Odyssey Unit Materials
I created these materials for my thirty college prep freshmen students. We use McDougal
Littell’s Literature textbook in our department. I wanted to come up with some lessons
that would allow me to incorporate those ideas outlined in the Academic Essentials
matrix (available in the packet). In short, I wanted to create a cycle wherein we used
note-taking to improve reading, during which they also prepared (by taking the notes) for
subsequent discussion, which they led to writing a paragraph that was based on the textstructure notes they took. Each step prepared them for the next. Results were steady for
all kids: advanced kids did well, pushing themselves to write at higher levels; kids with
various identified learning difficulties (and I have many in this class) did very well,
reading and writing at more sophisticated levels.
These materials are the result of days of work. I share them here, through my website for
free by way of helping you with your work. I ask that you use them only in your
classroom; if others want them, please direct them to the website. Also, it is through these
materials that I hone my own ideas and thinking about the teaching of English; eventually
these materials and ideas find their way into my books in more fully formed ways. I ask
you to support my work and this site by buying those books and encouraging your
colleagues to do so. We live in an era when so much is available for free, even on this
site. Yet we forget that the computers on which these materials are created cost, as do the
ink, the software, the Internet service, and, of course, the time. You can learn more about
my books by going to the Books page on the englishcompanion.com website.
Finally, as these materials are always a reflection of my own ideas and those I find
through books, journals, and conversations with colleagues, I encourage you to write and
let me know how they work for you and your kids. I’m always grateful for any feedback
you find time to offer, as that just helps me refine the ideas and subsequent materials.
Your colleague,
Jim Burke
© 2008. Jim Burke
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SKILLS
REFLECT
• Product
• Process
• Next Steps
• Strategies
• Alternatives
SYNTHESIZE
• Information
• Events
• Ideas
• Sources
• Perspectives
• Elements
ORGANIZE
• Spatial
• Cause/Effect
• Chronological
• Importance
• Problem/Sol.
• Classification
• Compare/Cont
ANALYZE
• Cause/Effect
• Problem
• Implications
• Logic
• Consequences
• Relationships
EVALUATE
• Importance
• Effectiveness
• Relevance
• Validity
• Accuracy
• Quality
GENERATE
• Questions
• Hypotheses
• Claims
• Explanations
• Examples
• Definitions
HABITS OF MIND/ABILITIES
READ
• Literary
• Informational
• Persuasive
• Multimedia
• Visual/Graphic
WRITE
• Response
• Narrative
• Essay
• Summary
• Critique
TALK
• Discussion
• Speech
• Presentation
• Blog/Online Discussion
REPRESENT
• Visual Interpretation
• Visual Explanation
• Numerical Expression
• Dramatic Performance
• Visual Summary
TAKE NOTES
• Lecture
• Research
• Reading Lit/Infotexts
• Textbook
TAKE TESTS
• Multiple Choice
• Essay
• Short Answer
• Standardized
MANAGE ONESELF
• Time
• Materials
• Responsibilities
• Relationships
© 2008 Jim Burke. May be reproduced for classroom use only. Visit www.englishcompanion.com for more information.
© 2008. Jim Burke
May copy for classroom use only.
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Heroes Project: Initial Thoughts
Name:
1. Generate as many examples of heroes as you can come up with. Include anyone that comes to mind,
including people from both the past and present, real and fictional world, individuals (like Nelson
Mandela) and groups (like firefighters) or organizations (like Doctors Without Borders).
Heroes
2. Choose one that interests you most or whom you respect the most. Write their name in the middle of the
diagram. Generate answers to the questions listed on the diagram below:
What are their qualities?
What are their obstacles?
What do they try to accomplish—for whom?
How do they accomplish their objective(s)?
3. Interview someone, preferably an adult, using the same questions and form on the back of this page.
© 2008. Jim Burke
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Problem-Solution Notes
Name:
Date:
BEFORE Problems and obstacles come in all shapes and sizes, some visible, others hidden inside us.
Period:
Generate different types (categories) of problems and add a quick explanation and example to illustrate.
Type of Problem
Effect
Example
Physical
Difficult to do certain things; vulnerable.
Someone with broken leg; person who loses an eye in accident.
Predict:
Which of these problems do you think is most likely to affect Odysseus? (Put stars next to the ones you think apply) Which one
do you think will be his biggest problem or obstacle to reaching his goal of getting home? Explain your choice.
DURING As you read, watch for problems that Odysseus faces in Book 9. Complete the table below with specific details from the story.
Continue your notes on the back of this page.
Problem (with line numbers)
Type (with brief explanation)
Response (Effect on People)
Solution (How he solves it)
Soldiers can’t get over walls of
Troy to attack the city and win war
Military/Structural: Troy is
fortified, well-enforced; no way
to get into city
Troops are discouraged; feel the
war will never end; may lose.
Odysseus loves a test; inspired.
Build Trojan Horse: leave it, pretend
to sail off, Trojans bring it inside
city…attack…win! Go home.
NOTE: Use the back to take additional notes. You should definitely have MORE than just these two lines available here.
AFTER
© 2008. Jim Burke
You will use these notes to write a problem-solution paragraph. Do not write it yet! But good notes will ensure good writing!
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Problem-Solution Notes
Problem (with line numbers)
© 2008. Jim Burke
Name:
Type (with brief explanation)
Date:
Period:
Response (Effect on People)
Solution (How he solves it)
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Problem-Solution Paragraph
1. Begin by identifying the problem.
2. Discuss its causes and effects, as well as implications and importance.
3. Examine the solution(s) and their consequences
In Book Nine, Odysseus and his men are trapped by the giant Cyclops in his cave. In this
situation, the men face several problems. One problem is… Another is… In addition,
even if they could kill Cyclops, they realize they have one final, serious problem: …. At
first the men… But they quickly understand that this solution will not work because…
Their problems grow more serious as Cyclops begins devouring Odysseus’s men the way
some people eat popcorn. Then Odysseus comes up with a plan to get them out. First they
need to… Then they must… Odysseus realizes, however, that if the other monsters hear
that Cyclops is being attacked they will come to his rescue. To solve this problem,
Odysseus tells Cyclops that… Having blinded the Cyclops, they only have one final
problem now, which is how to get out of the cave. As he watches the sheep file out,
Odysseus realizes that… Thus Odysseus and his men escape by…. Safely back on the
ship, it would seem all their problems are behind them, but Odysseus creates a new, even
greater problem when he…. This problem is the greatest of all because it causes…
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Paragraph Notes: Order of Location Paragraph
Name:
1. Take Notes: As you read Book 12 (pages 928-937), take notes on the location and obstacles
Odysseus and his men encounter on their way home. Take your notes in bullet format.
Location
Obstacle
Characteristics
Identify where the obstacle is found
Name the obstacle
Describe the place and obstacle in detail (listed as
bullets)
The Sirens
Scylla & Charybdis
Helios
2. Write Paragraph: Use notes to write a paragraph that is organized by location. Maintaining
our focus on FODP, your paragraph should establish a focus (a main idea you will develop) in
the topic sentence. This topic sentence should say something about the subject of obstacles
Odysseus encounters.
A. Focus: Main Idea (about Odysseus’s obstacles)
B. Organization: Location 1
a. Development: Details, examples, commentary (3-4 sentences!)
C. Organization: Location 2
a. Development: Details, examples, commentary (3-4 sentences!)
D. Organization: Location 3
a. Development: Details, examples, commentary (3-4 sentences!)
© 2008. Jim Burke
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Paragraph Notes: List Paragraph
Name:
Overview
We have studied the different types of text structures—problem-solution, chronological,
order of importance, and others. To these we add a new way to organize information
within a paragraph: the list structure. The list-paragraph is not something to use too often
since all it does is, well, list details, each of which is equally important. Nor does it offer
much commentary on items in the list. Still, when you want to describe a series of events
or set of details which are related and important, it is a valid option to consider.
Guidelines
A list paragraph:
•
•
•
•
•
Preparation
Use the following organizer to jot down examples and details for your list paragraph.
Transition Word
Early on,
Paragraph
© 2008. Jim Burke
Establishes a clear focus in the opening in the topic sentence.
Use the opening focus statement to create an opening for a list of examples or details
that are all related but distinct.
Features a list of sentences, each one of which is a specific example of or detail related
to the topic sentence.
Includes appropriate transition words or phrases to make the writing flow from one
idea to the next.
Adds a last sentence that sums up and comments on the main idea of the paragraph.
Obstacles
the Lotus Eaters
Explanation/Description
give Odysseus’s men lotus flowers which make them
want to stay there and forget their desire to go home.
Use your notes above to write a list paragraph on a separate sheet (or on your computer).
In your paragraph, please provide examples of all the obstacles Odysseus and his men face
in pages 896-925. Include all the obstacles listed above, as well as descriptions, and
transition words. See my example on the other side.
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Paragraph Notes: List Paragraph
Name:
SAMPLE LIST PARAGRAPH
Lincoln faced a series of obstacles, any one of which could have prevented him from
achieving his objective of a unified America. (1) Early on, he struggled to find a suitable
general to lead the Army against the South. (2) In addition, he encountered strong resistance
to the idea of abolition, some arguing that slavery was essential to ensuring the low cost of
American goods. (3) Others simply did not have faith in the new president, most believing he
lacked the intelligence and courage needed to unify the country in the wake of the Civil War.
(4) As if the war and people’s resistance to emancipation were not enough, the country’s
economy was devastated after four years of merciless war. (5) Finally, he struggled with his
own personal trials, all of which weighed heavily on his conscience: the death of a beloved
son, his wife’s depression, as well as his own. These obstacles, when considered together,
make it all the more remarkable that he was able to not only win the war but, in its
wake, unify the country.
© 2008. Jim Burke
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Paragraph Notes: Chronological Order Paragraph
Name:
1. Take Notes: As you read Book 21 (pages 943-954), take notes on the main events and the order in which
they happen. These should be the five most important events. Under “Description” list those supporting
details related to each of the main actions or events.
Signal Word
(Indicate order)
First,
Early on,
In the beginning,
As Book 21 opens,
Initially,
At first,
Before…
Prior to…
Event/Action
Description
(Identify the main events/actions in chapter)
(List key details of the event: who, what, when, how, why)
A arrives at________ and tells B….
2. Write Paragraph: Use notes to write a paragraph that is organized in chronological order.
Maintaining our focus on FODP, your paragraph should establish a focus (a main idea you will
develop) in the topic sentence. This topic sentence should establish the main idea that the rest of
the paragraph will be organized around and develop through examples and commentary.
© 2008. Jim Burke
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Home
The Call
The Treasure
Preparation
The Return
The Known World
CROSSING THE BORDER
The Road of Trials
The Other World
Transformation
Crisis
Salvation
© 2008. Jim Burke
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Crisis • Salvation
Crisis
• Despair
• Disorientation
• Surrender
• Crisis: Internal/External
• Nadir: “Hit bottom”
• Loss: Identity, direction, faith
Salvation
• Saved by person/gift
• Intervention: gods, other(s)
• Revelation/Epiphany
• Example:
o Odysseus: Athena; scarf
o Telemachus: Athena; father
The Other World
Transformation
•
•
•
•
•
•
•
•
•
•
Physical/Psychological
Intellectual/Spiritual
Reconciliation
Acceptance
Actions/Ideas/Beliefs
New orientation
In others’ eyes: Perception
Charisma; character; qualities.
Recognition
Example:
o Odysseus: Physical; psych.
o Telemachus: boy to man; to
warrior, leader, prince.
The Return
•
•
•
•
•
•
•
•
•
Geographic: home, country
Spiritual: to faith, beliefs
Cultural: to family; prodigal.
Status: to role, responsibilities
Psychological: to true self
Ethical: to higher, better self
Physical/Psychological
Internal/External
Example:
o Odysseus: to Ithaca; king
o Telemachus: Ithaca, prince.
The Known World
The Treasure
Internal/External
Knowledge/Abilities
Wisdom/Values
Materials/Wealth
Alliances
Qualities: Strength, perseverance,
courage, confidence, and other
benefits
• Share: via stories, example, actions,
policies, decisions, etc.
• Example:
o Odysseus: Physical; psych.
o Telemachus: boy to man; to
warrior, leader, prince.
•
•
•
•
•
•
Home
•
•
•
•
•
•
•
Oriented
Familiar
Established Identity
Status
Known
Satisfied
Purposeful
o Example: Ithaca
© 2008. Jim Burke
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JOURNEY NOTES
THE CYCLE
Name:
EVENTS • ACTIONS •
DETAILS
MEANING • IMPORTANCE
Home
Oriented
Familiar
Established Identity
Status
Known
Satisfied
Purposeful
• Example: Ithaca
•
•
•
•
•
•
•
The Known World
The Call
•
•
•
•
•
•
•
Voluntary/Involuntary
Vocation: Inner voice
Called to do/to be
Disorientation
Dissatisfied
Internal/External Crisis
Example:
o Odysseus (to fight; to get home)
o Telemachus: (to find father; to be
man/find self)
Preparation
•
•
•
•
•
•
•
•
•
Emotional
Mental
Intellectual
Material
Physical
Anticipate
Allies
Background knowledge
Example:
o Odysseus gathering men, weapons,
intelligence.
Crossing the Border
The Other World
•
•
•
•
•
•
•
•
Geographical
Psychological
Physical/Mental/Spiritual
Philosophical
Cultural
Point of no return
Internal/External Crossing
Example:
o Odysseus departs for war
o Odysseus departs for home
o Telemachus leaves home
The Road of Trials
•
•
•
•
•
•
•
•
•
•
Physical/Psychological/Spiritual
Intellectual
Tests/Ordeals/Trials
Initiations
Rites of passage
Exile
Internal/External
Demons/Monsters
Obstacles/Barriers
Example:
o Odysseus: Lotus Eaters, Cyclops,
Trojans, desires
o Telemachus: suitors, self-doubts,
contests on trip
© 2008. Jim Burke
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Home
The Call
The Treasure
Preparation
The Return
The Known World
CROSSING THE BORDER
The Road of Trials
The Other World
Transformation
Crisis
Salvation
© 2008. Jim Burke
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JOURNEY NOTES
THE CYCLE
Home
Name:
EVENTS • ACTIONS • DETAILS
MEANING • IMPORTANCE
The Known World
The Call
Preparation
The Other World
Crossing the Border
The Road of Trials
© 2008. Jim Burke
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Crisis • Salvation
The Other World
Transformation
The Return
The Known World
The Treasure
Home
© 2008. Jim Burke
May copy for classroom use only.
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JOURNEY NOTES
THE CYCLE
Name:
EVENTS • ACTIONS •
DETAILS
MEANING • IMPORTANCE
Home
Oriented
Familiar
Established Identity
Status
Known
Satisfied
Purposeful
• Example: Ithaca
•
•
•
•
•
•
•
The Known World
The Call
•
•
•
•
•
•
•
Voluntary/Involuntary
Vocation: Inner voice
Called to do/to be
Disorientation
Dissatisfied
Internal/External Crisis
Example:
o Odysseus (to fight; to get home)
o Telemachus: (to find father; to be
man/find self)
Preparation
•
•
•
•
•
•
•
•
•
Emotional
Mental
Intellectual
Material
Physical
Anticipate
Allies
Background knowledge
Example:
o Odysseus gathering men, weapons,
intelligence.
Crossing the Border
The Other World
•
•
•
•
•
•
•
•
Geographical
Psychological
Physical/Mental/Spiritual
Philosophical
Cultural
Point of no return
Internal/External Crossing
Example:
o Odysseus departs for war
o Odysseus departs for home
o Telemachus leaves home
The Road of Trials
•
•
•
•
•
•
•
•
•
•
Physical/Psychological/Spiritual
Intellectual
Tests/Ordeals/Trials
Initiations
Rites of passage
Exile
Internal/External
Demons/Monsters
Obstacles/Barriers
Example:
o Odysseus: Lotus Eaters, Cyclops,
Trojans, desires
o Telemachus: suitors, self-doubts,
contests on trip
© 2008. Jim Burke
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Crisis • Salvation
Crisis
• Despair
• Disorientation
• Surrender
• Crisis: Internal/External
• Nadir: “Hit bottom”
• Loss: Identity, direction, faith
Salvation
• Saved by person/gift
• Intervention: gods, other(s)
• Revelation/Epiphany
• Example:
o Odysseus: Athena; scarf
o Telemachus: Athena; father
The Other World
Transformation
•
•
•
•
•
•
•
•
•
•
Physical/Psychological
Intellectual/Spiritual
Reconciliation
Acceptance
Actions/Ideas/Beliefs
New orientation
In others’ eyes: Perception
Charisma; character; qualities.
Recognition
Example:
o Odysseus: Physical; psych.
o Telemachus: boy to man; to
warrior, leader, prince.
The Return
•
•
•
•
•
•
•
•
•
Geographic: home, country
Spiritual: to faith, beliefs
Cultural: to family; prodigal.
Status: to role, responsibilities
Psychological: to true self
Ethical: to higher, better self
Physical/Psychological
Internal/External
Example:
o Odysseus: to Ithaca; king
o Telemachus: Ithaca, prince.
The Known World
The Treasure
Internal/External
Knowledge/Abilities
Wisdom/Values
Materials/Wealth
Alliances
Qualities: Strength, perseverance,
courage, confidence, and other
benefits
• Share: via stories, example, actions,
policies, decisions, etc.
• Example:
o Odysseus: Physical; psych.
o Telemachus: boy to man; to
warrior, leader, prince.
•
•
•
•
•
•
Home
•
•
•
•
•
•
•
Oriented
Familiar
Established Identity
Status
Known
Satisfied
Purposeful
o Example: Ithaca
© 2008. Jim Burke
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Research Paper: The Journey Paper
Mr. Burke
Overview
This paper asks you to synthesize all you learned about writing and journeys in this
latest unit. In addition, this assignment asks you to use that learning to examine the life
of a person whose journey is interesting to you and worth investigating in detail.
Standards
This assignment addresses the following California Language Arts standards:
•
•
•
•
•
•
•
Prepare a bibliography of reference materials (R2.1).
Generate relevant questions about readings on issues that can be researched (R2.3).
Synthesize content from several sources or works (R2.4).
Integrate quotations and citations into a written text while maintaining the flow (W1.6).
Use clear research questions and suitable research methods (W1.3).
Develop the main ideas within the body of the paper through supporting details (W1.4).
Write expository compositions, including essays and research reports (W2.3).
Requirements Each of you, working independently, must satisfy the following requirements:
1. Generate a list of engaging, researchable subjects to investigate.
2. Develop a series of research questions based on Journey Notes organizer.
3. Read three articles from three sources (articles must be at least 500 words).
4. Take notes using the Journey Notes categories/organizer.
5. Write a summary of each article; must include title, author, source, page numbers.
6. Write 2-3 page typed, double-spaced paper about your chosen subject.
7. Include examples, details, quotations from each of the articles you read.
8. Provide a complete, properly formatted works cited page (typed) at the end.
Process
Follow these steps in the order listed:
1. Generate possible subjects to investigate. Use one of the following websites (or try
others!) to find three people you would find it interesting to study:
• http://www.myhero.com/myhero/go/directory/index.asp
• http://www.time.com/time/time100/heroes/index.html
• http://www.cnn.com/SPECIALS/2008/cnn.heroes/archive/index.html
2. Transform each stage of the Journey Notes into a question to guide your research.
An example would be to turn the “Preparation” stage into a question like, “How
did Jackie Robinson prepare for his journey and the obstacles he knew he would
encounter along the way?”
3. Find, read, and take notes on three articles. Keep in mind that:
• These articles must come from three different sources
• An article should be 500 words or more about your subject
• You must keep track of the articles you read using the Bibliography
Worksheet
• Write a summary of each article that includes its title, author, and pages
• You should take your notes on the Journey Notes pages
4. Draft an outline based on the Journey Notes.
5. Write a rough draft of the paper that follows the outline of the Journey Notes and
satisfies those requirements listed above (under “Requirements”).
6. Revise the paper.
7. Produce the works cited page, properly formatted.
8. Turn it in.
© 2008. Jim Burke
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Odyssey Project: Summary Notes Mr. Burke Summarizing Verbs •
argues •
asserts •
compares •
concludes •
considers •
contends •
contrasts •
discusses •
emphasizes •
examines •
explores •
focuses on •
implies •
insists •
mentions •
notes •
points out •
states •
suggests Overview
Keep in mind as you read that you will write a summary of all
three articles you read for this project. To help you do this, you might underline
or highlight key ideas to include later in your summary.
Guidelines
Summary
•
•
•
•
•
•
•
•
•
•
•
For each article, you must:
• Read it
• Summarize it
• List the bibliographic information (author, title, publication
date, URL, date accessed) at the top. An example is available
below.
Your summary should do or include the following:
Identify the title, author, and topic in the first sentence.
State the main idea in the second sentence.
Be shorter than the original article.
Begin with a sentence that states the topic.
Include a second sentence that states the author’s main idea.
Include 3–5 sentences in which you explain—in your own words—
what the author is saying about the subject.
Include one or two interesting quotations, examples, or details.
Retain the author’s original meaning.
Arrange the ideas in the order in which they appear in the article.
Include transitions such as “according to” and the author’s name to
show that you are summarizing someone else’s ideas.
Use enough information from the article that someone who has
not read the article will understand the ideas.
SAMPLE SUMMARY
Blake, John. “Miraculous Survivors: Why They Live While Others Die.”
http://www.cnn.com/2008/US/09/08/survive/index.html. Accessed: 11/5/08.
In “Miraculous Survivors: Why They Live While Others Die,” John Blake examines who
survives during terrible events and what they have in common. While each person is
different, he argues that there are traits that allow these people to overcome their
circumstances. More than anything else, Blake emphasizes the important role that mental
strength plays. Survivors are “not whiners,” and tend to be “independent thinkers,” which
prevents them from falling into the traps that others often do. In addition to these mental
traits, survivors also establish a goal and use it to keep them focused on the future and their
return instead of the crisis at hand. Some concentrate on seeing their family while others feed
on their anger, driven by the desire to confront the people responsible for their troubles.
Finally, those who survive show a willingness to do whatever it takes to survive, even if it
means wrapping themselves up in seaweed to stay warm or living off of urine and paper until
they are rescued. What unites them all, Blake implies, is a “will to live” and the belief, often
expressed through prayer, that they will make it home to those they love and continue on
with their lives.
© 2008. Jim Burke
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Journey Notes
Directions: Do not use this organizer to actually take your notes on. It is meant to show you how to set up your notes and provide a visual
description of what you should have by the time you finish each book of the Odyssey. Set up each book as its own page in your notebook. Each book
should get its own page. Your notes should fill up a page. I encourage you to take notes as you are reading, then add to them when you finish.
Categories
Book 9
Book 10
Book 12
Book 21
Book 22
Book 23
Goal
(What are they
trying to achieve?)
Obstacles
(What prevents
them from achieving
their goal?)
Response
(How do they
respond to solve
problems they face?)
Consequence
(How does this
experience change
them as individuals
and/or a group?)
Odysseus
(What does
Odysseus do? What
do his actions reveal
about the kind of
man or leader he is?)
Connections
(What connections
can you make to
yourself, the world,
or other texts,
including films?)
© 2008. Jim Burke
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The Homeric Tapestry
Introduction
The Bayeux Tapestry is 20 inches high by 230 feet long, and is embroidered
on cloth which depicts the events leading up to the 1066 Norman invasion of
England as well as the events of the invasion itself. The Tapestry is annotated
in Latin. Some consider it the first graphic novel. It is the inspiration for this
project.
Guidelines
Each group will be assigned a different book of The Odyssey to read,
analyze, represent, and present prior to writing about the whole story (which
you will know from everyone’s presentations).
• Assigned groups of three
• Each must contribute equally according to his or her strengths
• All must take notes on presentations and use those as the basis for the
final written assignment.
Expectations This assignment will evaluate your ability to:
• Read and understand epic poetry
• Evaluate the importance of events within a story
• Take notes on a literary text to be used for visual representation and paper
• Represent events in symbolic, visual, and written forms that show not just
understanding of but insight about the text
• Write a paper about a literary text using the Heroic Cycle pattern
Steps
© 2008. Jim Burke
Here are the steps for this assignment, which may need to be adjusted as we
go since this is new to me!
1. Assign groups and chapter from The Odyssey to read.
2. Read the chapter individually/as a group.
3. Make an outline of the key events in the chapter; include in your outline
an explanation of why each event is important
4. Develop visual ways to represent (e.g., with symbols, figures, narrative
scenes) ideas, events, and people in the story. This should be both
attractive and insightful (i.e., more than a mere visual summary) and must
be done (in color!) on the large sheet I provide.
5. Present your chapter and portion of the “tapestry” to the class. As part of
this presentation, you must prepare three discussion questions that would
challenge the class to think about some aspect of this chapter from The
Odyssey, and use those questions to facilitate a discussion of your
chapter. Note: These questions should be able to be discussed even if
someone has not read the chapter (e.g., What is “honor” and why is it so
important to the characters in this story or that era?).
6. Write a paper, drawing on your notes form the presentations, about The
Odyssey and the Heroic Cycle.
May copy for classroom use only.
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Framing Strip (along top and bottom): Adds direction and
style to edges; contains elements—symbols, objects,
animals––that comment on the action in the story. Some
animals refer to famous stories from Aesop’s Fables.
Furniture and Architecture:
Great attention paid to such
details to evoke the era and how
they lived.
Lettering: Used the narrate
events that are depicted or
give background to them by
explaining other events.
Episodic Structure: This
may mark the beginning
of the next event. Think of
it as a graphic novel
without boxes to indicate
where one scene begins
and another ends.
Characters: Characters reappear
throughout the story, usually indicated
by colors, symbols, or such symbolic
features as King Harold sitting on his
throne as depicted here.
© 2008. Jim Burke
May copy for classroom use only.
Visit www.englishcompanion.com
The Homeric Tapestry
This incredible 230 foot embroidery tells the story of William the Conqueror in the Battle of
Hastings in vivid detail. (The Bayeux Tapestry (c. 1073-83) also serves as valuable historical
documentation of the events of the Battle of Hastings.) Notice how the main strip in the middle
of the tapestry shows the events of the battle, while the upper strip remains purely decorative.
© 2008. Jim Burke
May copy for classroom use only.
Visit www.englishcompanion.com