LESSON PLAN THE EPIC Joyce Bone Gradelevel: 12/APEnglish boogerbone@hotmail.com Peterson­Warren Academy Description: This unit uses the different writing discipline through the concepts found in the epic, The Odyssey. The intended activities are designed for advanced students. Through writing students will connect the challenges of Odysseus with those of other heroes such as Moses and Jesus (from the Bible) and contemporary heroes. Week I­Introduce the epic (literary terms, narrative) Week II­The Odyssey (video) Week III­The writing process Week IV­Wrap­up/panel discussion/test STUDENTS WILL: 1. Understand epic conflict 2. Make reference about the culture 3. Identify the characteristics of an epic hero 4. Research Great Epics of the World (Multicultural Connection) Write a report to share with the class. 5. Role play through letter writing. 6. Write a movie review 7. Retell the Story of Redemption in epic style. 8. Create a map of the world of Ancient Greece; They will trace and chart the route that Odysseus traveled on his historic voyage. 9. Watch a video­The Odyssey 10. Write a News story 11. Participate in a panel discussion Examples:
· Homer, Iliad
· Homer, Odyssey
· Virgil, Aeneid
· · · Beowulf
Tasso, Jerusalem Delivered
Milton, Paradise Lost
WORK STUDY ACTIVITIES ACTIVITY 1 : Faith Integration­ Study Guides # 5,6,& 7 . Students will retell the “Story of Redemption” in epic style. See characteristics of the conventional epic. Reference the characteristics used. Teacher will direct students through brainstorming the life of Christ. They will recognize Christ as the hero who died to save the worl. See the Assessment Rubrics http://maricopa.edu/dept/d46/psy/dev/Fal01/hero/qualities.html www.whiteestate.org ACTIVITY 2: Cartography – Study Guide # 8 Procedure: Have students go to the computer and go to the website below. ü Create a map of the world of Ancient Greece.NET#8(4,5) ü http://projects.edtech.sandi.net/morse/homer_odyssey/carto.html ü Color­code your map, separating land from sea, as well as country from country. ü Use a legend, an explanatory caption, to point out any relevant information. ACTIVITY 3: Research­Study Guide # 4­Multicultural Connection Source: Literature Gold. Prentice Hall Great Epics of the World NET #10(4.5.6) Student Preparation­ Bring text to class. Pp.706­707 Student will select a culture and write a report For an oral presentation. Teacher Preparation­ Discuss other epics that are not listed in text. ACTIVITY 4: Write a Movie Review­Study Guide # 9 The Odyssey Teacher Preparation: 1. Explain what a movie review is 2. Distribute copies of a sample review 3. Explain the format. 4. Set up DVD/MOVIE ACTIVITY 5: Panel Discussion NET# 10 Teacher Preparation Choose a panel of three students 1. Select a student moderator 2. Students will discuss their movie reviews
3. Allow 15 minutes per group Teacher Preparation­ Set up a table with chairs for the panel members. Use a time clock to time each speaker. Distribute assessment sheets. ACTIVITY 6: Create Flow Charts Epic Hero­Study Guide #3 a. Odysseus b. Student‘s hero ACTIVITY 7: Role Play/Write a letter Procedure: 1. Students will assume the role of a character from the epic and write a letter to Odysseus telling him of the events that are happening in his palace during his absence. Student Preparation­ Word processor Teacher Preparation­Review letter writing format ( 5 parts of a friendly letter) ACTIVITY 8: Write a News story Procedure: Using the 5 W’s, students will write a news article telling about Odysseus’s return home after 20 years. MANAGEMENT­ Students will be assigned to the computer lab for 20 minutes a day after class activities. Class activities include discussing the lesson and getting directions for their project. I will check the daily sign­in sheet to ascertain students’ time­ management. Points are given because this is an out­of –class activity. NETS USED­ Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information Collaborate with peers, experts, and others to contribute to a content­related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.
Loyal Intelligent Obedient Epic Hero
Brave Courageous Valor Selfless Focused Cartographer: As cartographer, your assignment is to create a map of the world of Ancient Greece. Your map should include the original name of each country, ocean, island, and sea that the immortal gods and ancient Greeks once called home. After you have completed your map, you will be responsible for tracing and charting the route that Odysseus traveled on his historic voyage. In order to do this you will need to review Homer's Odyssey for details of Odysseus's fateful trip following the Trojan war. Color code your map, separating land from sea, as well as country from country. Include a legend for your map which points out any relevant information.(The map below is one of several versions found throughout the available texts and websites. You may use this or any other map that you choose, however, it is you responsibility to ensure that the map is of an appropriate size for your final presentation and is accurate.)
Some of the sites which may prove useful in tracing Odysseus's voyage have been included in the resources section. Material/Hardware/Software Ø Transparencies/Overhead projector Ø DVD player/Video Ø Internet Ø Coloring pencils Ø Computer/word processor Ø Cassette player Ø Handouts of Writing Movie Reviews Muschla,Gary R. Writing Workshop Survival Kit. HOT LIST FOR THE EPIC http://www.mythweb.com/odyssey/ http://projects.edtech.sandi.net/morse/homer_odyssey/carto.html http://www.virtualsalt.com/litterms.html http://www.maricopa.edu/dept/d46/psy/dev/Fall01/hero/qualities.html www.whiteestate.org
1 2 3 4 5 1.Was the action exciting? How interesting or amusing was the film? How believable was the dialogue How was the acting? Were the special effects believable? Were costumes and setting realistics? Did the movie have a good sound track? How would you rate the movie?
Story Writing: The Redemption Story Teacher Name: Mrs. Bone Student Name: ________________________________________ CATEGORY Title Page 4 3 2 1 Title page has a graphic or fancy lettering, has the title, author's name, illustrator's name, and the year. Title page has the title, author's name, illustrator's name, and the year. Title page has the 3 of the 4 required elements. Title page has fewer than 3 of the required elements. Focus on Assigned The entire story Most of the story Some of the No attempt has Topic is related to the is related to the story is related to been made to assigned topic assigned topic. the assigned relate the story and allows the The story topic, but a to the assigned reader to wanders off at reader does not topic. understand much one point, but learn much more about the the reader can about the topic. topic. still learn something about the topic. Accuracy of Facts All facts presented in the story are accurate. Almost all facts presented in the story are accurate. Most facts There are several presented in the factual errors in story are the story. accurate (at least 70%). Solution/Resolution The solution to the character's problem is easy to understand, and is logical. There are no loose ends. The solution to the character's problem is easy to understand, and is somewhat logical. The solution to the character's problem is a little hard to understand. No solution is attempted or it is impossible to understand.
Problem/Conflict It is very easy for the reader to understand the problem the main characters face and why it is a problem. It is fairly easy for the reader to understand the problem the main characters face and why it is a problem. It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem. It is not clear what problem the main characters face. Characters The main The main characters are characters are named and named and clearly described described. Most in text as well as readers would pictures. Most have some idea readers could of what the describe the characters characters looked like. accurately. Action Several action verbs (active voice) are used to describe what is happening in the story. The story seems exciting! Several action A variety of Little variety verbs are used to verbs (passive seen in the verbs describe what is voice) are used that are used. happening in the and describe the The story seems story, but the action accurately a little boring. word choice but not in a very doesn't make the exciting way. story as exciting as it could be. Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. The main It is hard to tell characters are who the main named. The characters are. reader knows very little about the characters. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There is little evidence of creativity in the story. The author does not seem to have used much imagination.
Class Debate: Panel Discussion for Movie Review Teacher Name: Mrs. Bone Student Name: ________________________________________ CATEGORY 2 1 Understanding of The team clearly The team clearly Topic understood the understood the topic in­depth topic in­depth and presented and presented their information their information forcefully and with ease. convincingly. The team seemed to understand the main points of the topic and presented those with ease. The team did not show an adequate understanding of the topic. Respect for Other All statements, Team body language, and responses were respectful and were in appropriate language. Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark. Statements, responses and/or body language were consistently not respectful. Most counter­ arguments were accurate and relevant, but several were weak. Counter­ arguments were not accurate and/or relevant
Rebuttal 4 3 Statements and responses were respectful and used appropriate language, but once or twice body language was not. All counter­ Most counter­ arguments were arguments were accurate, relevant accurate, and strong. relevant, and strong.