understand and demonstrate knowledge of
What are the overarching "essential" questions
 How is an epic different from a myth?
 Will the student be able to understand and
analyze heroic characters?
 Describe conflicts between good and evil?
 Will the student be able to draw conclusion?
 How does the epic hero use his talents to resolve
the conflict?
 Do you believe that the Trojan War actually
occurred?
 How is the tradition of hospitality expressed in
Homer’s epic?
 What do you think was the purpose of Odysseus’s
journey? What does his journey symbolize?
What "essential" and "unit" questions will focus
this unit?
 What makes a hero?
 What influences a decision and how does one
make a decision?
 Explain why does a myth endure?
 How does a myth explain human nature?
 What do you find confusing?
15



context clues when he/she finds an unfamiliar
word in a sentence.
Make a connection based on ones own
experience.
Make predictions and explain the outcome giving
specific details.
Identify what ideas are important and explain
what interest you the most.
Step Two: Determine Acceptable Evidence
What evidence will show that students understand…
Performance Tasks, Projects
Project: An Epic in Part One
At the beginning of the epic, students will work in groups and write a summary of Part 1-5 and create a story
telling tall tales of their version of the Odyssey based on a current event.
Suggested Resources: *Sample of a tale *How to create a tall tale” by ___________ see:
www.howtodothings.com/hobbies/a4248-how-to-write-a-talltale.html
*Research and composition guidelines (provide students with information and resources needed to help them
locate articles on current events and/or social issues).
*Plagiarism avoidance instruction and resources.
*Rubric for project components (these should be teacher generated based on student input).
Timeline: allow 3-4 weeks.
Performance Task:
What: An epic in one act
Why: To help students comprehend and rehearse the literary elements of fiction.
How: After reading “The Odyssey” and re-enact great scenes from the epic by creating a timeline of events,
as a group, students will write and perform a short, one act epic (either as an amusing event or a serious
ending).
Think of a scenario (your real world situation or a simulation).
Goal: To allow students to compose and describe their understanding of an epic through a dramatic
presentation to show how an epic describes circumstances essential to humanity and the society in which a
long narrative poem is written.
Roles: Playwright(s), director, actors, set/prop designer, promoters, theater critic.
Audience: All patrons of theater
Situation: Students working in groups, as a theater company.
Product/Performance and Purpose: Students will produce and demonstrate a short, one act epic to amuse and
teach an audience about an essential modern activity and/or particular happening.
Components: One-Act Epic
*Art Gallery: Model-handmade, photograph, o other cinematography of an epic on banner o poster (11” x
17”) page, must indicate epic/title/header, model of actor/actress from a key event-10% of final score.***
*One-act play: A shot, one act from the epic, either a tragedy o comedy/creative writing) 2-3 pages-25% of
final score.
16
*Playbill: Design a pamphlet/brochure detailing the following contributors:
A brief summary of a long narrative poem in a dignified style about the deeds of a hero or heroes.
A cast of characters (a list of characters and their roles)
The setting (a story of where the action takes place)
Production crew (a list of group members and tasks completed)
Acknowledgements (a list of references to articles and images used)
Social Context (expository essay that discusses the current event/social issue) 3-4 pages pamphlet/brochure
(see “Sample Playbill”) – 15% of final score
*Performance: Dramatic presentation of an epic (public speaking experience) – 15% of final score
*Multimedia Presentations: Students are expected to prepare a Powerpoint slideshow or some other
presentation (video film, map with legend, poster board, choral reading, diorama, fairy tale, fiction story,
audio clips, large scale drawing, mural, museum exhibit, musical instruments, non-fiction, oral repot,
pantomime, photo essay, puppet show, rebus story, role play, story telling skit, or tapes-audio-video) to assist
in the discussion of the current event/social issue used to “inspire” the one act epic – 15% of final score.
Epic Review
*Students will write a review of the performances presented by the other group (critical analysis essay) – 10%
of final score.
Note: It is expected that students will write and review collaboratively before submitting final products.
Quizzes, Tasks, Academic Prompts
Epic Diagnostic Assessment
Selection Tests: Literary Response/Literary Focus/Constructed Response
Summative Assessment
Other Evidence (e.g. observations, work samples,
dialogues)
Vocabulary exercises and word maps
Literary skill worksheets and/or assignments
Responding to Literature essays
Student-Teacher writing process interviews
Student Self-Assessment
K-W-L Charts
Self-assess story telling – tall tales verbal
performance, project components
Core skills.
17
Step Three: Plan Learning Experiences and Instruction
Given the targeted understandings, other unit goals, and the assessment evidence identified, what
knowledge and skills are needed?
Students will need to know…
Students will need to be able to…
Academic Vocabulary:
Literary Skills
Epic hero, conflict, muse, contending, imagery,
Identify, assess and apply personal reading strategies
epithet, epic similes, mortal, customs, magic,
that were most effective in learning about the epic.
destruction, horrid, adversity, adversary, formidable, Located and show knowledge of vocabulary skills
tumult, martial, brachium, pascere, for’s, patens,
and terms from the epic, similes, epithets, idioms and
turba, jovial, cereal, myth, epic, Pieria, ambrosial,
myths.
band, Ilion, lee, mustered, withy, brace, laggard,
Define and understand how an author’s use of words
quiver, smithy, divers, pectoral fleece, sage, carrion
create tone, mood and how choice of words advances
rogue, lob, weird, stealth, mast, flay, implacable,
the theme o purpose of an epic.
kine, beeves, hecatombs, Harpies, whelp’s, serried,
Understand elements of fiction, character, plot,
promontory, Amphitrite, maelstrom, plumb, founder, theme, setting, point of view, setting, mood and
combers, smother, cuirass, travail, gorge, blanched,
theme.
dire grapple, supplication, insidious, strew, liation,
Recognize characters, titans, gods, goddess and
entrails, tripes, Lampetia, overweening, destiny, foils, heroes. Recite and show appreciate reading details
candor, disdainful, glowered, lavished, aloof.
from the epic, “The Odyssey.”
Reading Skills
Unit Objectives:
Learn and practice “phonetic punctuation” (The
How to identify and analyze elements of fiction,
Odyssey)
including plot: exposition (basic situation), rising
Illustrate a story/poem with appropriate rhythms and
action, climax (turning point), falling action,
sounds.
resolution; point of view, characters, setting and
Read and summarize.
theme.
Use Read Check to show the elements that make up
How to read aloud, analyze text and make a
the plot of the story.
connection, plot or theme to see if they help you
Play “The Parts of a Sentence” charades.
answer any additional questions.
Play “New Word for the Day” – learn a new word
How to speak to an audience for a variety of purpose. and use it frequently during the day.
Vocabulary Skills
Identify synonyms
Use and Mapping words
Illustrate and use context clues in words, sentences
and paragraphs to define vocabulary words.
List vocabulary words using vocabulary sentences
completion to fill in blanks with appropriate words
from the vocabulary list from “The Odyssey.”
Recognize and identify the linguistic study of word
origin.
Create semantic maps.
Understand words from Greek and Roman myths.
Understand words from Norse myths.
Writing Skills
18
Write a paragraph.
Use a scoring rubric to evaluate and improve own
writing and the witting of others from a persuasive
argument.
Use the computer and word-processing software to
compose, revise, edit and publish a piece.
Listening and Speaking Skills
Explore and reflect on ideas while hearing and
focusing attentively.
Listen and respond appropriately to a debate or
argument.
Perform and deliver informative presentations.
Listen to the audio version of “The Odyssey.”
Listen for specific details and take notes.
Step Three: Plan Learning Experiences and Instruction (Continued)
What teaching and learning experiences will equip students to demonstrate the targeted
understandings?
Suggested Teaching Activities
1. Begin with an entry question (Does an epic such as “The Odyssey” demonstrate a true hero?) to hook
students into considering the effects of an epic on their lives. H
2. Introduce the Essential questions, discuss Journal Topics and the culminating unit performance tasks
(An epic in One Act). W
3. Note: Key vocabulary terms are introduced as needed by the various learning activities and performance
tasks. Students read and discuss relevant selections from the course textbook to support the learning
activities and tasks. As an ongoing activity, students keep a notebook of terms for later review and
evaluation. Suggested Text: Literature Text: Holt, The Odyssey by Homer (Holt) pg. ___-___) and/or
Power Notes Presentation). E
4. Present vocabulary and concept development by reading a selection from the text and/or an outside
resource. E Suggested Text(s):
5. Use an example of an epic to provide students with an example to follow for creating their own tall
tale. E
6. Introduce background information about Homer, Greek mythology, the social/cultural elements that
influenced the writing of “The Odyssey.” E-2
Note: Consider using Homer and his writings (Power Notes) to guide students through a review of
these elements.
7. Introduce the epic The Odyssey by having students complete a guide of questions about the major
themes introduced in an epic. H
8. Read aloud The Odyssey prologue and part of The Adventure to Troy and/or show a video excerpt. For
each section of The Odyssey read aloud, model a different strategy; visualization, prediction, using text
aid, etc. H
9. Give periodic quizzes on the sections and journeys from The Odyssey. E
10. Review and discuss the characters in the epic throughout the readings. Discussion questions: what
19
Step Three: Plan Learning Experiences and Instruction (Continued)
connections to the characters can you make based on experiences in you own life? R
Note: Consider using "The Odyssey" presentation (Power Notes) to guide students through a review of
The Journey from Troy and the elements of plot through the Return to Ithaca.
11. Working in cooperative groups, students brainstorm ideas for presentation of Odysseus first visit based
on a current event and/or social problem in today’s society. Teacher observes and coaches students as
they work. E-2
12. Have groups develop, revise, and present components of "The Odyssey” from sailing to Troy to The
Return to Ithaca. E, E-2 (Note: Teacher collects and reviews the drafts of items to look for
misunderstandings needing instructional attention.)
13. Students exchange project components with members of their group for a peer assessment based on a
criteria list. Allow students to make revisions based on feedback. R, E-2
14. Students respond to written prompt: Respond to Literature prompt (either teacher generated or from
textbook resources. (These are collected and graded by teacher.) E-2
15. Teacher models, with student volunteers, how to read and perform an epic. Then have students practice
using selected sections from The Odyssey. Note: see an epic “The Odyssey” for options for students’
performance. E
16. Students work independently to develop components of project for which they are responsible. Evaluate
and give feedback on the project components. Students self- and peer-assess their projects using rubrics.
E-2, T
17. At the conclusion of the unit, students review their project performance components and
summative/formative assessments and self-assess their progress as learners. Have they noticed changes?
Improvements? E-2
18. Students develop a personal “writing/reading action plan” for productive learning. These are saved and
presented at upcoming student-involved parent conferences. E-2, T
19. Conclude the unit with student self-evaluation regarding an epic as a literary form connects to events
from their lives and their surroundings. E-2, T
20. Additional Suggestions:
 See a performance of The Odyssey
 Have students fold a paper into fourths. Have them draw what is happening as you read an excerpt.
 Research – Have student groups refer to the reference books and websites. Have student groups record
10 items relevant to the setting (time period and location) of The Odyssey.
o pictorial reference books on the Greek era. Give student groups internet links.
o pictures of Greece, maps of Greece, pictures of clothing, music and poetry, etc.
o virtual tour of Greece http://www.virtourist.com/Greece/index.html
o side by side text of The Odyssey (one side original text, the other side modern language) –
http://nfs.sparknotes.com/the odyssey/
 Guided Instruction – Review Comprehension Monitoring. Facilitate small group readings/reenactments. (Set expectations so that students are comfortable reading aloud or have them re- read
aloud.)
 Have students each take a role to perform each Journey experienced by Odysseus and his men in their
literature circles. Have the group write down antiquated words and use the text guides to help
determine meaning.
 Assign student groups different passages in which characters in Part II, make important choices. Have
groups discuss, write about, and present what they would do if faced with the same choice and each
journey make important decisions as well as terrible choices. Have groups discuss, write about, and
20
Step Three: Plan Learning Experiences and Instruction (Continued)
present what they would do if faced with the same choices. Groups should come to a consensus about
what they would choose to do.
 Assign student groups different passages. Have them discuss, write about, and then explain aloud why
the passages are examples of dramatic irony.
 Have students brainstorm in groups about possible real-world examples of dramatic irony. Topics could
come from current events, their own lives, or hypothetical situations.
 Have student in collaborative groups use the data on the class cause and effect graphic organizer to
construct alternative scenarios for the outcome of each journey. Have groups present them to the class.
Give points after the class has voted on the winners of the following categories: Most realistic (likely to
happen) and most creative (unlikely to happen).
 Have groups suggests a short retelling of The Odyssey in a modern setting (GreekIsrael/Latin/Spanish/Dominican/American/Italian; etc.)Romeo & Juliet in a modern setting
(Israel/Palestine; England/Ireland; etc.)
 Have collaborative groups compare a Greek epic with a modern tragic dramatic presentation (film,
television, novel, newspaper article). Have them reflect and discuss the similarities/differences between
Greek expectations of what is an epic and their own understandings. What literary (or filmic) devices
are used in modern works?
Essay Options:
Students should complete a persuasive essay. The essay could be student choice based on the previous
activities or teacher selected. This essay could be student choice based on the previous activities or teachers
selection. This essay should be placed in the student’s writing portfolio and should provide a point of
comparison for the diagnostic writing assessments.
Project Options:
To be done individually or in collaborative groups. Each student project should include an oral
presentation/performance and a written piece. Presentations could be made during class time throughout
unit, or at the end of unit. These projects may be used to supplement the unit culminating activity.






Masks – Greek Era: Have the students create a mural for the period and then have them write and
describe the elements of the epic during the Greek era.
Set Design – Greek Era: Research and create a stage used during the Greek era. Have students explain
what the roles of the actors were in those times and compare with the present.
Joint-Story-Writing – Experiment with joint story writing by having one student start then pass it on to
the next student
Comic Strips – Have the students create a comic strip about Odysseus and his men journeying to Ithaca
after the Trojan War.
Mapping – Have students create a map with a legend of the Greek epic demonstrating their voyage.
Role Playing – Have students create the characters of each role performed in the epic or the locations
such as the cave, ship or the islands.
Note: Create class rubrics for each of the projects planned. There should also be a rubric for the
presentation aspect of the project.
Differentiated Instruction:
Both teachers or teacher should work with students who need additional support for building schema and
21
Step Three: Plan Learning Experiences and Instruction (Continued)
language. Offer those students more visuals, summaries of the epic, audio tapes, etc. Have student who
need a challenge record items from different perspectives, such as paintings, pictures (describing what the
people look like, locations, and people from Greece).
Note: WHERETO is an acronym for considering and self-assessing the key elements and logic of a
learning plan:
Where: ensuring that the student sees the big picture, has answers to the Why? questions, and knows the
final performance demands as soon as possible
Hook: getting the student interested immediately in the idea and issues of the unit, engaging the student in
thought-provoking experiences/challenges/questions at the heart of the unit.
Equip & Experience: providing the student with the materials, tools, resources, skill, and information
needed to achieve the desired understanding; experiencing the big ideas as real and important.
Rethink: taking the unit deeper by shifting perspective, considering different theories, challenging prior
assumptions, introducing new evidence and ideas. Also providing the impetus for the opportunity to revise
prior work, to polish it.
Evaluate: ensuring that students get diagnostic and formative feedback and opportunities to self-assess and
self-adjust.
Tailor: Personalize the learning through differentiated assignments and assessments, as appropriate,
without sacrificing rigor/validity
Organize: Sequence the work to suit the understanding goals (questioning the flow provided by the
textbook, which is typically organized around discrete topics)
22