TCSS
RL
RI
W
SL
L
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Reading Literary
Reading Informational
Writing
Speaking and Listening
Language
Troup County School System
English/Language Arts Curriculum Map
Ninth Grade Literature and Composition
Thematic Unit # 4—Journeys and Heroes
Big Idea / Unit Goal

The goal for this unit is to explore and analyze the theme of Journeys and
Heroes across literary and informational texts with an in-depth focus on GSE
priority standards.
Length of Unit

9 Weeks
Unit 4 Checklist
Unit Essential Question(s):



How are the qualities of an archetype hero illustrated in nonfiction?
How is the Heroes’ Journey depicted in everyday life?
How do real life “heroes” influence their society and culture?
Priority Standards:




RL1, RL2, RL3, RL4, RL5, RL6, RL7, RL9
RI1, RI2, RI3, RI4, RI5, RI8, RI9
W2, W4, W5
L4, L5
Reading Focus: Literary or Informational
Writing Focus: Informative/Explanatory
Text Resources:
Extended Text:
Primary Writing Tasks (at least 3 of these should be in the unit focus)

Explanatory: compare and contrast the characteristics of a mythological hero
with those of a modern day hero. Use evidence from the texts to support your
points. (7 pt rubric)

from The Odyssey
Short Texts (Mixture of Literary and Informational thematically connected texts.
Unless otherwise noted, these texts are from Prentice Hall Literature, Grade Nine.)

Hercules - myth

Perseus - myth

Achilles - myth

“Back from War but not really Home” – nonfiction

“Ancient Gesture” – poem—pg. 1128

“China Asks if its Young Men are Manly Enough” – nonfiction

“Ithaca” – poem—pg. 1134

“Siren’s Song” –poem—pg. 1130

“Cruising the Mediterranean: A Modern Odyssey”

“Greeks ‘Discover Odysseus’ Palace in Ithaca, Proving Homer’s Hero was
Real”

“Odysseus Lies Here”

“Ancient Sarcophagus Unearthed in Cyprus”

“No-Man’s Lands: One Man’s Odyssey Through The Odyssey” by Scott Huler

“The Truth About Being a Hero” by Karl Marlantes

“Back from War, but Not Really Home” by Caroline Alexander
Additional Materials:



Clash of the Titans film
Odyssey Film
Media clips from “modern heroes”
Narrative Writing Tasks:


Write a narrative response from the perspective of someone impacted by a
hero. What is their perspective on the situation/circumstances? (e.g., a person
saved from a tragedy, accident, or natural disaster.)
Provide an opportunity to write in response to the epic poem, The Odyssey (for
example: retell a part as a short story).
Research Connections:


Examine nonfiction articles regarding modern “heroes”
Examine nonfiction articles regarding theories behind the Trojan War
Routine Writing (Notes, summaries, process journals, and short responses
across all genres):

Journal Writing Assignments

Cornell Note taking systems

Activators and summarizers may utilize writing prompts.
TCSS


Art: Penelope & The Suitors, Penelope at the Loom, Odysseus & The Sirens
Edith Hamilton’s Mythology
Lessons for Unit 4 (all lessons are hyperlinked below)
 ELA9.4.1: Focus on analyzing development of complex characters (RL3)
 ELA9.4.2: Focus on determining word meanings, citing textual evidence, analyzing theme and central idea development, analyzing effects of structure, and analyzing use








of source material (L4, L6, RI1, RL1, RI2, RL2, RL5, RL9)
ELA9.4.3: Focus on delineating and evaluating arguments and analyzing central idea development (RI8, RI2)
ELA9.4.4: Focus on analyzing development of complex characters, analyzing theme and central idea development, analyzing effects of structure, and understanding
figurative language (RL3, RL2, RL5, L5)
ELA9.4.5: Focus on analyzing theme and central idea development, determining word meanings, and comparing and contrasting different mediums (RL2, RL4, RL7)
ELA9.4.6: Focus on analyzing point of view or cultural experience and analyzing central idea development (RL6, RI2)
ELA9.4.7: Focus on analyzing development of complex characters, analyzing theme development, analyzing effects of structure, and understanding figurative language
(RL3, RL2, RL5, L5)
ELA9.4.8: Focus on analyzing theme and central idea development, determining word meanings, and understanding figurative language (RL2, RL4, L5)
ELA9.4.9: Focus on analyzing an author’s presentation of a series of ideas or events, analyzing how ideas are developed, citing textual evidence, and determining word
meanings in informational texts (RI3, RI5, RI1, RI4)
ELA9.4.10: Focus on writing informative/explanatory essays (W2)
Georgia Standards of
Excellence (GSE)
Essential Questions
Vocabulary
Lessons and Resources
(in addition to text resources)
ELAGSE9-10RL1: Cite strong and
thorough textual evidence to support
analysis of what the text says explicitly as
well as inferences drawn from the text.
How does the textual evidence offer
credible support to my analysis of the text
and of inferences drawn from it? How
does analyzing a text help me better
understand it?
How is theme developed, refined, and
shaped by specific details in a text? How
do I objectively summarize a text?
Cite
Textual evidence
Inferences
Explicit
Analysis
Theme
Universal theme
Central idea
Analyze
Specific details
Objective
Subjective
Summary/précis
Characters
Character motivation
Conflict
Plot
Theme
Interaction
Allegory
Diction
Figurative meaning
Connotation
ELA9.4.2
ELAGSE9-10RL2: Determine a theme or
central idea of text and closely analyze its
development over the course of the text,
including how it emerges and is shaped
and refined by specific details; provide an
objective summary of the text.
ELAGSE9-10RL3: Analyze how complex
characters (e.g., those with multiple or
conflicting motivations) develop over the
course of a text, interact with other
characters, and advance the plot or
develop the theme.
How do complex characters develop over
the course of a text? How do character
development and interactions advance the
plot and/or develop the theme?
ELAGSE9-10RL4: Determine the
meaning of words and phrases as they are
used in the text, including figurative and
How do I determine the figurative and
connotative meanings of words and
phrases in the text? How do words and
ELA9.4.2
ELA9.4.4
ELA9.4.5
ELA9.4.7
ELA9.4.8
ELA9.4.1
ELA9.4.4
ELA9.4.7
ELA9.4.5
ELA9.4.8
TCSS
connotative meanings; analyze the
cumulative impact of specific word choices
on meaning and tone (e.g., how the
language evokes a sense of time and
place; how it sets a formal or informal
tone).
ELAGSE9-10RL5: Analyze how an
author’s choices concerning how to
structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as
mystery, tension, or surprise.
ELAGSE9-10RL6: Analyze a particular
point of view or cultural experience
reflected in a work of literature from
outside the United States, drawing on a
wide reading of world literature.
ELAGSE9-10RL7: Analyze the
representation of a subject or a key scene
in two different artistic mediums (e.g.,
Auden’s poem “Musée de Beaux Arts” and
Breughel’s painting Landscape with the
Fall of Icarus), including what is
emphasized or absent in each treatment.
ELAGSE9-10RL9: Analyze how an author
draws on and transforms source material
in a specific work (e.g., how Shakespeare
treats a theme or topic from Ovid or the
Bible or how a later author draws on a play
by Shakespeare).
ELAGSE9-10RI1: Cite strong and
thorough textual evidence to support
analysis of what the text says explicitly as
well as inferences drawn from the text.
ELAGSE9-10RI2: Determine a central
idea of a text and analyze its development
over the course of the text, including how it
emerges and is shaped and refined by
specific details; provide an objective
summary of the text.
ELAGSE9-10RI3: Analyze how the author
unfolds an analysis or series of ideas or
events, including the order in which the
points are made, how they are introduced
and developed, and the connections that
are drawn between them.
ELAGSE9-10RI4: Determine the meaning
of words and phrases as they are used in
phrases impact an author’s meaning and
tone?
Denotation
Analyze
Tone
How does the structure of a text impact the
overall atmosphere/mood of the text? How
does the author use structure to create
outcomes?
Structure
Mood/atmosphere
Parallel plots
Pacing
Flashbacks
Foreshadowing
Point of view (first person, second person,
third person limited, omniscient)
Cultural experience
ELA9.4.2
ELA9.4.4
ELA9.4.7
In what ways do a print version and an
artistic, video, or other version of a key
scene compare and contrast?
Artistic medium
Compare/contrast
Textual comparison
ELA9.4.5
How does an author transform source
material into a specific work?
Source material
Compare/contrast
ELA9.4.2
How does the textual evidence offer
credible support to my analysis of the text
and of inferences drawn from it? How
does analyzing a text help me better
understand it?
How is a central idea developed, refined,
and shaped by specific details in a text?
Why is objectivity important in
summarizing a text , and how do I
objectively summarize a text?
Cite
Textual evidence
Inferences
Explicit
Analysis
Central idea/main idea
Analyze
Specific details
Objective
Subjective
Summary/précis
Characters
Character motivation
Conflict
Plot
Theme
Interaction
Allegory
Diction
Figurative meaning
ELA9.4.2
ELA9.4.9
How is point of view or cultural experience
reflected in a work of literature? What is
the effect of an author’s point of view on
the text?
How does the author’s development of a
central idea help me better understand the
text?
How do I determine the figurative,
connotative, and technical meanings of
ELA9.4.6
ELA9.4.2
ELA9.4.3
ELA9.4.6
ELA9.4.9
ELA9.4.9
TCSS
a text, including figurative, connotative,
and technical meanings; analyze the
cumulative impact of specific word choices
on meaning and tone (e.g., how the
language of a court opinion differs from
that of a newspaper).
words and phrases in the text? How do
words and phrases impact an author’s
meaning and tone?
Connotation
Denotation
Technical meaning
Analyze
Tone
Loaded words
ELAGSE9-10RI5: Analyze in detail how
an author’s ideas or claims are developed
and refined by particular sentences,
paragraphs, or larger portions of a text
(e.g., a section or chapter).
How does the author develop his claims in
a text?
ELAGSE9-10RI8: Delineate and evaluate
the argument and specific claims in a text,
assessing whether the reasoning is valid
and the evidence is relevant and sufficient;
identify false statements and fallacious
reasoning.
How are an author’s arguments and claims
established? How do I assess soundness,
validity, relevance, and sufficiency of the
evidence?
ELAGSE9-10W2: Write
informative/explanatory texts to examine
and convey complex ideas, concepts, and
information clearly and accurately through
the effective selection, organization, and
analysis of content.
a. Introduce a topic; organize complex
ideas, concepts, and information to make
important connections and distinctions;
include formatting (e.g., headings),
graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
b. Develop the topic with well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details, quotations, or
other information and examples
appropriate to the audience’s knowledge of
the topic.
c. Use appropriate and varied transitions to
link the major sections of the text, create
cohesion, and clarify the relationships
among complex ideas and concepts.
d. Use precise language and domainspecific vocabulary to manage the
complexity of the topic.
e. Establish and maintain an appropriate
style and objective tone.
How do I clearly and accurately convey
complex ideas, concepts, and information
in an informative/explanatory text?
Structure
Claims
Methods of organization

compare/contrast

chronological

spatial

cause/effect
Delineate
Evaluate
Argument
Claims
Valid reasoning
Relevant evidence
Sufficient evidence
Fallacies
Informative texts
Explanatory texts
Organization
Formatting
Multimedia
Topic
Relevant and sufficient facts
Concrete details
Quotations
Audience
Transitions
Precise language
Domain specific vocabulary
Appropriate style
Objective tone
Concluding statement
Conclusion
ELA9.4.9
ELA9.4.3
ELA9.4.10
TCSS
f. Provide a concluding statement or
section that follows from and supports the
information or explanation presented (e.g.,
articulating implications or significance of
the topic).
ELAGSE9-10W4: Produce clear and
coherent writing in which the development,
organization, and style are appropriate to
task, purpose, and audience. (Gradespecific expectations for writing types are
defined in standards 1-3 above.)
ELAGSE9-10W5: Develop and
strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new
approach, focusing on addressing what is
most significant for a specific purpose and
audience. (Editing for conventions should
demonstrate command of Language
standards 1-3 up to and including grades
9-10 on page 54.)
ELAGSE9-10L4: Determine or clarify the
meaning of unknown and multiple-meaning
words and phrases based on grades 9-10
reading and content, choosing flexibly from
a range of strategies.
a. Use context (e.g., the overall
meaning of a sentence, paragraph,
or text; a word's position or function
in a sentence) as a clue to the
meaning of a word or phrase.
b. Identify and correctly use patterns of
word changes that indicate different
meanings or parts of speech (e.g.,
analyze, analysis, analytical;
advocate, advocacy).
c. Consult general and specialized
reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and digital,
to find the pronunciation of a word or
determine or clarify its precise
meaning, its part of speech, or its
etymology.
d. Verify the preliminary determination
of the meaning of a word or phrase
(e.g., by checking the inferred
meaning in context or in a dictionary).
ELAGSE9-10L5: Demonstrate
understanding of figurative language, word
relationships, and nuances in word
meanings.
Why is knowledge of task, purpose and
audience important to producing clear and
coherent writing?
Development
Organization
Style
Task
Purpose
Audience
Planning
Revising
Editing
Rewriting
Purpose
Audience
ELA9.4.10
How do use a range of strategies to
determine or clarify the meaning of
unknown and multiple meaning words and
phrases?
Context clues
Patterns of word changes
Reference materials (print and digital)

dictionary

glossary

thesaurus
Ppronunciation
Definition
Part of speech
Etymology
ELA9.4.2
How do I demonstrate an understanding of
figurative language, word relationships,
and nuances in word meanings? How can
I interpret the meanings and effects of
Figurative language
Figures of speech

euphemism
ELA9.4.4
ELA9.4.7
ELA9.4.8
How does utilizing the writing process
(planning, revising, editing, rewriting, etc.)
strengthen my writing? Why is a focused
address significant to purpose and
audience?
ELA9.4.10
TCSS
a. Interpret figures of speech (e.g.,
euphemism, oxymoron) in context
and analyze their role in the text.
b. Analyze nuances in the meaning of
words with similar denotations.
figures of speech such as euphemisms
and oxymorons?

oxymoron
Nuance
Connotation
Denotation
ELAGSE9-10L6: Acquire and use
accurately general academic and domainspecific words and phrases, sufficient for
reading, writing, speaking, and listening at
the college and career readiness level;
demonstrate independence in gathering
vocabulary knowledge when considering a
word or phrase important to
comprehension or expression.
How do I acquire and use accurately
general academic and domain-specific
words and phrases?
General academic words and phrases
Domain-specific words and phrases
ELA9.4.2
TCSS
Lessons for Ninth Grade Literature Unit 4
The following pages are the lessons for the unit that have been linked at the
beginning of the document. These lessons are based on identified GSE
high-priority standards and incorporate unit texts and resources.
TCSS
Unit/Lesson:
Goal:
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
ELA9.4.1
Know:
 that revealing aspects of characters is uncovering their traits or background
information about them
Do:
 analyze characters (e.g., flat, round, static, dynamic, stock, archetype,
antihero, etc.) and their traits
 differentiate character motivation and analyze how those motivations
influence theme or story
 recognize how complex characters develop and change over the course of
a text
ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
 Epic & Epic Hero PowerPoint
 Greek and Roman Mythology Gods and Goddesses with Chart
 Elements of the Epic Hero Graphic Organizer
 Achilles Myth
 Hercules Myth
 Perseus Myth
 Blank Cornell Notes
Additional Background Information for Teachers:
 Chart of significant figures
 Background information on The Odyssey
 Modern Hero’s Journey Poster
Time Allocated:
EQ:
Activator/Connection/Warm Up:
3 Days
How are the characteristics of an epic hero developed within the text?
Take notes on characteristics of the epic hero & epic poems. Utilize Cornell
Notes.
Instructional Delivery:

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice (You
Do)
Summarizer/Closure/Evaluation of
Lesson:
Class will read short myth articles/stories about Achilles, Hercules, and
Perseus. While reading, students will identify elements of an epic hero and the
hero’s journey within the tales. Complete the “Elements of the Epic Hero”
graphic organizer.
Identify who is your personal hero. Explain how that person qualifies as a “hero”
utilizing the characteristics of an “epic hero”.
TCSS
Unit/Lesson:
Goal:
ELA9.4.2
 Students must determine the meaning of a word or phrase from
context clues.
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standard:
ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 9-10 reading and content,
choosing flexibly from a range of strategies.
Support Standards:
ELAGSE9-10L6: Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence
in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
ELAGSE9-10RI1: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the
text.
ELAGSE9-10RI2: Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the
text.
ELAGSE9-10RL1: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the
text.
ELAGSE9-10RL2: Determine a theme or central idea of text and closely
analyze its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of
the text.
ELAGSE9-10RL5: Analyze how an author’s choices concerning how to
structure a text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
ELAGSE9-10RL9: Analyze how an author draws on and transforms source
material in a specific work.
Resources for Instruction
 “Ithaca” Poem, p. 1134
 Part 1 of The Odyssey by Homer, p. 1045
 Graphic organizer to compare “Ithaca” to invocation
 Analyzing Aristotle quote
1- 2 days
How does the invocation to muse add to the reader’s understanding of an epic
poem?
Review the characteristics of an epic poem and epic journey (PowerPoint are
all with lesson 1 but teachers may decide to spread the information out over
the unit.)
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice (You
Do)
“Ithaca” gives focus and purpose to the reading of The Odyssey. Students
should closely read the invocation to the muse at the opening of Book One.
Without a study of the poem and invocation, students may disengage from
their reading of the epic because of the complexity of the text’s structure and
its numerous characters. Orienting students to the major characters and
conflicts will help them to maintain understanding as they read. Students
should be guided into the understanding that Ithaca as it is described in Book
One is not in an honorable state because of Odysseus’s prolonged absence,
and that Odysseus will feel disrespected and dishonored by the suitors’
treatment of his wife, son, home, and property.
Read “Ithaca” aloud one time to students and ask them to underline unknown
words and phrases (e.g., Ithaka, Laistrygonians, Cyclops, and Poseidon).
Direct students to use context clues or other resources to determine meaning.
(L.9-10.4a, c-d; L.9-10.6) Provide students with copies of Edith Hamilton’s
Mythology as a resource for understanding allusions to Greek gods and
TCSS
goddesses. (RL.9-10.10)
Read the invocation to the muse (the first 12 lines) aloud to students and ask
them to underline unknown words and unclear phrases (e.g., plundered,
hallowed, the Sun God, Muse). Direct students to use context clues or other
resources to determine meaning. (L.9-10.4a, c-d)
Teachers may decide to complete the analysis of Aristotle here to enrich the
introduction of the epic.
Summarizer/Closure/Evaluation of
Lesson
Discuss the purpose for the invocation to the muse. Why is this so important in
Greek/Roman culture?
TCSS
Unit/Lesson
Goal:
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
ELA9.4.3
Do:
 determine false statements in an argument
 identify fallacious reasoning in an argument
 delineate and evaluate specific claims in a text
 analyze whether the reasoning used in an argument is valid
 analyze whether the evidence cited in an argument is relevant and
sufficient
ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in
a text, assessing whether the reasoning is valid and the evidence is relevant
and sufficient; identify false statements and fallacious reasoning.
ELAGSE9-10RI2: Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the
text.
Informational Text and Research Activity
Computer Lab, Media Center, or Chromebooks (or copies of articles for use in
class)
1-2 days
How do authors use supporting details to create arguments and claims?
Give students a paragraph or two to read regarding the battle of Troy or
findings treasure related to the Trojan War. Have students read to determine
reliability. Use as an opportunity to review credibility and reliability.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)
Student’s will be divided into collaborative pairs or groups in order to utilize
various research engines available online to aid in answering reading
comprehension questions regarding informational text related to The Odyssey.
Article Titles may include but are not limited to:


Guided Instruction/
Differentiated Instruction
(We Do)




Independent Practice (You
Do)
“Cruising the Mediterranean: A Modern Odyssey”
“Greeks ‘Discover Odysseus’ Palace in Ithaca, Proving Homer’s Hero
was Real”
“Odysseus Lies Here”
“Ancient Sarcophagus Unearthed in Cyprus”
You may choose to give them the titles and have them find the articles, you
may give them the links, or you may choose to keep just print out the articles
for use in the classroom.
Students will analyze reliability, central/main idea, premise, position statement,
anecdote, tone, supporting evidence, relevant details.
Students will also work on works cited entry and discuss the importance of
citing your sources.
Analyze organizational structure and rhetorical strategies.
Links to articles:
Summarizer/Closure/Evaluation of
Lesson
Have students write a summary of the information.
TCSS
Unit/Lesson:
Goal:
ELA9.4.4
After this lesson, students will be able to:
 analyze characters (e.g., flat, round, static, dynamic, stock, archetype,
antihero, etc.) and their traits
 differentiate character motivation and analyze how those motivations
influence theme or story
 recognize how complex characters develop and change over the course of
a text
 analyze how character interactions can advance the plot and theme of a
text
 analyze how the interrelationships of literary elements influence the
development of plot and subplots, complex characters, character
motivation, and themes in text
 analyze how a theme or central idea develops over the course of the text,
including evidence from the text as support
 explain how specific details from the text refine or create subtle distinctions
that shape the theme
 use a range of textual evidence to support summaries and interpretations
of texts (e.g., purpose, plot/subplot, central idea, theme)
 provide an objective summary
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
ELAGSE9-10RL2: Determine a theme or central idea of text and closely
analyze its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of
the text.
Support Standards:
ELAGSE9-10RL5: Analyze how an author’s choices concerning how to
structure a text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
ELAGSE9-10L5: Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Resources for Instruction
 The Odyssey Text
 The Odyssey Reading Journal, Part 1
 The Odyssey Cornell Notes Chart
2-3 Days
How does the epic hero develop as a character throughout his journey?
Introduction of Characters/ Review of previous sections
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice (You
Do)
While reading, have students maintain a three-column character analysis chart
in their reading journal:
 Column 1: summarize each major episode, focusing on how Odysseus
reacts to other characters and conflicts. (RL.9-10.2, RL.9-10.3)
 Column 2: analyze how Odysseus’s reactions to other characters and
the events develop his character and reveal his conflicting motivations.
(RL.9-10.1, RL.9-10.3)
 Column 3: determine themes or central ideas conveyed in each
episode. To support this determination, describe both the significance
of how Odysseus’s character develops the themes and the
significance of Odysseus telling these episodes in flashback. (RL.910.1, RL.9-10.2, RL.9-10.3, RL.9-10.5)
 Text dependent questions
TCSS
Summarizer/Closure/Evaluation of
Lesson
Fishbowl/ Socratic Seminar Discussion Prompts:
 What is the significance of each trial in shaping Odysseus’s character?
(RL.9-10.1, RL.9-10.3)
 How does each trial teach Odysseus to value his home and family?
(RL.9-10.1, RL.9-10.3)
 How does each trial represent universal human experience? (RL.910.1, RL.9-10.2, L.9-10.5a)
TCSS
Unit/Lesson:
Goal:
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
ELA9.4.5
After this lesson, students will be able to:
 analyze how a theme or central idea develops over the course of the text,
including evidence from the text as support
 explain how specific details from the text refine or create subtle distinctions
that shape the theme
 use a range of textual evidence to support summaries and interpretations
of texts (e.g., purpose, plot/subplot, central idea, theme)
 provide an objective summary
Priority Standards:
ELAGSE9-10RL2: Determine a theme or central idea of text and closely
analyze its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of
the text.
Support Standards
ELAGSE9-10RL4: Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the
language evokes a sense of time and place; how it sets a formal or informal
tone).
ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in
two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and
Breughel’s painting Landscape with the Fall of Icarus), including what is
emphasized or absent in each treatment.
Additional Support Standards:
 ( RL.9-10.1, RL.9-10.2, RL.9-10.4, L.9-10.5a-b)
 “Siren Song” Poem
 Siren section of The Odyssey
 “Odysseus and the Sirens”
1-2 days
How does the theme of temptation create a tragic flaw in the epic hero?
Review the section on the Sirens. Analyze how Odysseus displayed
characteristics of an epic hero in this section.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice (You
Do)
Summarizer/Closure/Evaluation of
Lesson
Working in pairs, have students read “Siren Song”, analyze, and annotate the
poem. As a small group, discuss to determine themes of the poem.
Individually or in pairs, answer the text dependent questions attached to the
poem.
Answer through verbal or written discourse: Compare the depictions of the
Sirens in the epic, the poem, and the painting, and explain how each develops
a central idea about temptation. How does this demonstrate a tragic flaw?
Have we seen this in other sections?
TCSS
Unit/Lesson:
ELA9.4.6
Goal:
After this lesson, students will be able to:
 determine which details in a particular work of literature relate to a cultural
experience or support the author's or character's point of view
 compare and contrast the author's or character's point of view or cultural
experience from a wide variety of texts
 analyze how a particular cultural belief affects the point of view of a topic
 analyze how cultural experiences differ in literary works of similar topics

evaluate the influence of cultural experiences and their effects on the
author's or character's point of view within a text
ELAGSE9-10RL6: Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United States, drawing on a
wide reading of world literature.
ELAGSE9-10RI2: Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the
text.
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice (You
Do)
 Telemachus Presentation
 NewsELA article: “China asks: Are its young men manly enough?”
1-2 days
What connections exist between The Odyssey and the real world in regards to
the expectations that different societies (Ancient Greek and Chinese) place on
its young men?
View the PowerPoint pertaining to Telemachus. Discuss the development of
his character and his predicament of growing up without a father.
Students will be asked to read “China asks: Are its young men manly
enough?” (1120 Lexile Level)
Students will then answer the multiple choice quiz questions as well as the
Write prompt associated with the article on the website.
Students will then be asked to answer the following question in a oneparagraph response. Use evidence from both the Newsela article and “The
Odyssey” to support your response:
 How does Telemachus’ situation compare to that of the young
Chinese men in the article? What do these two sources reveal about
the expectations both Ancient Greek and Chinese society have for
their young men?
(Use this as an opportunity to provide students with leveled text. You can get
this article on Chinese men from www.newsela.com and adjust the Lexile for
differentiation.)
Background Knowledge:
Prior to this lesson, students read the first three books of The Odyssey and
spent time in class discussing Telemachus. During this discussion, the
students focused on the way that Telemachus is presented in the story, the
way that the suitors respond to him and how they view him as well as the
reasons why Athena chooses to send the young Prince on his own journey.
Summarizer/Closure/Evaluation of
Lesson
Answer through verbal or written discourse: what are the expectations of
young men in American Culture? Are the differences noted for the better…or
worse?
TCSS
Unit/Lesson:
Goal:
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice (You
Do)
ELA9.4.7
After this lesson, students will be able to:
 analyze characters (e.g., flat, round, static, dynamic, stock, archetype,
antihero, etc.) and their traits
 differentiate character motivation and analyze how those motivations
influence theme or story
 recognize how complex characters develop and change over the course of
a text
 analyze how character interactions can advance the plot and theme of a
text
 analyze how the interrelationships of literary elements influence the
development of plot and subplots, complex characters, character
motivation, and themes in text
 analyze how a theme or central idea develops over the course of the text,
including evidence from the text as support
 explain how specific details from the text refine or create subtle distinctions
that shape the theme
 use a range of textual evidence to support summaries and interpretations
of texts (e.g., purpose, plot/subplot, central idea, theme)
 provide an objective summary
Priority Standards:
ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
ELAGSE9-10RL2: Determine a theme or central idea of text and closely
analyze its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of
the text.
Support Standards:
ELAGSE9-10RL5: Analyze how an author’s choices concerning how to
structure a text, order events within it (e.g., parallel plots), and manipulate time
(e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
ELAGSE9-10L5: Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
 The Odyssey, Part 2, p. 1089
 The Odyssey Reading Journal, Part 2
 The Odyssey Cornell Notes Chart
2-3 Days
How are themes developed as the hero progresses through his journey?
Introduction of Characters/ Review of previous sections
While reading, have students maintain a three-column character analysis chart
in their reading journal:
 Column 1: summarize each major episode, focusing on how Odysseus
reacts to other characters and conflicts. (RL.9-10.2, RL.9-10.3)
 Column 2: analyze how Odysseus’s reactions to other characters and
the events develop his character and reveal his conflicting motivations.
(RL.9-10.1, RL.9-10.3)
 Column 3: determine themes or central ideas conveyed in each
episode. To support this determination, describe both the significance
of how Odysseus’s character develops the themes and the
significance of Odysseus telling these episodes in flashback. (RL.910.1, RL.9-10.2, RL.9-10.3, RL.9-10.5)
 Text dependent questions
TCSS
Summarizer/Closure/Evaluation of
Lesson
Fishbowl/ Socratic Seminar Discussion Prompts:
 What is the significance of each trial in shaping Odysseus’s character?
(RL.9-10.1, RL.9-10.3)
 How does each trial teach Odysseus to value his home and family?
(RL.9-10.1, RL.9-10.3)
 How does each trial represent universal human experience? (RL.910.1, RL.9-10.2, L.9-10.5a)
TCSS
UNIT/Lesson:
Goal:
Priority Standards:
 Support Standards
 Pre-requisite Learning
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
ELA9.4.8
After this lesson, students will be able to:
 analyze how a theme or central idea develops over the course of the text,
including evidence from the text as support
 explain how specific details from the text refine or create subtle distinctions
that shape the theme
 use a range of textual evidence to support summaries and interpretations
of texts (e.g., purpose, plot/subplot, central idea, theme)
 provide an objective summary
Priority Standards:
ELAGSE9-10RL2: Determine a theme or central idea of text and closely
analyze its development over the course of the text, including how it emerges
and is shaped and refined by specific details; provide an objective summary of
the text.
Support Standards:
 ELAGSE9-10RL4: Determine the meaning of words and phrases as
they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone).
 ELAGSE9-10L5: Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in
context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar
denotations.
 Art: “Penelope and the Suitors” and “Penelope at the Loom”
 “An Ancient Gesture”
1-2 days
How does internal conflict play a part in the hero’s journey?
Discuss why Odysseus finally asked to leave Calypso’s island? Predict/Infer
how Odysseus actions while staying on Calypso’s island conflict with the
characteristics of an epic hero.
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice (You
Do)
Students might explore how the depiction of Penelope’s life as she awaits
Odysseus’s return in “An Ancient Gesture” inspires patience and loyalty
despite temptation and grief.
Have students independently read “An Ancient Gesture” after reading Books
Five, Seven, and Eight. Have students paraphrase and analyze the poem
using To support students’ interpretation of the poem, prompt students to read
the section in which Antinous explains how Penelope tricked the suitors. Then
ask students compare the depiction of Penelope’s grief in the poem to
Odysseus’s emotions in The Odyssey.
Students should answer the text dependent questions regarding “Penelope”
and “Penelope’s Gesture”.
Have students analyze the artwork “Penelope & The Suitors” and “Penelope at
the Loom”. What do the artistic interpretations say about Penelope’s
character?
Summarizer/Closure/Evaluation of
Lesson
What characteristics of the epic hero does Penelope possess? If you had to
make an argument, who is more of a true hero…Penelope or Odysseus?
TCSS
Unit/Lesson:
Goal:
ELA9.4.9
After this lesson, the students will be able to:
 analyze how an author presents, develops, and draws connections among
ideas and events in a text
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standards:
ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or
events, including the order in which the points are made, how they are introduced
and developed, and the connections that are drawn between them.
Support standards:
 ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims are
developed and refined by particular sentences, paragraphs, or larger
portions of a text (e.g., a section or chapter).
 ELAGSE9-10RI1: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the
text.
 ELAGSE9-10RI4: Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical meanings;
analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language of a court opinion differs from that of a
newspaper).
Resources for Instruction




Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated
Instruction (We Do)

Independent Practice
(You Do)
“No-Man’s Lands: One Man’s Odyssey Through The Odyssey” by Scott Huler
“The Truth About Being a Hero” by Karl Marlantes
“Back from War, but Not Really Home” by Caroline Alexander
Graphic organizer for comparing authors claims, purpose, and connections
between claims
2-3 days
How do authors develop claims regarding the “journey” home?
Answer through Written or Verbal Discourse: What does it mean to “come home”?
Consider Odysseus’s journey home to Ithaca and the symbolism of “home.”
While students read the texts, have them complete the following:
• Use a three-column graphic organizer to summarize each text: (column 1) Identify
each claim or point made in the order it is made, (column 2)
describe how each claim or point is developed and refined by particular phrases,
sentences, paragraphs, or sections, and (column 3) identify the
connections made between claims. (RI.9-10.1, RI.9-10.3, RI.9-10.5)
• Reread the text and highlight or circle words and phrases that reveal the author’s
attitude toward the subject of the text. (RI.9-10.4)
• Determine a central idea of the text. (RI.9-10.2)
• Determine and explain the author’s purpose based on the evaluation of the author’s
tone, claims, and evidence. (RI.9-10.6)
Conduct a Socratic seminar based on the following question: What about the human
experience is revealed through the various depictions of the quest motif of the unit
texts?
Summarizer/Closure/Evaluation
of Lesson
Possible Essay/ Journal Assignment:
What does it mean to “come home”? Consider Odysseus’s journey home to Ithaca
and the symbolism of “home.” (L.9-10.5a-b) While he returned home in the literal
sense, did he return to the same place as he left? Write an argumentative essay in
which you determine which is more important to the development of Odysseus’
character and a theme of the epic—the journey or the goal?
TCSS
Unit/Lesson:
Goal:
ELA9.4.10 (EXTENSION OPPORTUNITY)
After this lesson, students will be able to:
 select an informative/explanatory topic that can be reasonably
explained or clarified within the text
 effectively organize complex ideas that communicate the author's
purpose
 develop the topic by selecting and synthesizing relevant facts,
definitions, concrete details, and quotations appropriate to the
audience's knowledge of the topic
 use appropriate transitions to create cohesion and clarify relationship
among ideas
 use precise language for the purpose
 provide a concluding statement or section that supports the
information or explanation
Priority Standards:
 Support Standards
 Pre-requisite Learning
Priority Standard:
ELAGSE9-10W2: Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
Support Standards:
 ELAGSE9-10W4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose,
and audience.
 ELAGSE9-10W5: Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose
and audience.
 Graphic organizer for comparing Odysseus with Katniss
 Project assignment sheet
3-4 days
How can epic heroes across genres teach the same theme or life lesson?
Compare and contrast the hero’s journey/cycle as it pertains to Odysseus and
Katniss. This activity will help student brainstorm for essay writing assignment.
Resources for Instruction
Time Allocated
EQ
Activator/Connection/Warm Up
Instructional Delivery

Teaching Point/Mini
Lesson/Teacher Input (I
Do/Modeling)

Guided Instruction/
Differentiated Instruction
(We Do)

Independent Practice (You
Do)
Summarizer/Closure/Evaluation of
Lesson
Provide instruction as needed on writing informative essays. Review
organization, introduction, transitions, conclusions, formal language, etc.
Essay prompt: What life lessons are taught in Homer’s epic Odyssey and
Suzanne Collins’s novel The Hunger Games? Using specific examples from
various episodes and chapters, supported by accurate summaries and
correctly quoted verse and text, discuss two to four “life lessons” from the
texts.
Publish and Present essay