Unit Two: The Odyssey
North East I.S.D.
Six Traits Focus: Sentence Fluency
Writing Focus: Personal Narrative, Transitions, Paragraph Writing
Reading Focus: Skimming, Summarizing, Using Graphic Organizers, Note Taking, Predicting.
Grammar Focus:
Parts of the Sentence—WC Unit 11 (p. 494), GLW Unit 2 (p. 75)
Subject-Verb Agreement—WC Unit 16 (p. 608), WC Unit 9.3 (p. 392), GLW Unit 7 (p. 161)
Sentence Combining—WC Unit 8 (p. 360), GLW (p. 323)
Building Paragraphs—WC Unit 2 (pp. 76-95), GLW (pp. 327, 331)
Inquiry/Research Focus: Using Secondary Resources, Note Taking, Organization, Citation,
Drafting, Revision
Listening/Speaking Focus: Listen and Respond Appropriately to Presentations and Provide
Feedback; Prepare, Organize, and Present Messages
Viewing/Representing Focus: Elements of Design, Creating a Media Text and Product
Resources: The Language of Literature (LOL), Writer’s Choice (WC), The Interactive Reader
(IR), Grammar and Language Workbook (GLW), handouts
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Unit Overview: The Odyssey
TEKS: 1A-C), 2(A), (B),
WRITING STRAND: (Six Traits Focus:
Sentence Fluency)
(C), (E), 3A-D, 4A-G, 5AB
Journal Writing
TAKS Objectives: 4-6
SOURCE
Writer’s Choice: Unit 4: Narrative
Writing p. 174
Personal Narrative
READING/LITERARY STUDY
The Epic:
excerpts from The Odyssey by Homer
(Books 9, 10, 12, 21, 22, and 23, pp. 893964)
TEKS: 6(A), (B), (D), (E),
7A-J, 8A-D, 9A-B, 10A-B,
11A-H, 12A-B
SUGGESTED READING
1. from Into Thin Air by Jon
Krakauer p 538 (nonfiction)
TAKS Objectives 1-3
2. “The Road Not Taken” by
Robert Frost p. 288 (poem)
Background Essays:
“Homer’s World” p. 886
3. “The Seven Ages of Man” by
William Shakespeare p. 348
(poem)
“Reading the Epic” p. 890
Poetry:
“Siren Song” by Margaret Atwood p. 938
(poem)
4. Heroes, Gods and Monsters of
the Greek Myths by Bernard
Evslin
“Penelope” by Dorothy Parker p. 970
(poem)
“Ithaka” by C. P. Cavafy p. 971 (poem)
“The Wreck of the Hesperus” by Henry
Wadsworth Longfellow p. 124 (ballad)
Nonfiction:
from The Perfect Storm by Sebastian
Junger p. 112
INQUIRY/RESEARCH
Research Report—Heroes
LISTENING/SPEAKING/EVAULATING
Research Report presentations (Power
Point if possible)
VIEWING/REPRESENTING/
PRODUCTION
Understanding and interpreting art work
News Media comparison
Power Point slides
TEKS: 13A-E
TAKS Objectives 1-6
SOURCES
Writer’s Choice: Unit 7: Research
Paper Writing p. 322
TEKS: 14A-D, 15(A), (B), SOURCES
Writer’s Choice: Units 29: 1-2
(C), (E), 16A-F, 17A-D
18A-B
Listening and Speaking Effectively,
TAKS Objectives 1-6
p. 885, p.888
TEKS: 19A-B, 20B-C),
SOURCES
21A-C
Art pieces found in Language of
Literature
TAKS Objectives 1-6
Media Comparison Handouts 18a-e
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Unit TEKS: The Odyssey
Writing:
1(A) Write to report and describe
1(B) Write in a voice and style appropriate to audience and purpose
1(C) Organize ideas
2(A) Use pre-writing strategies
2(B) Develop drafts
2(C) Proofread writing
2(D) Refine selected pieces to publish
2(E) Use technology for aspects of writing
3(A) Produce legible work
3(B) Demonstrate control over grammatical elements
3(C) Compose increasingly more involved sentences
3(D) Produce error free writing in the final draft
4(A) Use writing to refine topics
4(B) Use writing to discover, organize, and to support what is known about a topic
4(C) Compile information from secondary sources
4(D) Represent information in a variety of ways
4(E) Use writing as a study tool
4(F) Compile written ideas and representations into reports
4(G) Analyze strategies that writers use to compose
5(A) Evaluate writing for both mechanics and content
5(B) Respond productively to peer reviews of his/her work
Reading:
6(A) Expand vocabulary through reading and listening
6(B) Rely on context to determine meaning of words
6(D) Research Greek word origins
6(E) Use reference materials
7(A) Establish a purpose for reading such as enjoyment
7(B) Draw upon his/her own background to provide connection to texts
7(C) Monitor reading strategies
7(D) Construct images such as graphic organizers
7(E) Analyze chronological order and compare and contrast
7(F) Identify main ideas and their supporting details
7(G) Summarize texts
7(H) Draw inferences and support from text
7(I) Use study strategies such as skimming and note taking
7(J) Read silently with comprehension
8(A) Read to be entertained, to be informed, and to discover models to use
8(B) Read in varied sources such as maps, charts
8(C) Read classic world literature
8(D) Interpret influences of the historical context of the text
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9(A) Recognize shared characteristics of culture through reading
9(B) Compare text events with his/her own and other readers’ experiences
10(A) Respond to informational and aesthetic elements in texts
10(B) Use elements of text to defend his/her own responses and interpretations
11(A) Recognize theme
11(B) Analyze the relevance of setting and time frame
11(C) Analyze characters
11(D) Identify basic conflicts
11(E) Analyze the development of plot in narrative text
11(F) Recognize and interpret important symbols
11(G) Recognize and interpret poetic elements
11(H) Understand literary forms such as the epic and myth
12(A) Analyze characteristics of text such as intended audience
12(B) Determine the writer’s motives
Inquiry/Research:
13(A) Generate relevant and researchable questions
13(B) Locate appropriate print and non-print information
13(C) Organize and convert information into different forms
13(D) Adapt researched material for presentation and cite sources
13(E) Draw conclusions from information gathered
Listening/Speaking/Evaluating
14(A) Generate relevant, interesting, and researchable questions
14(B) Locate appropriate print and non-print information
14(C) Organize and convert information into different forms
14(D) Formulate and provide effective feedback
15(A) Listen and respond to presentations
15(B) Identify and analyze the effect of artistic elements within literary texts
15(C) Evaluate informative and persuasive presentations
15(D) Evaluate artistic performances
15(E) Use audience feedback to evaluate his/her own effectiveness
16(A) Use the conventions of oral language effectively
16(B) Use informal, standard, and technical language effectively
16(C) Prepare, organize, and present informative messages
16(D) Use effective verbal and nonverbal strategies in presenting oral messages
16(E) Ask clear questions for a variety of purposes
16(F) Make relevant contributions in discussions
17(A) Present and advance a clear thesis and support the major thesis
17(B) Choose valid evidence, proofs, or examples to support claims
17(C) Use appropriate and effective appeals to support claims
17(D) Use effective verbal and nonverbal strategies
18(A) Make valid interpretations of literary texts
18(B) Analyze purpose, audience, and occasion for verbal and nonverbal strategies
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Viewing/Representing/Production
19(A) Describe how meanings are communicated through elements of design
19(B) Analyze relationships, ideas, and cultures as represented in media
20(B) Deconstruct media to get the main message
20(C) Evaluate and critique the use of symbols in media
21(A) Examine the effect of media of constructing his/her own perception of reality
21(B) Use a variety of forms and technologies to communicate messages
21(C) Use a range of techniques to plan and create a media text
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The Odyssey
Homer, LOL pp. 893-964
Consider using the audio CD or read aloud strategies as this story is intended to be heard aloud.
Also, consider alternating reading with viewing The Odyssey film (see handout 1, p. 44).
Establishing Historical Background
Literary Elements: epics, myths, and oral tradition
1. Pre-reading/discussion:
A) Initial Teaching: Refer to Unit One and Cisneros’ stories about family. Ask students to
do a quick write about a story that is told over and over in their families. Discuss—What do
these stories tell us? Transition to stories all or most students might have heard—stories that
stretch beyond family—La Llorona, the Ghost Tracks of San Antonio, etc.
B) Then introduce folk tales, legends, fables, myths and epics (Literary Analysis
Transparencies #23). Teachers should go over the three types of oral tradition listed on the
transparency. Ask students to come up with examples of each of the types.
C) The teacher and students tell/respond to folktales and legends, especially ones they are
familiar with or enjoy. This lesson would provide an opportunity for the class to discuss the
reach and longevity of oral traditions across cultures.
7(A), 8(B), (D), 9(A),
2. During reading:
Students will complete the “Reading the Epic” activity (see handout 2, p. 45) pp. 890-891
and p. 895 of LOL and/or teacher lecture.
11(H), 12 (A)
3. Post-reading:
Working in groups, students will choose a movie that they believe has the characteristics of
an epic and compare it with Star Wars (make copies of Literary Analysis Transparency #
18). Show clips from Star Wars and have the students identify what part of the epic is being
shown.
10(A), 11(F), (H), 16(E), (F), 19(A), 20(C), 21(A)
4. Pre-reading:
Students will use the pre-reading strategy of skimming (see handout 3, p. 46) before reading
“Homer’s World” LOL, pp. 887-889.
7(C), (I), (J), 8(B), 11(B)
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“The Invocation” and Book Nine
Use IR, pp. 248-282 for this section.
Literary Elements: character development
1. Pre-reading:
Begin with an open-ended question: What do Dorothy in the Wizard of Oz and E.T. have
in common? Transition to what is Odysseus’ quest? (to get back home to Ithaca to his
wife and son)
Listening Activities:
A) The teacher can model the oral tradition of storytelling for the purpose of entertaining
and passing on history by telling the story of the Trojan War or read a children’s book
version.
8(D), 14(A), (B), (C)
B) The teacher can tell the main events of The Odyssey as students complete an outline of
the plot (helpful website: www.mythweb.com/odyssey/#index).
11(E), 14(A), (B), (C)
2. Pre-reading journal:
What “monsters” have you faced? How did you overcome or avoid these obstacles?
How is “monster” a metaphor for obstacles?—Or—Define “monster” in your own words.
7(B), 9(B)
3. Pre-reading vocabulary:
Unit 6 Resource Book, p. 7.
6(A), (E)
4. During reading:
Use the “Pause and Reflect” activities as you read the book. Teachers can discuss the
following characteristics of the epic:
Temptations—The Lotus Eaters, Book Nine, lines 29-55
Monsters—The Cyclops, Book Nine, lines 56-419
The will of the gods—Intervention of Poseidon and Zeus, Book Nine, lines 421484
7(E), (F), (G), (H), (I), 8(C)
5. Post-reading:
Students will complete a web of Odysseus’ heroic qualities (copy Literary
Transparencies #19 as a handout) and then on the back of the handout create a list of
Odysseus’ weaknesses.
7(D), 11(C)
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Book Ten and Book Twelve
LOL, pp. 916-937
Literary Elements: alliteration
1. Pre-reading journal:
Think back to a time when you were tempted to do something you knew you shouldn’t.
What thought process led you to make your decision? What was the outcome?
7(B), 9(B)
2. Pre-reading vocabulary:
Unit 6 Resource Book, pp.12 and 17, and Vocabulary Transparencies and Copymasters,
Latin Roots of Words p.90.
6(A), (D), (E)
3. During reading:
Students will predict future events in the story, using page 10 of the Unit Six Resource
Book while reading Book Ten, lines 1-213. Listen to Book Twelve, lines 108-133 on CD.
7(H), 8(C),
4. Post-reading:
“Siren Song” (poem) by Margaret Atwood, p. 938—Discuss connections to the Odyssey
and poetic elements used. (Note: The clip of the Sirens from the film, Oh, Brother Where
Art Thou is excellent to show as a comparative media piece.)
11 (A), (G), 15 (B), (D), 18(A), 19(B)
Books Twenty-one and Twenty-two
LOL, pp. 945-960
Literary Elements: conflict
1. Pre-reading journal:
What thoughts, feelings, or problems do you think you might have if you had not seen a
close relative for a long time and he/she suddenly returned?
7(B), 9(B)
2. Pre-reading vocabulary:
Unit 6 Resource Book, p. 22.
6(A), 6(E)
3. During reading:
Identify conflicts—use p. 20 of the Unit Six Resource Book while reading.
8(C), 11(D)
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4. Post-reading:
Odysseus on trial (See handout 4, p.47).
10(B), 14(A), (C), (D), 15(A), (C), 16(A), (B), (C), (D), (E), (F), 17(A), (B), (C), (D)
5. Post-reading:
Context Clues (Figurative Language) p.89 Vocabulary Transparencies and Copymasters
6(B), 11(G)
Book Twenty-three
LOL, pp. 961-964
Literary Elements: point of view
1. Pre-reading journal:
Why is it difficult to be away from someone you love?
7(B), 9(B)
2. Post-reading:
Students will respond to The Odyssey by creating an illustration or storyboard (see
handout 5, p. 48).
7(D), 8(C), 10(A), 19(A)
3. Post-reading:
Students will read “Penelope” (poem) p. 970 and “Ithaka” p. 971 (poem) then compare
and contrast the themes and the speakers’ voices in the poems (use p. 33 and 34 of
Integrated Assessment).
7(H), 10(A), (B), 11(A), (G), 12(A), 15(B), 18(A)
4. Post-reading:
Students create a dialogue jacket (see handout 6a, 6b, pp. 49-50) for an imaginary
conversation between two characters in The Odyssey. Example: Poseidon and Athena
arguing, “Why Odysseus should or should not be allowed to go home” (see WC Unit 4.3:
Writing Dialogue, p. 188). Also, the students will write a descriptive paragraph for each
character (see WC Unit 3.1: Descriptive Writing, p. 132).
7(D), 8(C), 10(A), 19(A)
5. Viewing/Representing: Art Appreciation
A) Students will analyze and respond to the art pieces in The Odyssey from LOL (see
handout 7, p.51). Possible responses to the questions are found in the teacher’s edition of
LOL. The students may work individually or with a partner.
19(A), (B), 20(B)
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B). Students will analyze and respond to the painting, “Landscape with the Fall of
Icarus” by Pieter Brueghel and compare it with the poem by William Carlos Williams
with the same title. If students have the opportunity, they should use Google Image
Search to locate images associated with The Odyssey. Then they can analyze and
respond to the images (see handout 8a, 8b, pp. 52-53).
11(A), (G), 15(B), (D), 18(A), 19(A), (B), 20(B)
6. Viewing/Representing:
Media coverage group activity (see handouts 18a-e, pp. 64-68).
Additional Odyssey Activties
1. Music appreciation: Compare the themes of The Odyssey with “I am a Lighthouse” by
NickleCreek (see handout 9, p. 54).
2. The teacher may take a thematic approach to The Odyssey—the theme of archetypes,
particularly the archetypal hero (see handout 10a-c, pp. 55-57).
“from The Perfect Storm”
Sebastian Junger, IR, pp. 57-69
Literary Elements: Setting
1. Pre-reading journal:
Think of an example of a situation that called for a person to act courageously.
7(B), 9(B)
2. During reading:
Use IR and complete the Reader’s Notebook, p. 69.
7(D), (E), (F), (G), (H), (I), 8(B), (C), 11(B), (D)
3. Post-reading:
Read “The Wreck of the Hesperus” (ballad) by H. W. Longfellow LOL, p. 125 (see
handout 12, p. 59). Students will have an opportunity to create a ballad based on The
Perfect Storm (see handout 13, p. 60).
11 (A), (G), 12(A), 15 (B), 18(A)
4. Alternate Pre, During, and Post-reading Activity
Have students read “from The Perfect Storm” in LOL, pp. 113-121 and work in groups
(see handout 11, p. 58).
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Personal Narrative
Using the writing process (see WC Unit 4, “Narrative Writing”, p. 180.), students will write a
personal narrative about a struggle or conflict that they have faced (see handout 14, p. 61).
1. Students will create a list of at least ten conflicts or struggles they have faced.
2(A)
2. Students will create a timeline of the event (see WC Unit 4.1, p. 180) and a web chart (see
handout 15, p. 62).
1(C), 2(A), 4(D)
3. Students will look at a model of a personal narrative on p. 132 of LOL and practice writing
effective sentences, paragraph building, and paragraph transitions.
WC: Unit 8: Sentence Combining, p. 358
GLW: Writing Effective Sentences, p.323
WC: Unit 2: Drafting Paragraphs, pp. 72-95
GLW: Building Paragraphs, p.327
GLW: Paragraph Ordering, p. 331
1(C), 3(B), (C), (D), 4(G)
5. Students will write a rough draft. See Unit 4.2 of WC, p. 184 and Unit 4.3 of WC, p. 188.
1(A), (B), 2(B)
6. Students will analyze two student models of the personal narrative from Unit One Resource
Book p. 48. (needs to be copied) Comparing the weak model to the strong model,
students should identify what makes the strong model better (ask students to focus on the
sentence fluency of the models) and transfer the technique of strong sentence fluency into
their own final draft.
2(B), 4(G)
7. Students will peer edit each other’s drafts. (Focusing on sentence fluency rubric from the sixtrait assessment). Unit One Resource Book p. 45 provides a peer edit sheet.
2(C), 5(A), (B), 8(A)
8. Students will write a final draft. Encourage and provide students opportunities to publish their
personal narratives.
1(A), (B), (E), 2(D), 3(A), (B), (C), (D)
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Research Report on Real-Life Heroes
Students will research a real-life hero, alive or dead; then, they will write and present a report to
the class. (If available, students should create a Power Point presentation to report their findings
to the class.) For this phase of the research strand, students will use two sources, a book and an
encyclopedia (or computer databases). Students will use proper internal documentation
(parenthetical citation) and create a works cited page according to MLA format (see handout 16,
p. 63).
1. Prewriting: The students will brainstorm a list of questions that they have about their hero
(see WC Unit 7.1: Prewriting: Planning and Researching, p. 324).
4(A), 13(A)
2. Note taking: The students will take notes that answer the questions they have brainstormed
(WC Unit 7.1: Prewriting: Planning and Researching, p. 324).
4(B), (C), 12(B), (C), 13(B)
3. Outlining: The students will create an outline that places the information they gathered into a
logical sequence for presentation. (WC Unit 7.2: Outlining, p. 330).
4(E), 13(C)
4. Citing Sources: The students will write down each of the sources from which they take
information about their hero. They will need to list these sources at the end of their report or at
the end of their Power Point presentation (WC Unit 7.4: Citing Sources, p. 338).
5. Students will adapt their information for the purpose of writing a short report and to present it
to their classmates or for creating a Power Point presentation (WC Unit 7.3: Drafting, p. 334).
4(D), (E), (F), 5(A), (B), 13(D), (E), 14(A), (C), (D), 15(A), (C), (E), 16(A), (B), (C), (D), (E),
(F), 17(A), (B), (D), 18(B), 21(B), (C)
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Handout 1
Text/Video Contrast Chart
Directions: After reading The Odyssey and watching the film version of the same events, chart the differences between how you
pictured the following characters and how the film director/producer created the characters for the film version.
Odysseus
Cyclops
How I pictured the
character in my
imagination.
How the film presented the
character.
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Circe
Handout 2
Reading the Epic
Directions: Use pages 890, 891, and 895 in the LOL textbook to answer the following questions.
1. An epic is _________________________________________________________________
____________________________________________________________________________
2. The Iliad and the Odyssey were composed sometime between ________________________
_____________________________________________________________________________.
3. The heroic tradition set standards on ____________________________________________.
4. An epic hero is _____________________________________________________________
_____________________________________________________________________________.
5. What do you learn about Odysseus from the lines excerpted on page 890? What values does he represent?
_____________________________________________________________________________
_____________________________________________________________________________
6. The Odyssey was not a written story but rather it was a _______________________________
_____________________________________________________________________________.
7. An epic simile is _____________________________________________________________
_____________________________________________________________________________
8. What two things are being compared in the epic simile excerpted on page 891? What does the
comparison help to emphasize? ____________________________________________________
_____________________________________________________________________________
9. An epithet is ________________________________________________________________
10. What epithets can you find in the passage excerpted on page 891? ____________________
_____________________________________________________________________________
11. Turn to page 895. The epic begins with a plea to the ___________________, or goddess of inspiration,
for blessing and help in the telling of the story. The invocation also summarizes the main parts of the story.
What happens to Odysseus’s men?
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Handout 3
Skimming “Homer’s World”
Complete the following steps as you read the article titled: “Homer’s World” on p. 887
1. Look at the pictures and maps. Which pictures stand out the most? Why?
2. Read title, subtitles and headings. How many subtitles are there? How many headings are there?
3. Scan the table on the last page of the article. How many entries are there on the table?
4. Write your first impressions of this article.
5. Write what you think the topic is.
6. Read the article silently.
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Handout 4
Odysseus on Trial
Directions: In Book Twenty-two of The Odyssey, Odysseus and Telemachus kill 108 suitors, not including
the suitors’ servants. Now, we are going to imagine charges have been brought against Odysseus and
Telemachus.
1. You will work in groups of four or five. Each group will be assigned for either the prosecution or the
defense of Odysseus and Telemachus.
The Defense Teams: Must come up with three justifications, with evidence from the text, for the
actions of Odysseus and Telemachus. Record your evidence in a written outline.
The Prosecution Teams: Must come up with three charges, with evidence from the text, against
Odysseus and Telemachus, as well as sentencing, if convicted. Record your evidence in a written
outline.
2. As you create your opening arguments with your team, keep in mind that there are six universal subjects
that you can appeal to in order to convince the jury to side with you.
Money
Morals
Education
Safety
Health
Social Responsibility
3. During each group’s presentation, you will act as part of the jury. Take notes recording the key points of
each team. Your verdict of innocent or guilty should be based on the notes you write down.
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Handout 5
Visual Responses to The Odyssey
Option One:
Odysseus appears with three distinct descriptions in the return stage of his journey.
1. A beggar hiding from recognition pp. 947-952
2. A powerful warrior reclaiming his kingdom p. 953 line 197 through p. 960 line 358
3. A husband trying to prove himself pp. 161-164
Using the description of Odysseus in one of these three places, illustrate him in detail with information from
the text.
Option Two:
Create a storyboard for one of the adventures of Odysseus and his men. Choose from the following:
1. The Cyclops pp. 898-913
2. Circe pp.925
3. The Sirens, Charybdis, and Scylla, pp. 928-937
4. The Death of the Suitors pp. 944-960
The storyboard must be at least six frames and illustrated. Underneath each frame quote from the text a
sentence or two that describes the scene.
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Handout 6a
Dialogue Jacket
Directions: Create an imaginary conversation between characters from The Odyssey. Example: Poseidon
and Athena argue over whether Odysseus should be allowed to go home or not. You will also write a
descriptive paragraph about each character.
1. Complete a chart (like the one below) for each of your characters on your own sheet of paper.
Key:
Name of character
Traits
Supporting Text
2. Develop a descriptive paragraph for each character to be written on the inside of the jacket.
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Handout 6b
3. Create a dialogue between the two characters on the inside middle panel.
4. Illustrate each character on the cover of the jacket.
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Handout 7
Art Appreciation in The Odyssey
Directions: Using the LOL textbook, analyze the following art pieces and answer the questions that follow.
1. Turn to page 905. Examine the unusual juxtaposition of the weathered stone head, the sky, and the eye.
What meaning do you think the artist is trying to convey by placing the eye in the sky?
2. Turn to page 909. What does the image behind the sculpture suggest? What do you think is the main idea
of this art piece?
3. Turn to page 910. How successful is this painting at illustrating the difficulty of Odysseus’s feat?
Explain your answer.
4. Turn to page 919. What do you think is the connection between this art piece and the selection from The
Odyssey on the opposite page?
5. Turn to page 920. Why do you think the artist represented the creatures as part swine and part man?
6. Turn to pages 934 and 935. How does this image convey the true qualities of Scylla?
7. Turn to page 938. How does the artist convey the allure of the Sirens and their song in this painting?
8. Turn to page 951. Why do you think the artist used neon to represent Odysseus’s bow and arrow?
9. Turn to pages 956 and 957. Identify the characters the designer might be trying to represent with the two
figures in the first arch. Whom might he be trying to represent with the figures in the remaining arches?
10. Turn to page 963. How do the figures indicate Penelope’s and Odysseus’s thoughts and characteristics?
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Handout 8a
“Landscape with the Fall of Icarus”
1. Show students a copy of “Landscape with the Fall of Icarus” by Pieter Brueghel.
(http://cgfa.sunsite.dk/bruegel1/p-brue1-10.htm)
Without telling the students the title of the painting, ask them to choose a name for it. Icarus only appears as
a small leg disappearing into the water at the bottom right of the painting. If they are not looking for it, they
will miss it. This will encourage them to pay close attention to any images they view.
2. You may want to read the story of Icarus to the students. (http://www.bartleby.com/65/da/Daedalus.html)
3. The painting makes good use of foreground, midground, and background. Ask students (in-groups) to
decide which parts of the image sit within these definitions.
Foreground—the part of a scene or representation that is nearest to and in front of the spectator
Background—the scenery or ground behind something; the part of a painting representing what lies
behind objects in the foreground
Midground—the scenery or ground behind the foreground and in front of the background
6. Read the poem: “Landscape with the Fall of Icarus” by William Carlos Williams. Explain to students
that he used the painting as an inspiration for his poem. Discuss the following questions: Does the poem
focus on aspects the students had not originally picked up on? Does it make them view the painting in
another way?
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Handout 8b
Landscape with the Fall of Icarus
By William Carlos Williams
According to Brueghel
when Icarus fell
it was spring
a farmer was ploughing
his field
the whole pageantry
of the year was
awake tingling
near
the edge of the sea
concerned
with itself
sweating in the sun
that melted
the wings’ wax
unsignificantly
off the coast
there was
a splash quite unnoticed
this was
Icarus drowning
______________________________________________________________________________________
7. Using Google Image Search, search the title Odyssey. You will find different images (classic comics,
movie posters, etc.) emphasizing different aspects of the text.
8. Have students answer the following questions about each image they select.
♦ Which aspects of the text have been focused on in this image?
♦ Identify three techniques that have been used to convey the idea of the image. Explain how each
works to convey the idea (symbolism, color, proportion, etc).
♦ What title would you give the image?
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Handout 9
Poetry/Song Connection
“I am a Lighthouse”
by Nickle Creek
I am a lighthouse, worn by the weather and the waves.
I keep my lamp lit, to warn the sailors on their way.
I'll tell a story, paint you a picture from my past.
I was so happy, but joy in this life seldom lasts.
I had a keeper, he helped me warn the ships at sea.
We had grown closer, 'till his joy meant everything to me.
And he was to marry, a girl who shone with beauty and light.
And they loved each other, and with me watched the sunsets into night.
Chorus:
And the waves crashing around me, the sand slips out to sea.
And the winds that blow remind me, of what has been, and what can never be.
She'd had to leave us, my keeper he prayed for a safe return.
But when the night came, the weather to a raging storm had turned.
He watched her ship fight, but in vain against the wild and terrible wave.
In me so helpless, as dashed against the rock she met her end.
Chorus
Then on the next day, my keeper found her washed up on the sand.
He kissed her cold face, that they'd be together soon he'd swore.
I saw him crying, watched as he buried her in the sand.
And then he climbed my tower, and off of the edge of me he ran.
Chorus
I am a lighthouse, worn by the weather and the waves.
And though I am empty, I still warn the sailors on their way.
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Handout 10a
Archetypes and The Odyssey
1. Introduce the concept of archetypes.
An archetype is an image, character type, or story-pattern that recurs frequently in literature and
which evokes strong, often unconscious, associations in the reader, listener, or viewer. Archetypes
are universal symbols, characters, and situations found in literature across all times and cultures.
2. Introduce the archetype of the hero’s journey.
There are different variations of this archetype. The most broadly applicable version is the
“monomyth” explained by Joseph Campbell in The Hero with a Thousand Faces. The “monomyth”
consists of three phases: the separation, the struggle, and the return.
3. Use clips from one or more films and have students identify examples of various
archetypes, including the three phases of the monomyth.
Suggested films: The Lion King, Mulan, Hercules, James and the Giant Peach, Willow, The Wizard
of Oz, Simon Birch, Dances with Wolves, Harry Potter and the Sorcerer’s Stone, Star Wars, Ever
After
Reading Activity
Identify archetypes and the hero journey (separation, struggles, return) while reading The Odyssey.
(See teacher notes and student graphic organizer)
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Handout 10b
Trace Odysseus’s heroic journey and your own heroic journey using the chart below.
Separation
Struggle
Return
Definition
Example from
The Odyssey
Example from your own
life experience
Source: Archetypes in Life, Literature, and Myth, pp. 33-38. The Center for Learning
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Handout 10c
Trace Odysseus’s heroic journey and your own heroic journey using the chart below.
Separation
Definition
Example from
The Odyssey
The hero figure is separated from
ordinary, everyday surroundings and
society and descends into a different
reality—a sacred space, supernatural
realm, or alternate state of mind,
which can be viewed as a
metaphorical “underworld”—where
he or she is forced to endure
hardships and sometimes tests.
Odysseus is lost at sea on the
journey home from war.
Struggle
Return
This journey into the underworld
symbolizes the hero figure’s
exploration of his or her unconscious
domain where one’s terrors and
deepest fears reside. The figure must
triumph over these demons and
overcome the ordeal in order to pass
the initiation.
Only then, may the hero figure cross
back over the threshold to emerge as a
whole, regenerated person. The
successful figure is then able to
resume daily existence, but is
reintegrated into society in a new
way. The hero or heroine usually
returns carrying a new power or
knowledge to bestow on society.
Odysseus gets waylaid and
encounters many forces both
harmful and helpful while
trying to return. Examples
include the Cyclops and Circe.
After being shipwrecked,
Odysseus undergoes a
transformation as he is washed
up on the shores of Ithaca, his
home country. He restores
order at home and renews his
role as a husband and parent.
Example from your own
life experience
Source: Archetypes in Life, Literature, and Myth, pp. 33-38. The Center for Learning
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Handout 11
Reading and Responding to The Perfect Storm
Before, during, and after reading The Perfect Storm on pages 113-121, complete the following assignment:
(All written answers will be on a separate sheet of paper.)
1) Pre-reading: Each member of the group skims the story, counts the number of pages and paragraphs.
Write the answer down—again, this should be on a separate sheet of your own paper!
2) After counting, look at the bottom of every page for defined vocabulary words in beige boxes only. Write
down word and definition: you will need to know these words on a vocabulary quiz next week! (There
will be a total of 10 vocabulary words.)
3) During reading: Take turns reading aloud to one another. Begin on page 114 and read until the last line
on page 116 (it stops mid-paragraph). Discuss and answer the following questions:
a) Find a sentence in the last paragraph on page 116 that describes the setting and write it down.
b) How does this description of setting help the reader understand the story?
4) Continue reading from page 116 to the bottom of page 118 and answer the following question:
♦ What do we know about Dave Moore’s character? How does he feel about his job? Give evidence
from the text to support your answer.
5) Continue reading to the bottom of page 119. After reading, list at least 10 details the author uses to
describe the power of the ocean and the characters’ reactions to it.
6) Post-reading: Work together as a group to find the 10 most important sentences in the story. These
sentences should provide a summary with main idea and details. As you find the sentences, think about the
literary element of conflict, setting, etc. Do your sentences reflect them? Be prepared to share your answers
and explanations with the class.
7) When your group has finished, each groups member should turn in his/her own assignment.
8) After completion of this assignment, you should begin or continue writing in your journal about your own
personal experience with a maelstrom—for example, the 100-year-flood of 2002 last summer.
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Handout 12
Storytelling Elements in “The Wreck of the Hesperus” (page 125)
Directions: Pay attention to the way this poem about a disaster at sea tells a story. Notice how character is
developed in the poem. Note important moments of action or conflict, and pay close attention to how the
setting is described. Use the chart below to record your observations.
People in the Story/Characters
Action/Conflict:
Setting:
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Handout 13
The Perfect Storm Narrative Poem
Using the following format, insert your own words and some from the text (pp.113-121) to compose a
narrative poem about The Perfect Storm. When you have finished filling in the blanks (your rough draft), rewrite or type your poem on a separate sheet of paper. Try to make the 2nd and 4th lines rhyme if you can!
(Extra credit will be given for doing so.)
It was the sailboat Satori
Her______________________
And______________________
Caught in this perfect storm.
The crew___________________
And _______________________
While the waves_________________
Caught in this perfectly terrible storm.
The Tamoroa and the Falcon
Try to ___________________
But____________________________
All because of this perfect storm.
Throughout that night_________________
And_______________________________
No one has seen_____________________
It’s such a terribly perfect storm.
But look! A rescue swimmer______________
Who_________________________________
And_________________________________
In the middle of this monstrous maelstrom!
All will remember________________________
And never forget________________________
When heroes fought_____________________
During the perfect storm of 1991.
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Handout 14
Personal Narrative Writing Checklist
Focus: Sentence Fluency
‰Create a list of at least 10 conflicts or struggles you have faced.
‰Choose one of the conflicts on which to focus for your personal narrative.
Choice: ____________________________________________
‰Create a timeline of the event. (See Unit 4.1, p. 180 of WC for more information.)
‰Complete the personal narrative web.
‰Look at a model of a personal narrative on p. 132 of LOL and use it as a model to write your
rough draft.
‰Write a rough draft.
(See Unit 4.2, p. 184 and Unit 4.3, p. 188 of WC for more information.)
‰Analyze the two student models of the personal narrative your teacher will give you. Comparing
the weak model to the strong model, identify what makes the strong model better (focus on the
sentence fluency of the models).
‰Peer edit each other’s drafts. (Focus on sentence fluency.)
‰Write a final draft.
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Handout 15
Personal Narrative Web
Sensory Details: Sights, sounds,
smells, tastes, etc.
Context: Who was there?
Where were you? How old
were you?
Dialogue: Who said what?
The Event
or Incident
Significance: How has this
incident affected my sense of
self? What did I think or feel at
the time? What do I think or feel
about the incident now?
Events: Exactly what happened?
List the events.
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Handout 16
Hero Research Report Checklist
Focus: Sentence Fluency
‰Brainstorm a list of questions in the space below that you have about your hero (Prewriting:
Planning and Researching—WC, p. 324).
‰Take notes from sources that answer the questions you have brainstormed above (Prewriting:
Planning and Researching—WC, p. 327).
‰Be sure that you write down each of the sources from which you take information about your
hero. You will need to list these sources at the end of your report or at the end of your Power
Point presentation (Citing Sources—WC, p. 338).
‰Create an outline that places the information you gathered into a logical sequence for presentation
(Prewriting: Outlining—WC, p. 330).
‰Adapt your information for the purpose of writing a short report and presenting it to your
classmates or for creating a Power Point presentation (Drafting—WC, p. 334 and Revising—WC,
p. 344).
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Handout 17a
Media Coverage Group Activity
As we discussed earlier while studying The Odyssey and the oral tradition, the same story may change as it
travels from speaker to speaker. This phenomenon also occurs today in the print and electronic media. For
example, the events of September 11 were covered in various magazines, newspapers, TV news programs,
and books. Although the fundamental facts do not necessarily change, each medium has a different author, a
different intended audience, and a different way of telling the same story or event.
Your task is to read the following excerpts from various media and to view a short clip on September 11.
While you are viewing and/or reading, pay close attention to word choice, point of view, and the content
itself. After reading and viewing, discuss your reactions with your group and answer the following questions.
Please write your responses in complete sentences on a separate sheet of paper. Be prepared to present your
interpretations to the rest of the class.
Discussion Questions:
1)
2)
3)
4)
5)
6)
7)
8)
9)
What emotional effect or mood is created by each media representation of 9/11?
What words or images help create that effect? Be very specific.
Who do you think the intended audience is for each representation?
How are the representations similar?
How are they different?
Which representation is more accurate or objective in your opinion? Why do you think so?
Which representation really grabbed your attention? How did it do so?
Which representation interested you the least? Explain.
What if there were no photos or pictures of 9/11?
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Handout 17b
The following excerpts are from Annie Thoms’ With Their Eyes, a compilation of eyewitness accounts from
a high school near the World Trade Center on September 11.
Please read each passage carefully.
Kevin Zhang, sophomore
I saw this
huge plane it was…
it looked much bigger than the first one,
it just,
it looked like one of those jets, you know, in the movies,
you know, Air Force One or something,
one of those big jets.
It was one of those and it just hits—
It hit the building right there.
Katherine Fletcher, English teacher
I noticed it enough to say to my class
what was that
sort of casually
I wasn't scared or alarmed I just sort of said what
what was that
and someone said
thunder
and I was like no
it's not thunder
it must have been a truck
it was like a sound of a truck like hitting something
on a street or
you know how sometimes you'll hear something like that.
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Handout 17d
Hudson Williams-Eynon, freshman
We all went to Art.
My art class is on the tenth floor
turned
facing north so
we couldn't see anything but
everyone was looking out the windows
so
the teacher was like
"You know,
this might sound stupid and everything
but I still want you guys to draw.
You can tell your kids that when
The World Trade Center was
y'know
attacked
you guys were drawing
contour drawings."
Juan Carlos Lopez, School Safety Agent
I got this weird transmission
the strangest transmission in my life
that a plane hit the World Trade Center
and I ran into that computer room to see.
I haven't gotten back into that office.
The recollection of what I saw is framed in that window,
like if I had to draw the window frame as well.
I'm a little apprehensive,
just looking at these banners I get a little choked up.
So I—I fear going into that office
I might lose my composure
But, it's been long enough that maybe I could go into that
office
and take it in
but I, I—
you know in a way I don't feel ready, I don't.
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Handout 17d
Katie Berringer, freshman
We didn't know what was going on
so when we see this like
psychopathic lady running down the hallway
like, "I need to call my mother, I need to call my mother!"
and we're like
What is wrong with HER?
and we didn't know what was going on so we were like
laughing at her.
But then we heard that thing on the speakers
but we still thought it was like
tiny and they were telling us out of respect
like when that guy died and everyone had a moment
of silence.
We thought it was something like that–
but I saw my friend and he was telling me
like about all these things he was seeing out the windows
and I was like holy ____
this is big.
Jennifer Suri, Assistant Principal
There were students who came into my office to use
the phone
to touch base with their parents
to see if they were okay…
and there were actually many of them crowded into my room
and the electricity went out
momentarily and the lights started flickering
and everyone screamed
and dropped to the floor, frightened.
And I just tried to comfort them.
(with their eyes, edited by Annie Thomas, New York: Harper Collins, 2002)
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Handout 17e
Note to Teacher regarding Media Comparison Activity
Due to copyright laws, the on-line articles were not printed and copied, but the following address is an
excellent resource for articles, videos, sound bytes, editorials, letters on the events of September 11.
http://www. facsnet.org/issues/specials/terrorism/anniversary.php3
OR you may take the following route: Go to google.com and enter a search for 911 media
coverage+archives. Click on 9/11 News Tracker that will then link you to FACSNET coverage of 9/11
anniversary. Click here and you may choose from a wide variety of sources for media comparison of the
same event.
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