The affects of personal choice
9th Grade Honors English
Jason Allen
Wichita State University
CI 454E Fall 2013

How does the need for glory affect the choices of the protagonists?



What qualities do the heroes share?
How can minor choices affect our lives?
How can a search for glory garner a negative impact on one’s life?

How can the choices of one greatly affect those around him?


What is personal responsibility?
What level of accountability should individuals be held to for the betterment of others?

How does ones present choices impact their future?
1
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Name: Jason Allen
Semester Plan Title: The affects of personal choice.
Grade Level/Course: 9th
Semester Plan Essential Questions:
 How does the need for glory affect the choices of the protagonists?
 What qualities do the heroes share?
 How can minor choices affect our lives?
 How can a search for glory garner a negative impact on one’s life?
 How can the choices of one greatly affect those around him?
 What is personal responsibility?
 What level of accountability should individuals be held to for the betterment of others?
 How does ones present choices impact their future?
 What is my purpose in society?
 Who do I wish to become?
 What is the purpose of individualism?

Unit #1 The heroic journey: How our actions affect those around us
Major Texts (print and non-print):
Epic Poem
 The Odyssey by Homer
Poem
 Siren Song by Margaret Atwood
Video
 "Greek Myths with Songs" album by JJ's Tunes & Tales
 O Brother, Where Art Thou? Directed by Coen, J.
Stage 1 – Desired Results
Established Goals (NCTE/IRA National Standards):
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers,
their knowledge of word meaning and of other texts, their word identification strategies, and
their understanding of textual features
5. Students employ a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of purposes
2
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
6. Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
print and non-print texts
7. Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g.,
print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit
their purpose and audience.
Established Goals (Common Core State Standards):
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail 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.
RL.9-10.3 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.
RL.9-10.4 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).
RL.9-10.5 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
RL.9-10.6 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.
RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
Essential Questions:
3
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
What are Odysseus’s main character traits?
How do Odysseus’s choices impact his journey home?
What are Odysseus’s major flaws?
How are Odysseus and his men similar?
What are the qualities of an Epic Hero?
Why is Homer important to literature?
What is an Epic Poem?
Students will know. . .








Students will be able to. . .

How to define an epic poem
Qualities of an Epic Hero
Figurative language: epithet, heroic
simile, metaphor, personification,
symbolism, and imagery
Convention of Greek Literature
Impact on literature by Homer
The Greek Gods
How personal choices can have a
reaching effect on others
How overuse of “to be” verbs can have
a negative impact on writing






Analyze character traits with support
from the text
Write texts following the 6 writing
trait standards
Read aloud with voice and emotion
Engage in class discussions and
critique the text
Compare texts on similar issues that
present different arguments
Revise works
Identify to be verbs in their writing
Stage 2 – Assessment Evidence
Performance Tasks:

Other Evidence:



Students will write a 500 word text over
personal choice. The essay prompt will
be “Throughout The Odyssey, how do
4
1 page writing assignments
Jeopardy game
Comic strip
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).


Odysseus’ tragic flaws and his changes
affect others? Use specifics from the
text to support your analysis.”
Compare contrast paper
Point of view narrative paper
Evaluation Criteria
 Students will be graded using a rubric
based on the 6 writing traits.
 Students will show an understanding of
the text and incorporate it into their
essays
Stage 3—Learning Plan
Learning Activities (only required for proposal, since activities will be noted in calendar):
















KWL – Greek literature, Homer, and The Odyssey
Half page paper “What defines a hero”
Odyssey book 1 and 9
1 page narrative paper
Discussion
Odyssey book 10
Discussion
Create comic strip
Odyssey book 12
Siren Song Video
Margaret Atwood poem
Compare contrast discussion between poem and video
Finish Odyssey
Jeopardy game review
500 word Essay
O Brother, Where Art Thou comparison worksheet
5
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Unit #2 Title: Choice and Hubris
Unit Texts (print and non-print):
Plays
 Oedipus Rex
 Antigone
Texts
 The Poetics by Aristotle
Videos
 “Oedipus Rex” song by Tom Lehrer
 Oedipus Rex movie directed by Tyrone Guthrie, Abraham Polonsky
Stage 1 – Desired Results
Established Goals (NCTE/IRA National Standards):
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers,
their knowledge of word meaning and of other texts, their word identification strategies, and
their understanding of textual features
5. Students employ a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of purposes
6. Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
print and non-print texts
7. Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g.,
print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit
their purpose and audience.
Established Goals (Common Core State Standards):
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail 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.
6
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
RL.9-10.3 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.
RL.9-10.4 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).
RL.9-10.5 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
RL.9-10.6 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.
RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
Essential Questions:
 What is the major trait that leads to Oedipus’s fall?
 How can doing what seems to be right lead to strife?
 What affect does pride have upon the characters?
 Does lack of knowledge excuse ones behavior?
 How can ones actions be better comprehended by looking at it from different points of
view?
Students will know. . .





Students will be able to. . .
 Identify different types of irony within
the play
 Define key terms
 Give a synopsis on Aristotle’s The
Poetics
 Write texts following the 6 writing
trait standards
 Read aloud with voice and emotion
 Name the six traits of drama as outline
by Aristotle: plot, character, diction,
thought, spectacle (scenic effect), and
song (music)
The difference between a play and a
typical text
How Greek drama differed from
modern drama
How Sophocles used irony within the
play
The importance of the Dionysus
festival to the Greeks
Aristotle’s impact of plays throughout
history
7
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Stage 2 – Assessment Evidence
Performance Tasks:




Other Evidence:





Students will write a short play using
different forms of irony within.
Students will need to follow Aristotle’s
six traits of drama while writing
excluding music. The play should be no
shorter than 1000 words and no longer
than 1500.
Students will need to create engaging
dialogue
Use vivid imagery to paint a picture for
the reader
Students will be graded on the 6 trait
narrative rubric



2 quizzes to be completed
1 Final Exam
2 short essays
Crossword puzzle
Vocabulary sheets including:
Definition, synonym, antonym,
sentence, and image for each
vocabulary word.
Brochure advertising their play
PowerPoint or Prezi over Greek
Drama
Final essay
Stage 3—Learning Plan
Learning Activities (only required for proposal, since activities will be noted in calendar):
 KWL – Greek Drama
 PowerPoint over Greek Drama, Aristotle, Festivals
 Vocabulary hand out to be filled out over the course of the unit
 Reading of the plays Oedipus Rex and Antigone along with selections from The
Poetics
 Crossword Puzzle over key terms
 Brochure advertising their play
 PowerPoint or Prezi presentation over Greek drama (completed in groups)
 1 page essay of the influence made by Greek drama
 2 page essay comparing and contrasting the themes in Oedipus Rex and Antigone
8
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Week 1
Mon
The Odyssey Intro
 KWL: The
Odyssey
 PowerPoint:
Background
building: The
Odyssey
 1 Page essay
on what
students feel
makes a Hero
 Popcorn Read
Book 1 & half
of book 9
RL.9-10.2
Tue
Wed
Thu
The Odyssey
 Finish book 9
 1 Page essay
from Cyclops
point of view
from book 9
 Hero essay due
Fri





RL.9-10.6
Odyssey
Popcorn Read
book 10
PowerPoint
over the 6
writing traits
Review of “to
be” verbs
T-chart of
Odysseus’s
positive and
negative
choices
Half page draft
of how they
would have
changed one of
Odysseus’s
choices
RL.9-10.2
9
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
The Odyssey
Popcorn read
book 12
 Video: Siren
Song
 Poem Siren
Song
 Compare /
contrast song
& poem
The Odyssey
PowerPoint:
Major
characters of
homecoming
portion of The
Odyssey
 Popcorn
reading The
Odyssey
Homecoming
 Comic strip of
one of the
major action
scenes from
the reading
(focus on
writing
dialogue)
Week 2


RL.9-10.1
RL.9-10.2
10
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
The Odyssey
Completion
Review
Week 3
Week 4
Wee



Complete reading
of The Odyssey
 Class discussion
of the text
 Students will
come up with
questions a
reporter may ask
in groups of 3 to 4
 Trade questions
with a group and
answer as
Odysseus might
RL.9-10.1



MLA PowerPoint
Citation practice
worksheet
6 trait review
Jeopardy Game
for Odyssey
review

Essay
Brainstorming for
The Odyssey
DCA Essay (essay
will be 500 words)
Write an outline
for Odyssey essay
RL.9-10.3
RL.9-10.4
Essay Writing
 Start rough draft
RL.9-10.1
Essay Writing
 Finish Rough
draft
RL.9-10.1
11
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Week 5


Essay
Lesson over
rainbow editing
using student
papers
Revise essays


W.9-10.2c
Essay
Type final draft of
essay
All portions of
The Odyssey essay
due


RL.9-10.2

Movie
PowerPoint of
relationship of
The Odyssey to
the Movie O
Brother, Where
Art Thou
Start watching
OBWAT
Worksheet that
links parts of
movie to the text
Week 6
RL.9-10.4



Movie
Finish Movie
Class discussion
compare/contrast
Movie worksheet
due
Odyssey Test
 Test over The
Odyssey Multiple
choice
RL.9-10.3
W.9-10.2c
12
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Week 7
Greek Drama
 KWL over Greek
Drama
 PowerPoint over
Greek drama,
Aristotle, Oedipus
Rex
 Selected readings
from The Poetics
RL.9-10.4
Aristotle and Drama
 Discussion over
Aristotle’s impact on
Drama
 PowerPoint
highlighting
differences between
Greek and modern
drama
 Work sheet
highlighting
similarities /
difference between
Greek and modern
drama
RL.9-10.4
13
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Oedipus Rex
 Start vocabulary
worksheet
 Start reading
Oedipus Rex
 Discussion
throughout reading
 Choices in free will
versus fate handout
 1 page argument
essay on whether
Oedipus committed
acts through free will
or fate
RL.9-10.1
Week 8
Finish Reading
 Continue
vocabulary
worksheet
 Finish reading of
Oedipus Rex
 Oedipus Rex
crossword puzzle
 Essays due at start
of class
Quiz #1
 Review for quiz
(key terms,
themes, and
student questions..
 Quiz #1 over Greek
Drama and
Oedipus Rex
 Tom Lehrer song
about Oedipus
Rex
 Exit slip: write
one paragraph
detailing how
Oedipus’s
choices led to his
downfall
RL.9-10.4
RL.9-10.1
14
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Week 9
Antigone
 Antigone
Background building
PowerPoint
 Continue vocabulary
worksheet
 Start reading
Antigone. Class
discussion
throughout
RL.9-10.1
Finish Antigone
 Continue
Vocabulary
Worksheet
 PowerPoint over
different types of
irony
 Finish Antigone
 HW: Find 5
instances of Irony
from the previous
readings at least
one instance of all
dramatic,
situational, and
verbal must be
present
RL.9-10.3
15
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Presentation Groups

Place students in
groups for Drama
presentation

Detailed
expectations for
the drama
presentation
assignment

Have students
create and
outline of what
they wish to
include in their
presentation

Irony Assignment
Due
W.9-10.2c
Week 10
Complete
Presentations
 Complete
Presentations
 Assignment Makeup time for
anything missing
thus far once
presentation is
completed
W.9-10.2c
Group Work
 Students will be
allowed to check out
laptops after
completing their
outlines
 Time to be spent
finding images and
quotes for
presentation
 Start finalizing
presentations
W.9-10.2c
16
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Week 11
Week 12
Presentations
 Present
presentations today
 Guidelines for
writing assignment
handed out
 Start outline
 Rough Draft to be
completed by next
class period
RL.9-10.4
Workshop
 Workshop rough
drafts
 Evidence of
suggestions need to
be evident by peers
on rough draft
Final Copy of Essay
 Turn in vocabulary
sheet
W.9-10.2c
RL.9-10.4
Movie
 Watch Oedipus Rex
 Fill out worksheet
with movie
RL.9-10.1

Final
 Unit Final
RL.9-10.10
17
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Complete Final copy
of essay
Name:_____________
Hour:______________
K
W
L
What I Know…
What I want to know…
What I learned…
18
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Name:___________
Hour:____________
Choices Made by Odysseus
Positive
Negative
19
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Siren Song
This is the one song everyone
would like to learn: the song
that is irresistible:
the song that forces men
to leap overboard in squadrons
even though they see beached skulls
the song nobody knows
because anyone who had heard it
is dead, and the others can’t remember.
Shall I tell you the secret
and if I do, will you get me
out of this bird suit?
I don’t enjoy it here
squatting on this island
looking picturesque and mythical
with these two feathery maniacs,
I don’t enjoy singing
this trio, fatal and valuable.
I will tell the secret to you,
to you, only to you.
Come closer. This song
is a cry for help: Help me!
Only you, only you can,
you are unique
at last. Alas
it is a boring song
but it works every time.
Margaret Atwood
20
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Name:___________________
Hour:____________________
Comic Strip Cells
21
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
The Odyssey
Homer
Every question on this test has four possible answers (a, b, c, d). Choose the best available
answer.
1. Where does The Odyssey take place?
a. Italy
b. Greece
c. Troy
d. England
2. What is the main purpose of an ancient epic like The Odyssey?
a. To entertain
b. To communicate history from one generation to the next
c. To scare people
d. To teach morals and values
3. Why did Odysseus leave his island, Ithaca, in the first place?
a. To fight in the Trojan War
b. To escape the boredom of his life
c. To find his father’s murderer
d. To design and build the Trojan Horse
4. What happens on Ithaca while Odysseus is away?
a. His wife, Penelope, remarries his greatest enemy
b. His son, Telemachus, dies in battle
c. Powerful men try to get Penelope to abandon Odysseus and marry them
d. Telemachus kills his mother
5. How long has Odysseus been away from Ithaca?
a. 2 years
b. 10 years
c. 20 years
d. 30 years
6. How was The Odyssey passed down from generation to generation?
a. It was written down to be read silently
b. It was performed aloud by a traveling musician
c. It was performed as a musical with dance and song
d. It was written down and read aloud to children
7. The Odyssey begins, “Sing in me, Muse.” Why does it begin this way?
a. The Muses, minor gods, supposedly inspired the creation of art
b. Odysseus begs one of the Muses to help him escape Calypso’s island
c. Zeus, the chief god, commands the Muses to release Odysseus from his captivity
d. Odysseus asks the Muses to send a message to his wife, Penelope
8. What is Odysseus doing when we first see him?
a. Trying to sneak away from Calypso’s island in a canoe he secretly built
22
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
b. Helping Calypso to weave a magic blanket
c. Passing out drunk in Calypso’s cave
d. Staring at the ocean, crying, wanting to go home
9. Why does Calypso release Odysseus from her island?
a. She takes pity on him
b. She follows Zeus’s command
c. She no longer loves him
d. She feels guilty for what she has done
10. How does Calypso tempt Odysseus to stay with her?
a. She tells him that he will find danger and trouble when he leaves her
b. She promises him immortality
c. She reminds Odysseus of her god-like beauty
d. All of the above
11. Who will not allow Odysseus to reach his home island?
a. Zeus
b. Athena
c. Poseidon
d. Hermes
12. How do we hear about Odysseus’s past, about his travels prior to Calypso’s island?
a. Homer tells us about them in flashback
b. We never hear about them—everything happens after Calypso’s island
c. Odysseus tells us about them himself at a banquet
d. We go inside Odysseus’s head to hear him thinking about his memories
13. Which of the following is a weakness that causes Odysseus’s men to get slaughtered by
the Cicones?
a. They ignore Odysseus’s order to head directly to the ship after battle
b. They butcher the Cicone’s army
c. They enslave the Cicone’s women
d. They refuse to offer a sacrifice to Zeus
14. What happens to men who eat the Lotus offered by the Lotus Eaters?
a. They become poisoned and die
b. They turn into animals
c. They forget about their homes and never want to leave
d. They become angry and fight with anyone around them
15. What does Odysseus do to the men who eat the Lotus?
a. He kills them
23
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
b. He send them away on a rowboat
c. He leaves them with the Lotus Eaters
d. He ties them up on his ship
16. Why does Poseidon hate Odysseus?
a. Because Odysseus ate Poseidon’s sacred cattle
b. Because Odysseus did not pray to Poseidon before starting his journey
c. Because Polyphemus, the Cyclops, is Poseidon’s son
d. Because Poseidon hates the goddess Athena, Odysseus’ protector
17. According to Odysseus, why must Polyphemus be nice to Odysseus and his men
a. Because Odysseus is a war hero
b. Because Odysseus has been away from home for many years
c. Because the gods think it’s important to always honor guests
d. Because Odysseus is a dangerous man
18. Why can’t Odysseus just murder Polyphemus in his drunken sleep?
a. Because Odysseus and his men could never move the boulder blocking the cave’s
entrance
b. Because it is cowardly to kill a man while he’s defenseless
c. Because he’s not sure if Polyphemus is immortal and he doesn’t want to take the
chance
d. Because Odysseus and his men are paralyzed by fear
19. What does Odysseus do when Polyphemus asks for his name?
a. He refuses to speak
b. He stabs a stake through Polyphemus’ eye
c. He reminds Polyphemus that it is impolite to ask a guest for his name
d. He says that his name is “Nohbdy”
20. How does Odysseus get his men safely out Polyphemus’ cave?
a. He ties them to the undersides of the rams
b. He stabs Polyphemus in the eye
c. He uses a tree limb as leverage to move the stone away from the mouth of the
cave
d. He convinces Athena to distract Polyphemus
21. What does Circe do to men who wash up on her island?
a. She feeds them to her dogs
b. She turns them into domestic animals
c. She sleeps with them
d. She forces them to fight each other to the death
22. What does Tiresias need before he will speak to Odysseus and tell his future?
a. Gold
24
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
b. A taste of blood
c. A prayer
d. Fruit from the lemon tree
23. What does Tiresias say to Odysseus about the rest of his journey?
a. Odysseus must sacrifice one of his men on the open sea if he wants Poseidon to
forgive him
b. Odysseus must kill his own son, Telemachus, if he wants to be king again
c. Odysseus will find his wife, Penelope, married to another man
d. Odysseus and his men must not eat the cattle of the sun god, Helios (Apollo)
24. What does Tiresias say about Odysseus’ death?
a. He will die the violent death of a hero
b. Because of his time with Calypso, Odysseus will never die unless he kills himself
c. His death will be gentle, and it will somehow relate to the ocean
d. He will die on the day he becomes a grandfather
25. What information does Odysseus keep to himself?
a. He and his men will encounter the Sirens
b. He will be the only person to make it back to Ithaca alive
c. His men will act like cowards when confronted by the Sirens
d. He will never again be king of Ithaca
26. How do the Sirens tempt men to their deaths?
a. They promise wealth and immortality
b. They stand naked on the cliffs of their island
c. They sing passionate songs
d. They promise food and alcohol
27. Who or what are Scylla and Charybdis?
a. Two of Odysseus’ men that try to lead a mutiny against him
b. Ocean beasts who destroy ships and kill sailors
c. Sirens who fall in love with Odysseus and refuse to kill him
d. The winds that kick up violent storms on the ocean
28. How does Odysseus motivate his men to stay calm when confronted by Scylla and
Charybdis?
a. He reminds them of past experience and of his intelligence and skill
b. He promises to pay each them in gold when they get home
c. He ties a blindfold over each man’s eyes so they can’t see the danger
d. He reminds them of his special relationship with Athena
29. Why do Odysseus’ men eat the cattle of the sun god, Helios?
a. They want to insult Helios
25
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
b. They are tired of eating fish, fruit, and vegetables
c. They are starving to death
d. They want to show Odysseus that he can’t boss them around
30. Why does Odysseus fall asleep when he should be keeping his men from eating the cattle
of the sun god?
a. He is exhausted by starvation
b. He has had too much to drink
c. The gods make him tired
d. He just doesn’t care anymore
31. How does Odysseus disguise himself when he returns home to Ithaca?
a. He pretends to be crazy
b. He cuts all his hair off
c. He gives himself a new name
d. He dresses as a beggar
32. How is Odysseus revealed to his son, Telemachus?
a. Athena turns him into a younger version of himself
b. Odysseus states a fact that only he would know about Telemachus
c. Athena tells Telemachus that Odysseus has returned to Ithaca
d. Odysseus shows a birthmark on his right ankle
33. What do father and son first do when they are reunited?
a. They pledge to kill Penelope’s suitors
b. They exchange blood as a sign of their bond
c. They cry and hold each other
d. They argue about who will be king of Ithaca
34. Who is the only one to recognize Odysseus in his disguise?
a. Eumaeus, Odysseus’ servant
b. Penelope
c. Telemachus
d. Argos, Odysseus’ dog
35. Penelope will marry the suitor who can do what?
a. String and fire Odysseus’ bow
b. Lift Odysseus’ sword over his head
c. Compose the best song about Odysseus and his heroics
d. Win a wrestling tournament with all the suitors
36. How does Odysseus test the loyalty of his servants?
a. He reveals himself to them to see how they will respond
26
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
b. He asks them to give their opinion of Penelope
c. He pretends to be starving and waits to see if they will feed him
d. He asks them what they would do if Odysseus suddenly appeared
37. What is Antinous, the lead suitor, doing when Odysseus kills him?
a. Pulling his sword from its sheath
b. Begging for his life
c. Raising a drinking cup to his lips
d. Laughing at Odysseus
38. What does Odysseus do after the other suitors beg for their lives?
a. He grants mercy, laying down his weapons
b. He kills all of them in the name of revenge
c. He allows them to sacrifice only one suitor to the gods
d. He lets his son, Telemachus, decide on their fate
39. How does Penelope greet her long-lost husband?
a. She collapses at his feet
b. She tests his knowledge of their bedchamber
c. She accuses him of cheating on her
d. She falls into his arms and kisses him
40. Who is compared to the “sun-warmed earth . . . longed for by a swimmer”?
a. Athena
b. Odysseus
c. Poseidon
d. Penelope
27
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Test Key
1. B
2. D
3. A
4. C
5. C
6. B
7. A
8. D
9. B
10. D
11. C
12. C
13. A
14. C
15. D
16. C
17. C
18. A
19. D
20. A
21. B
22. B
23. D
24. C
25. B
26. C
27. B
28. A
29. C
30. C
31. D
32. A
33. C
34. D
35. A
36. D
37. C
38. B
39. B
40. D
28
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Vocabulary Words
Aside
Words spoken by an actor directly to the audience, which are not "heard" by the other characters on stage during a
play.
Catharsis
The purging of the feelings of pity and fear that, according to Aristotle, occur in the audience of tragic drama. The
audience experiences catharsis at the end of the play, following the catastrophe.
Characterization
The means by which writers present and reveal character. Although techniques of characterization are complex,
writers typically reveal characters through their speech, dress, manner, and actions. Readers come to understand the
character Miss Emily in Faulkner's story "A Rose for Emily" through what she says, how she lives, and what she
does.
Chorus
A group of characters in Greek tragedy (and in later forms of drama), who comment on the action of a play without
participation in it. Their leader is the choragos. Sophocles' Antigone and Oedipus the King both contain an explicit
chorus with a choragos. Tennessee Williams's Glass Menagerie contains a character that functions like a chorus.
Comic relief
The use of a comic scene to interrupt a succession of intensely tragic dramatic moments. The comedy of scenes
offering comic relief typically parallels the tragic action that the scenes interrupt. Comic relief is lacking in Greek
tragedy, but occurs regularly in Shakespeare's tragedies.
Complication
An intensification of the conflict in a story or play. Complication builds up, accumulates, and develops the primary
or central conflict in a literary work.
Connotation
The associations called up by a word that goes beyond its dictionary meaning.
Convention
A customary feature of a literary work, such as the use of a chorus in Greek tragedy, the inclusion of an explicit
moral in a fable, or the use of a particular rhyme scheme in a villanelle. Literary conventions are defining features of
particular literary genres, such as novel, short story, ballad, sonnet, and play.
Denotation
The dictionary meaning of a word.
Denouement
The resolution of the plot of a literary work.
Dialogue
The conversation of characters in a literary work. In fiction, dialogue is typically enclosed within quotation marks.
In plays, characters' speech is preceded by their names.
29
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Diction
The selection of words in a literary work. A work's diction forms one of its centrally important literary elements, as
writers use words to convey action, reveal character, imply attitudes, identify themes, and suggest values. We can
speak of the diction particular to a character.
Dramatic monologue
A type of poem in which a speaker addresses a silent listener. As readers, we overhear the speaker in a dramatic
monologue.
Figurative language
A form of language use in which writers and speakers convey something other than the literal meaning of their
words. Examples include hyperbole or exaggeration, litotes or understatement, simile and metaphor, which employ
comparison, and synecdoche and metonymy, in which a part of a thing stands for the whole.
Flashback
An interruption of a work's chronology to describe or present an incident that occurred prior to the main time frame
of a work's action. Writers use flashbacks to complicate the sense of chronology in the plot of their works and to
convey the richness of the experience of human time.
Foil
A character who contrasts and parallels the main character in a play or story.
Foreshadowing
Hints of what is to come in the action of a play or a story.
Hyperbole
A figure of speech involving exaggeration.
Irony
A contrast or discrepancy between what is said and what is meant or between what happens
and what is expected to happen in life and in literature. In verbal irony, characters say the
opposite of what they mean. In irony of circumstance or situation, the opposite of what is
expected occurs. In dramatic irony, a character speaks in ignorance of a situation or event
known to the audience or to the other characters.
Monologue
A speech by a single character without another character's response.
Pathos
A quality of a play's action that stimulates the audience to feel pity for a character. Pathos is always an aspect of
tragedy, and may be present in comedy as well.
Point of view
The angle of vision from which a story is narrated. See Narrator. A work's point of view can be: first person, in
which the narrator is a character or an observer, respectively; objective, in which the narrator knows or appears to
know no more than the reader; omniscient, in which the narrator knows everything about the characters; and limited
omniscient, which allows the narrator to know some things about the characters but not everything.
Soliloquy
A speech in a play that is meant to be heard by the audience but not by other characters on the stage. If there are no
other characters present, the soliloquy represents the character thinking aloud.
30
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Tone
The implied attitude of a writer toward the subject and characters of a work.
Tragedy
A type of drama in which the characters experience reversals of fortune, usually for the worse. In tragedy,
catastrophe and suffering await many of the characters, especially the hero. Examples include Shakespeare's Othello
and Hamlet; Sophocles' Antigone and Oedipus the King, and Arthur Miller's Death of a Salesman. See Tragic flaw
and Tragic hero.
Tragic flaw
A weakness or limitation of character, resulting in the fall of the tragic hero.
Tragic hero
A privileged, exalted character of high repute, who, by virtue of a tragic flaw and fate, suffers a fall from glory into
suffering.
31
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
The Odyssey
500 Word Essay
Writing Prompt: Throughout The Odyssey, how do Odysseus’ tragic flaws and his changes affect
others? Use specifics from the text to support your analysis.
Rationale: The assignment will allow you to demonstrate your ability to critically analyze a text.
Throughout life you will need to be able to read and process information. This assignment will
help improve your ability to do so.
The following timeline and expectations will need to be met.
Monday: Brainstorming / Outline. You will need to formulate your ideas before you prepare any
formal writing. After you have finished brainstorming create an outline showing what
progression of ideals your intro, body, and conclusion will include and emphasize.
Wednesday & Friday: Rough Draft. You will need to formulate your thoughts into an essay that
follows the prompt while using textual evidence. Be sure to introduce quotes and properly use
MLA formatting. The essay should have little to no grammatical errors and needs to meet the
500 word minimum. The essay should not surpass 800 words; remember the tips we went over
for creating concise writing. The essay will be graded using the six trait expository rubric in your
agendas.
Tuesday: Revising. Use the tips previously explained to help revise your papers. Highlight your
sentence with alternating colors to check sentence length and ensure they vary. Circle the first
word of each sentence to check for repetition in word choice. Underline all to be verbs and try to
eliminate half of them. Finally double check for any grammatical mistakes.
Thursday: Final Draft. You will need to type your final paper. Use Arial or Times New Roman
12 point font, be sure all margins are set to 1”, and follow all MLA guidelines.
Point Values for all assignments:
Brainstorming and outlining 20 points (shows a solid understanding of what the student wishes
to express in a rational progression)
Rough Draft 50 points (Meets minimum word requirements, has a clear thesis statement and
follows proper MLA guidelines)
Revising 30 Points (Follows previously mentioned revising techniques)
Final Copy 100 points
(graded using 6 trait expository rubric)
32
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
33
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
34
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Wichita State University
College of Education
Middle/Secondary Level Lesson Plan Template
Candidate
Jason Allen
Lesson
Title
Overview
and
Context
Introducing The Odyssey
Assessed
Standards
Grade
Level/Subject
Lesson Date
Honors English I
18 September 2013
The lesson will introduce the students to The Odyssey and various Greek Gods.
The days lesson will be composed of a KWL chart, lecture with PowerPoint and
discussion, 1 page essay on what students feel makes a hero, and popcorn reading.
The days lesson will be concluded with an exit slip over Odysseus’s character
traits.
W.9-10.1e Provide a concluding statement or section that follows from and
supports the argument presented.
W.9-10.4 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.)
RL.9-10.1-6, 10. Cite textual evidence, theme, complex character analysis,
meaning of words and phrases, author’s choice of text structure, read and
comprehend literature, including stories, dramas, and poems.
Content
Objectives
Students will:
Language
Objectives
Complete a KWL worksheet
Connected
to the
assessed
standards
listed above
Students will:
Define an Epic Poem
Reading,
writing,
listening,
speaking, &
viewing
processes
Know what The Odyssey is and
who composed it
Write a 1 page essay on the
qualities of a hero
Be able to coherently discuss
the setting and lead up to the
odyssey
Define an Epic Hero
Read the first half of book 9
Content- KWL, Epic Poem, Epic Materials, SmartBoard, PowerPoint,
Key
Vocabulary Hero, Odysseus, Zeus, Athena,
Technology Projector. Text book
Functional – Define epic poem,
Needs
Popcorn reading
Higher
Order /
Essential
How has epic poems influenced literature throughout history?
What makes a hero?
How does personal choice affect those around us?
35
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Questions
Time
Learning Activities
In each of the cells below, describe what you and the
students will do during this lesson. Lesson procedures
should be sequential and easy to navigate. Include any
necessary procedural instructions and management
considerations.
Review & Assessment
In each of the cells below,
describe how you will
informally/formally assess
students’ understanding
throughout the lesson.
Remember that all activities
should provide opportunities
for assessment.
Students will be informally
Building Background
I will start the lesson with a KWL assignment over The
assessed by their
Odyssey. At the beginning students will fill out know
participation during the
and want to know sections on their own. After 5 minutes KWL.
of writing time I will invite students to share what they
have put down so others may get more ideas from their
Students will be formally
peers. After this portion I will show a PowerPoint that
assessed based on their
gives general information over The Odyssey. After the
completion of the KWL
PowerPoint I will clear up and want to know questions
sheet.
left unanswered.
Students will be formally
Meaningful Activities
Students will write a 1 page in class essay over what
assessed by grading of their
qualities they feel make a hero. After students complete essays.
this assignment I will give the definition of an epic hero,
students will then discuss how their definitions of a hero Students will be informally
differ from an epic hero.
assessed by observing their
participation during the
Popcorn Reading of the first half of book 9. During the
reading and discussion.
reading I will pose questions for the students to discuss.
Wrap Up/Final Review
After the reading there will be discussion regarding the
characteristics of Odysseus. Students will need to
complete a 1 paragraph exit slip over what they feel are
Odysseus’s best traits.
Students will be formally
assessed by the grading of
their exit slips.
References
USD 259 FRESHMAN INSTRUCTIONAL SEQUENCE form;
Lettell, M. (n.d.). Book 12 sea perils and defeat. In The Language of Literature
36
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Wichita State University
College of Education
Middle/Secondary Level Lesson Plan Template
Candidate
Jason Allen
Lesson
Title
Overview
and
Context
Introducing The Odyssey
Assessed
Standards
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
Grade
Level/Subject
Lesson Date
Honors English I
18 October 2013
Explore how Aristotle impacted drama in Greek and modern times. Look at Greek
and modern drama comparing and contrasting the two. Complete a worksheet
illustrating this knowledge.
RI.9-10.3 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.
Students will:
Students will:
Content
Language
Objectives -Know the key points of drama
Objectives -Read selections from the
as described by Aristotle
poetics
Connected
Reading,
- Compare and contrast Greek
to the
-Examine how modern drama is writing,
drama and modern drama
assessed
still influence by Aristotle and
listening,
standards
the Greeks
speaking, &
listed above
viewing
processes
Content- aside, catharsis,
Key
Materials, SmartBoard, PowerPoint,
characterization,
chorus,
comic
Vocabulary
Technology Projector. Text book
relief, complication, connotation, Needs
convention, denotation,
denouement, dialogue, diction,
dramatic monologue, figurative
language, flashback, foil,
foreshadowing, hubris,
hyperbole, irony, monologue,
pathos, point of view, soliloquy,
tone, tragedy, tragic flaw, tragic
hero
Functional – Popcorn reading,
compare and contrast
What is the affect of pride and hubris for Oedipus?
Higher
What is the difference between fate and freewill?
Order /
How do our decisions impact those around us?
Essential
37
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Questions
Time
Learning Activities
In each of the cells below, describe what you and the
students will do during this lesson. Lesson procedures
should be sequential and easy to navigate. Include any
necessary procedural instructions and management
considerations.
Building Background
Review & Assessment
In each of the cells below,
describe how you will
informally/formally assess
students’ understanding
throughout the lesson.
Remember that all activities
should provide opportunities
for assessment.
Students will be informally
assessed by their engagement
and reading during the
reading portion of the Poetics
Students will be formally
assessed by grading of their
compare contrast worksheets.
Meaningful Activities
.
Students will be informally
assessed on discussion
participation and
understanding of new
vocabulary terms.
Wrap Up/Final Review
38
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).
Works Cited
Antigone. Dover Publications; Unabridged edition
Bascombe, F. (n.d.). Final test for "the odyssey". Retrieved from
http://www.teacherspayteachers.com/Product/Final-Test-for-The-Odyssey-643468
Joel, C. (Director), & Ethan, C. (Director) (2000). O brother, where art thou [DVD].
Lettell, M. (n.d.). Book 12 sea perils and defeat. In The Language of Literature
Oedipus rex. Dover Publications; Unabridged edition.
Tyrone, G. (Director), & Abraham, P. (Director) (1957).Oedipus rex [DVD].
USD 259 FRESHMAN INSTRUCTIONAL SEQUENCE form;
39
Wiggins, Grant and Jay McTighe. Understanding by Design. 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall,
2006. (p. 22).