Grade 6
Language Arts Novel Unit
Novel Title: The Odyssey
Marking Period:
Unit Length:
Three
2 Weeks
Enduring Understanding(s):



Essential/Key Questions:




What can we learn about ourselves from the stories
ancient people told about their worlds?
What strategies are most helpful for reading myths?
What kind of myths do we have today?
How do writers express their feelings toward a
subject by their language choices?
Technology Indicator(s):
Upon graduation students will be able to use computer and
related technologies:
 To gather, manipulate, analyze and present information

Conduct research using electronic databases and
Telecommunications
Name of novel:
The Odyssey
County Public Schools
Created by:
Above
Below
Author: Homer (Adapted by Henry I. Christ- Globe Fearon)
Prerequisite(s):


We can recognize the human need to ask and
answer questions about man’s place in the world
by studying ancient myths.
The use of reading strategies affect
comprehension.
Language choices strengthen writing.
Designated Group
Accelerated
On


The ability to identify a myth and their common characteristics*
Background information of Gods. Goddess, and The Odyssey.*
The ability analyze literature in order to identify theme.
The characteristics of dialogue
(*Provided by PowerPoint Presentation TR6)
Curricular Connections:
Social Studies - Students trace the development of civilization
in the Eastern and Western Hemisphere. The curriculum is
organized around concepts of culture, environment, technology,
society, and economy. Unit(s) of Instruction: Greece
Evidence of Learning:
Instructional Resources:
Formative Assessments:
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

Self-Selected Reading teacher
conference logs
Quiz and Academic prompts
Marking Period 2 Assessment
Results

Marking Period 3 extended
writing of Writing a play or
myth.
Marking Period 3 Assessment
Results
Denny Wayson


Summative Assessments:


Greek Myths: 8 Short
Plays for the Classroom,
Scholastic, John Rearick,
1997.
Mythology: Cliff Notes,
1991 (IBSN 0-8220-0865-3)
More Instructional
Resources TR23
(Suggested)
NATT(ms) MTA Satellite Program, 2002 Anne Arundel
1
Read Aloud/Journal Topic
Outcomes
TSW identify key words
while listening to the
teacher read aloud.
Procedure
Materials:
Selection pages - Chapter Five “The One-Eyed Giant” (pages 34-48)
http://www.mythweb.com
The Odyssey Novel Planning Sheet
Page 1
Teacher Directed Reading
Teacher Directed Writing
Students will identify the author’s
3.8.2 Research understand
message of “The One-Eyed Giant.”
and use the organizational
features of printed to locate
relevant information.
Procedure: (3, 30 mins blocks)
Before:

(Suggested)
Before reading ask
students to write
“ODYSSEUS” To
create an acrostic poem
while the teacher is
reading aloud from
mythweb chapters 1-4.

Teacher noteyou may display
the story on a
TV (via internet
connection) or
just read aloud
with out visual.
Name of novel:
The Odyssey
County Public Schools

Procedure: (2-30 mins blocks)
Activate prior Knowledge by
briefly discussing what we know
about the main character in The
Odyssey
Teacher Previews the
Anticipatory Guide with students
by following the directions of TR7
Revision Drill: Sensory
Words: Smell: TR3
Editing Drill: Usage TR4
Shared Writing: Trading
Cards
 Teacher models first questions on
 Using the projector or
the guide
TV in the classroom
 Students work independently (or
(Day One)(connected to
with a partner) to complete the
Anticipatory Guide the guide will
the internet) the
be used complete the chapter five
teacher will navigate on
outline.
http://www.mythweb.c
After
om (Suggested) and
 Return to TR7 and review the
create a biopoem
correct answers to the guide
(trading card) with the
 Guide students through the
completion of the Chapter Outline
class in Publisher.TR5
(focusing on Author’s message)
 Day Two Students
During

TR8 (Key) TR9 for students
Assessment TR10
Created by:
Word Development
4.8.1 Acquisition and
Application of New
Vocabulary use
knowledge of Greek
roots to understand
content specific
vocabulary.
Procedure:
 TR11
PowerPoint of

“The 14 Words
that Make All
the Difference”
TR12 for use
after the Power
Point with
Chapter 5 and 6
Technology
Presenting located
information using
Power Point
Procedure:
See: Word
Development
and Read Aloud
create Biopoems to be
traded between students.
Denny Wayson
NATT(ms) MTA Satellite Program, 2002 Anne Arundel
2
The Odyssey Novel Planning Sheet
Page 2
Teacher Directed Reading
Teacher Directed Writing
Read Aloud/Journal Topic
Selection pages Chapter Seven “The Land of the Dead” (pages 64-76)
Outcome
TSW confirm or revise
predictions when listening
to the teacher read aloud.
Procedure:
Materials: Bennett,
William, The Book of
Virtues. “The Minotaur”
pp.462-466
The teacher models
making and revising
reading. Emphasis
should be placed on the
elements of theme:
Conscience is the root
of real courage.
Journal Prompt- What
is the stories theme?
Use an example from
your own personal
experience to support
the theme.
Name of novel:
The Odyssey
County Public Schools
Word Development
Students will identify the theme of
“The Land of the Dead.”
TSW write to inform by
supporting the main ideas with
facts, details, examples, and
explanations
(MLO.W.1.7)
TSW identify mood
words in a selection.
Procedure: (2-3, 30 mins blocks)
Before:
Procedure:
Procedure:
 TR2 PowerPoint
of Mood
 Teacher will
model the
procedure of
identifying
words in the
text that have
feelings using
Power Point
Presentation.




Recall prior experiences with
literature that taught a moral
lesson: Use Common Topic for
Themes (TR1)
Preview Chapter 7,
Set a purpose for reading, “Why
does Odysseus travel to “The
Land of the Dead”
Vocabulary –offerings, sacrifices
contemptible
During:


The teacher models the strategy
(for the first two pages) of using
post-it notes to identify clues
(symbols, dialogue, or change in
character) that support the
common theme section
Students independently complete
reading chapter seven using the
same strategy.
After: Teacher models the TR1 “Big
Idea” with post-it notes modeled in
the first two pages of during reading.
Students then work in groups to
complete their “Big Idea,” boxes, and
the caption bubble.
Created by:
Revision Drill: Sentence
Expanding: TR13
Editing Drill: Usage TR14
Shared writing:
 Teacher will model
writing a summary of
chapter five
interactively with
students contributing
suggestions (TR18)
 Students will them
write a summary of
Chapter 7
Independently using
the graphic organizer
from TR19.
Denny Wayson

Technology
Presenting located
information using
Power Point
Procedure:
Word
Development:
Power point of
mood.
Students then
work in groups
and use sticky
notes to mark
words or phrases
that create
mood in Chapter
Seven.
NATT(ms) MTA Satellite Program, 2002 Anne Arundel
3
The Odyssey Novel Planning Sheet
Page 3
Teacher Directed Reading
Teacher Directed Writing
Read Aloud/Journal
Topic
Outcome
TSW confirm or revise
predictions when listening
to the teacher read aloud.
Procedure:
Selection Chapter Eighteen, The Slaughter of the Suitors
Materials:
2.8.2 Comprehension,
Interpretation and Analysis of Text
explain how mood and tone create
meaning for readers.
Before:

http://www.mythweb.com/ody
ssey/book12s.html
(Suggested)

Teacher reads
the summaries
of CH. 12-17.



Recall prior experiences with
mood and tone in literature that
taught a moral lesson: display
definitions TR21
Preview Chapter 18,
Set a purpose for reading, “Who
slaughters the suitors?”
Vocabulary – gruesome
During:


Teacher noteyou may display
the story on a
TV (via internet
connection) or
just read aloud
with out visual
Journal:
Students write
their predictions
of the events of
CH18
Name of novel:
The Odyssey
County Public Schools


The teacher models the strategy
(for the first two pages) of using
post-it notes to identify words
that create mood and/or tone
(symbols, dialogue, or change in
character)
Students independently complete
reading chapter eighteen using
the same strategy.
After:
 Students (3) work in collaborative

groups to come up with one
example of tone and mood from
CH. 19 and writes the example
onto sentence strips to be placed
on poster board.
Assessment TR22
Created by:
Word Development
Technology
write letters that address
audience needs, stated purpose,
and context in a clear and
efficient manner.
TSW identify tone in a
selection.
TSW use word
processing software
focusing on spell
check, thesaurus, and
inserting graphics
Procedure:
Procedure:
 TR20
PowerPoint of
Tone
3.8.5 Practical Writing: TSW
Revision Drill: Sentence
Expanding: TR15
Editing Drill: Usage TR16
Shared writing:
 Teacher will model
unlocking the prompt and
drafting using
researched information
using the BioPoem.
(Prompt-Limited writing
to express personal ideas
TR17)
 Model writing
interactively with
students contributing
suggestions

Students complete the
prompt on their own in
MSWord (3.8.3 Revision
and Evaluation of Writing
prepare writing for
publication using electronic
resources)
Denny Wayson

Teacher will model
the procedure of
identifying words
the text That
demonstrate the
author's attitude
toward the
subject of his or
her writing;
particular style
or manner using
Power Point
Presentation.

Students then
work in groups and
use sticky notes to
mark words or
phrases that
create tone in Ch
18.
Procedure:
 See Word
Development
and Shared
Writing of
printing and
saving a
document (The
end product)

Internet
Research &
E-mail
Activities
Demonstrating
ethics and
ethical use and
develop
knowledge of
the browser
toolbar
NATT(ms) MTA Satellite Program, 2002 Anne Arundel
4
The Odyssey by Homer Novel Elements Summary
Elements
Plot
Summary
“The Odyssey, meaning 'the story of Odysseus', takes place ten years after the Trojan War in the
Mediterranean Sea. Odysseus, who has been away from his homeland for over twenty years, struggles to
return. His tale of the hardships he encountered is told, and the fate of his homeland is resolved. He
murders all of the suitors plaguing his household, returns to his wife and son, and restores peace to his
island of Ithacs.” (http://members.aol.com/hastudios/Odyssey/) (Suggested)



Key Episodes
Name of novel:
The Odyssey
County Public Schools
Climax “Odysseus returns home. After Odysseus finishes his story, the Phaenacians take him to
Ithaca.” (http://www.worldbookonline.com/wbol/wbAuth?wbol=22773) (Suggested)
Falling Action “Athena tells him of the noblemen in his palace and advises him to return home in
disguise. Odysseus goes to his palace disguised as a beggar. Penelope has agreed to marry the
man who can string Odysseus's huge bow and shoot an arrow through 12 axes.”
(http://www.worldbookonline.com/wbol/wbAuth?wbol=22773) (Suggested)
Resolution Odysseus wins the contest, kills the noblemen, and is reunited with Penelope.
“Odysseus describes his wanderings since the Trojan War while being entertained by the Phaenacians.
He tells of his visit to the land of the lotus-eaters, whose magic food makes people forget their
homeland. Some of his men who ate the food wanted to stay with the lotus-eaters, but Odysseus
forced them to leave with him. Odysseus and his men then sailed to an island, where Polyphemus captured
them, a one-eyed giant called a Cyclops. They escaped after blinding the Cyclops with a heated
stake. But the Cyclops prayed to his father, Poseidon, to avenge him by making Odysseus's
homecoming as difficult as possible.” (http://www.worldbookonline.com/wbol/wbAuth?wbol=22773)
(Suggested)
Created by:
Denny Wayson
NATT(ms) MTA Satellite Program, 2002 Anne Arundel
5