The Odyssey
PowerPoints, Teaching Guides, and Cliff Notes:
** This is REALLY GOOD! http://jc-schools.net/tutorials/eng9/homer.html
http://www.mythweb.com/odyssey/
Lesson plans:
http://www.mythweb.com/teachers/tips/moretips.html
http://ncteachdurhamcohortwinzeler.wikispaces.com/file/view/The+Odyssey+Unit+Plan.pdf
http://www.unm.edu/~abqteach/gods_cus/01-02-04.htm
http://teacher2b.com/literature/odyssypl.htm
http://www.kcte.org/lesson-plans/odyssey/forgy4.html
Webquests:
http://www.kn.pacbell.com/wired/fil/pages/listtheodyscp.html
http://drb.lifestreamcenter.net/Lessons/odyssey/index.htm
http://projects.edtech.sandi.net/morse/homer_odyssey/
http://newhartfordschools.org/education/projects/projects.php?sectionid=15327&
Course: English 9
Teacher: Burris Nichols
Unit: The Odyssey
RATIONALE
Homer’s Odyssey has, of course, been a mainstay of education in the Western tradition from
time immemorial. This alone cannot, of course, justify the continued teaching of this text. There are,
however, many compelling reasons aside from precedent which argue in favor of teaching this classic
text. Homer’s great adventure tale introduces students to archetypal heroes, provides context for
understanding of the ancient world, and functions as an intertextual springboard, informing the study of
countless other literary works.
This unit of study spans three weeks and one day, or sixteen class periods of fifty-five minutes
each, within a traditional school schedule. Although The Odyssey is a fairly challenging text for students,
this time frame should suffice. To ensure that students have sufficient time to read the text, the volume
of non-reading assignments outside of class has been kept to a relative minimum. Frequent discussion
has been integrated into the unit to help ensure that students not be overwhelmed by the layers of
meaning in The Odyssey.
Study of The Odyssey will facilitate discussion and exploration of gender roles in the ancient
world, as well as in modern American society. By exploring the relationships of Odysseus, Penelope,
Calypso, Circe, Helen, and Menelaeus, students will have ample opportunity to consider and discuss
divisions and disparities which continue to plague the sexes in the present day.
Students will participate in several group projects, through which they will gain interpersonal
skills, as well as leadership strategies. By scaffolding in these group projects, students will construct
understandings of literature, themselves, and their world. Through cooperative learning, students will
become more skilled at functioning within a democratic system while they explore the text.
One feature length film and one animated short will be employed as supplemental non-print
texts. This will allow students to identify common themes and motifs between different works, without
adding to their already considerable reading burden. Further, the convention of approaching film as
literature enables students to critically “read” the world around them, empowering them as lifelong
learners.
The unit will close with the performance of a student-generated dramatic version of The
Odyssey. Through the use of this activity, students will hone their public presentation skills, develop
creative writing skills, and cement their understanding of the themes and events of the text.
Students will be assessed based upon their performance upon two vocabulary quizzes, two
reading quizzes, nine in-class assignments, one comparative essay, and the final performance project.
The term “Odyssey” has come to mean any challenging journey, and the critical study of this
text is surely one such Odyssey. Students will, through the study of the text, travel to unfamiliar
territory, perform great feats, and ultimately, return changed.
Syllabus for The Odyssey: A Hero’s Journey
Burris D. Nichols, Instructor
Objectives:
At the end of this unit,
1.)
2.)
3.)
4.)
5.)
6.)
7.)
Students will have read the text in full.
Students will be required to critically evaluate character motivation in literature.
Students will compare and contrast Homer’s Odyssey with other print and non-print texts.
Students will explore, analyze, and discuss gender issues in literature.
Students will effectively use verbal language to inform and to entertain.
Students will understand the historical and social context of Homer’s literary works.
Students will expand lexical vocabulary through study of vocabulary in, and relating to,
Homer’s Odyssey.
8.) Students will develop editorial skills through workshopping and revising.
9.) Students will be able to summarize the events depicted in Homer’s Odyssey.
Activities:
Day 1
a.) Due: Hero list, to be generated in class
b.) Students will define and discuss literary heroes, examine Joseph Campbell’s “monomyth
cycle”, and participate in the “Author’s Promise” activity.
Day 2
a.) Due: Character Epistles, to be completed in class
b.) Students will discuss newly introduced vocabulary, then will compose a letter from a
character in The Odyssey.
Day 3
a) Due: Reading Quiz, Book 3 Rewrite (to be completed in class)
b) Students will rewrite the events of Book 3 of The Odyssey, depicting a hostile reception.
Day 4
a.) Due: Pronoun worksheets, “Leda and the Swan” Responses
b.) Students will provide critical responses to W.B. Yeats’ “Leda and the Swan” and will determine
the nouns and pronouns which best complete a set of ten sentences.
Day 5
a.) Due: “Trying Helen” presentations
b.) Students will use persuasive presentations to impugn or exonerate Helen and Paris.
Day 6
a.) Due: Vocabulary Quiz, Odyssey Worksheet
b.) Students will take a quiz on previously studied vocabulary. They will then address gender
issues in the text in small groups.
Day 7
a.) Students will, through circle discussion, construct original understandings of the text.
Day 8
a.) Students will compare print and non-print texts in order to develop more sophisticated
understandings of Homer’s Odyssey and its place in the Western literary tradition.
Day 9
a.) Due: “Odysseus and Athena” response
b.) Students will respond in writing to prompts, and will begin prewriting on an academic paper.
Day 10
a.) Due: Reading Quiz
b.) Students will explore the theme of disguise in literature as reflected in Homer’s Odyssey.
Day 11
a.) Due: Vocabulary Quiz
b.) Students will participate in workshopping in order to develop proofreading and editing skills.
Day 12
a.) Students will engage in close viewing of O Brother, Where art Thou, focusing on intertextual
connections and contrasts with The Odyssey.
Day 13
a.) Due: Metaphor/Simile handout
b.) Students will continue close viewing of O Brother, Where art Thou? Students will employ
“Comparing Heroes” handout to guide critical viewing.
Day 14
a.) Due: Comparison Papers
b.) Students will finish close viewing of O Brother, Where art Thou?
Day 15
a.) Due: Hero Comparison handouts
b.) Students will participate in a “Stand-up Quiz,” displaying and developing understandings of
the text.
Day 16
a.) Due: The Odyssey Performance
b.) Students will present thoughtfully written and rehearsed dramatic adaptations of sections of
The Odyssey.
Educational Beliefs grounding this unit of study
1. Students should develop familiarity with literature in a variety of genres.
2. Students must develop critical reading skills, allowing them to construct meaning through
the study of texts.
3. Students should be aware of gender issues in literature.
4. Students should be able to identify and explore common themes in different print and nonprint texts.
5. Students must expand lexical vocabulary through instruction.
6. Students must be able to speak fluently and comfortably in front of an audience.
7. Students must develop the interpersonal skills required for group work.
8. Students should be able to draw inferences from a literary text, delving beyond overt
meanings.
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #1
Name of Lesson: Introduction to Homer’s Odyssey
Standards Addressed:
NCTE:
3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts.
11: Students Participate as knowledgeable, reflective, creative, and critical members of
a variety of literacy communities.
Arizona:
Reading Process
Concept 6: Comprehension Strategies
PO1. Predict text content using prior knowledge and text features
PO2. Generate clarifying questions in order to clarify the meaning of the text
PO4. Connect information and events in text to experience and to relate text
and sources
Objectives: By the end of this lesson, students should be able to
1)
2)
3)
4)
understand the concept of “the hero” as set forth by Joseph Campbell
summarize the events of the Trojan war
recognize common themes in a variety of hero stories
identify the defining traits of the traditional bard’s tale
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one, Joseph
Campbell handouts, heroic attributes handout, O Brother, Where Art Thou permission slips
Motivation (Anticipatory Set): (5 minutes) Students will be asked to write the names of three heroes
from literature or film of whom they are fond, and why they consider these characters to be heroes.
“Those among you whose attempts to study have been stymied by the appeal of Cartoon
Network, Marvel Comics, or reruns of the A-Team, take heart. Your moment has come to shine. I would
like you all to take out a piece of paper and write down your favorite fictional heroes. I want to stress,
these should be fictional heroes, so Gandhi and your Mom are out, even though they’re both great.
Write down at least three of your favorite heroes and a brief explanation for why you think he or she is
qualified to be called a hero.”
Activities:
1. (20 minutes) Defining the Hero
a) Students will discuss their favorite heroes and create a list of heroic qualities
b) Discuss handouts with excerpts from Joseph Campbell’s The Power of Myth
c) Students will determine which traits described by Campbell are possessed by the
heroes they have identified.
d) Class will generate a list of heroes who fit their and Campbell’s criteria
2. (15 minutes) Overview of Greco-Roman mythology and history
a) Discussion of the events of the Trojan War
b) Discussion of the Greek tradition of bards, and how this informs the reading of
Homer’s works
c) Discussion of the Greek pantheon
3. (5 minutes) Reading Assignment, Books 1 and 2
a) Students will each be given a copy of The Odyssey, and shown their first
reading assignment (pages 25 through 49)
4. (10 minutes) The Author’s Promise
a) Teacher will read aloud the “Invocation of the Muse” at the start of The Odyssey
(Page 25)
b) Students will write questions they hope the text will answer
c) Class will discuss questions and generate an “Author’s Promise” list of questions.
Closure: Now that we know what the hero looks like in literature, we are ready to tackle one of the
greatest (and oldest) hero stories in the Western tradition. As you read the first twenty pages of
Homer’s timeless story tonight, I would like you to keep your “Author’s Promise” list handy. Whenever
a question is answered by the book, note it. Tomorrow, we’ll tally up how many questions have been
answered, and how many still remain. Also, pay attention to the character of Odysseus. Think about
how he fits your image of a hero, and how well he fits Campbell’s.
Evaluation:
1. Do students demonstrate understanding of Campbell’s concept of the archetypal hero?
2. Are students’ “Author’s Promise” questions relevant to the reading?
3. Have students successfully identified common traits among the protagonists in various
stories?
Troubleshooting:
1. Time is the primary concern. I am not at all sure whether I have put too much, too little, or
(dare I hope?) the right amount of work into the lesson.
2. The overview of Greco-Roman history and mythology could easily digress into an
interminable lecture, presenting the students with far more information than they need or are
able to retain.
3. Resources may be a concern, as I wish to provide a copy of The Odyssey to each student.
HEROES
DEFINING QUALITIES/ATTRIBUTES
Lecture 1, Topic d: Joseph Campbell: The Hero Cycle
The "hero cycle" is Joseph Campbell's representation of the hero's adventure, abstracted
from hundreds of the world's mythologies. The hero cycle is a going and returning, which
occurs in four phases:
1. First there is the call to adventure, with the possibility of a helper (think of Luke
Skywalker called by R2D2, and assisted by Obi Wan Kenobi and the robots).
2. Second there is the crossing, with tests and more helpers (the death of Luke's aunt
and uncle, and the appearance of more helpers - Hans Solo and Chewbacca).
3. Third there is the supreme ordeal (Luke's confrontation with his father, Darth Vader).
4. Fourth there is the return, with a possible boon to the hero's people (Luke destroys
the Death Star, the rebel alliance is saved).
We use four heroes to illustrate the hero cyle: Theseus, Aeneas, Yorimitsu, Tristan.
This figure is a simplified version of the diagram found in Chapter IV - "The Keys" - of
Joseph Campbell's The Hero with a Thousand Faces; the hero cycle reflects a common story
structure for hundreds of the
Legal Guardian Permission Form
I, ________________ , as the legal guardian of ______________, hereby grant the
aforementioned student permission to participate in viewing the film O Brother, Where art Thou (rated
PG 13 for mild violence).
___________________________
(Signature of Legal Guardian)
_________/_________/________
(Date)
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #2
Name of Lesson: Trouble in Ithaca, Trouble in Troy
Standards Addressed:
NCTE:
2. Students read a wide range of literature from many periods in many genres to build
an understanding of texts, of themselves, and of the cultures of the United States
and the world.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
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.
Arizona:
Reading
Concept 4: Vocabulary
PO1. Determine the meaning of vocabulary, using linguistic roots and affixes
PO2. Infer meaning from word context
PO3. Distinguish between the denotative and connotative meanings of words
Writing
Concept 5: Publishing
PO1. Prepare writing that follows a format appropriate for the purpose
Objectives: By the end of this lesson, students should be able to
1) define the 10 vocabulary words, and use them in sentences
2) discuss the motivations of Odysseus, Telemachus, Penelope, and the Suitors
3) Compose an informal letter
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one, Vocabulary
handouts
Motivation (Anticipatory Set): (5 minutes) Cut and Run Response
“’Agamemnon led Greece into an unjust war under false pretenses, and he didn’t have a plan for
getting out of Troy. Because of his decisions, many young Greeks and Trojans needlessly died.
Agamemnon got what he deserved when Clytaemnestra and Aegysthus killed him.’ Write a brief
response to this statement, supporting or refuting it. Feel free to tie your response to events in our own
time, but please focus primarily on The Odyssey.”
Activities:
1. (10 minutes) Vocabulary
a) Students will receive a vocabulary list comprised of words drawn from, and pertinent
to, the text
b) Class will discuss the words’ meaning, roots, and context in The Odyssey
2. (30 minutes) Character Epistles
a) Students will compose a letter, or epistle, from Telemachus, Eurymachus, or
Penelope, to Odysseus, regarding the events of the debate in Ithaca.
b) Students will be given the opportunity to share their epistles aloud with the class.
“Today you can add to your growing arsenal of fifty cent words a real gem. ‘Epistle’ is a
fancy synonym for letter. I would like each of you to write a short epistle – no more than a page
– from the point of view of either Telemachus, Penelope, or Eurymachus, about the debate in
Ithaca. I would like these letters to be written in first person, and they should describe the
other characters, as well as the feelings and reactions of the characters from whose point of
view you’re writing. As always, consider your audience. These letters will be sent to Odysseus.
For reasons that aren’t altogether clear, we’re able to get our letters to him.”
3. (5 minutes) Reading Assignment, Book 3
a) Students will be given their next reading assignment, Book 3 (pages50-63)
Closure: (5 Minutes) Now Telemachus is preparing to set off in search of his father. As you read this
relatively short chapter tonight, keep watching for elements of the archetypal hero we described. See
how Telemachus fits these images, and where he diverges from these ideals. Also, consider how he is
received where he goes. Hospitality, its functions, and the effects of being treated without hospitality
are themes you’ll see again and again in the Odyssey. Pay attention to how Telemachus is received in
his travels and how he responds to his hosts.”
Evaluation:
1. Do students’ “Cut and Run” responses reflect a critical reading of The Odyssey?
2. Do students’ epistles show an understanding of the events of The Odyssey and of its
characters?
3. Did discussion of vocabulary list provide students with sufficient understanding of
definitions?
Troubleshooting:
1. I am concerned about the value of the “Character Epistles” assignment for students who
have not completed the reading assignment. Perhaps, by allowing students to use their
texts during this activity, I can ensure that every student gains some insights into the text. I
do, however, wonder at what point (i.e., how few students having done the reading) this
kind of assignment becomes an inefficient use of class time.
2. Once again, time is a concern.
Assessment:
1. “Cut and Run” Responses will be worth 5 points, and completion will earn full points.
2. “Character Epistles” will be worth 10 points, and will be graded primarily upon completion.
Writings which clearly reflect students’ having not completed the reading, however, will be
marked down.
English 9
Name________________
Period _______________
Mr. Nichols, Instructor
Odyssey Vocabulary List #1
1. Muse: (noun) Person who inspires an artist. To the Ancient Greeks, the Muse was personified
as a minor goddess who inspired the bards
Also, (verb) to ponder deeply
Example sentence:
2. Mentor: (noun) Teacher, instructor, guide
Example Sentence:
3. Archetype: (noun) The best example of a particular kind of person or thing
Example Sentence:
4. Suitor: (noun) A person who is trying to woo another person for purposes of marriage
Example Sentence:
5. Odyssey: (noun) A series of wanderings and adventures
Example Sentence:
6. Pantheon: (noun) literally, “All gods.” Term used to denote the gods and goddesses of a
particular mythology
Example Sentence:
7. Polytheism: (noun) the worship of many gods and/or goddesses
Example Sentence:
8. Patriarchy: (noun) “Rule of the Father,” a society run by men
Example Sentence:
9. Portent: (noun) An event which is taken as a sign of the course of future events, an omen
Example Sentence:
10. Venerable: (adj.) Highly respected
Other forms: Venerate (verb)
Veneration (noun)
Example Sentence:
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #3
Name of Lesson: With a Little Help from Athena
Standards Addressed:
NCTE:
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.
12. Students use spoken, written, and visual language to accomplish their own
purposes.
Arizona:
Writing
Concept 1: Ideas and Content
PO5: Include ideas and details that show original perspective and thoughts
Concept 2: Organization
PO3. Place details appropriately to support the main idea
PO4. Use effective transitions that support all elements
Objectives: By the end of this lesson, students should be able to
1) Summarize the events of The Odyssey, through Book 3
2) Rewrite a literary passage
3) Write dialogue in accepted format
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one, Odyssey
Reading Quiz
Motivation (Anticipatory Set): (10 minutes) Reading Quiz
Activities:
1. (15 minutes) Help for the Hero
a) Class will discuss Telemachus’ adventure and the help he has received.
b) Special attention will be paid to the idea of the hero being dependent upon his allies
Guiding Questions:
“Is Telemachus’ journey a matter of bravery, credulity, a willingness to be led by his elders, or
some combination of all these and perhaps other factors?”
“Does Athena’s help make Telemachus’ journey more or less heroic?”
“Does Telemachus receive special treatment because of who his father is? Can you think of
examples of this kind of nepotism in the modern world?”
2. (20 minutes) Book 3 Rewrite
a) Students will rewrite the events of Book 3, depicting a less warm reception for
Telemachus in Nestor’s home
b) Rewrites will include dialogue as well as narrative writing
3. (5 minutes) Reading Assignment, Book 4
a) Students will each be given their next reading assignment, Book 4 (pages 64 through
87)
3. (5 minutes) Spark Notes Discussion
a) Class will briefly discuss the appropriate use of such resources as Spark Notes and
Cliff’s Notes
“ While we’re on the topic of outside help, this may be a good opportunity to discuss
Spark Notes. Spark Notes (or, if you want to go retro, Cliff’s Notes) can be an invaluable
supplement to reading the text. To use these resources in place of reading the text, however,
would be to do yourself a grave disservice. I am familiar with Spark Notes, and I can assure you
that, should you decide to take the “low road” in your reading, your performance on quizzes and
in discussion will suffer. Your grade, in short, will most likely reflect the volume of reading you
have done, relative to the requirements. Finally, and not least, these resources provide, aside
from literary criticism, only the driest possible plot synapses. They have none of the beauty of
the original text (nor of a passable translation of the original text) and can never take the place
of a good book.”
Closure: “In tonight’s reading, you’ll find Telemachus visiting people who were instrumental in the
course of the Trojan war. As you read, consider Telemachus’ relationship with the father he has never
met. How does Telemachus measure up to his legendary father?”
Evaluation:
1. Do students’ discussion contributions reflect critical reading of the text?
2. Do students’ rewrites show significant thematic differences from the text?
3. Do students actively construct understandings through discussion?
Troubleshooting:
1. Of all the books of The Odyssey, Book 3 seems to me the least engaging. There is a very real
danger of students losing interest in the book altogether at this point. I will need to strive to
keep all the students engaged in class discussion, hopefully thus inspiring an urge to continue
reading. If this carrot doesn’t work, of course, there is still the stick of reading quizzes.
Assessment:
1. The reading quiz is worth 10 points, each question being worth 2 points. These questions will
receive either 2 points for a correct answer or 0 points for an incorrect answer or no answer.
2. The Rewrite activity will be worth 10 points, and will be graded upon completion and upon
content.
English 9
Name _____________________
Period ___________________
Mr. Nichols, Instructor
Odyssey Reading Quiz #1
1. Who is disguised as the character Mentor?
2. Nestor’s feast is in honor of what god?
3. What does Nestor give Telemachus to help him in his journey?
4. Who does Nestor send Telemachus to visit?
5. How does Telemachus avoid being killed by the suitors as he leaves Ithaca?
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #4
Name of Lesson: Leda and the Swan
Standards Addressed:
NCTE:
3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts.
11: Students Participate as knowledgeable, reflective, creative, and critical members of
a variety of literacy communities.
Arizona:
Reading Process
Concept 6: Comprehension Strategies
PO1. Predict text content using prior knowledge and text features
PO2. Generate clarifying questions in order to clarify the meaning of the text
PO4. Connect information and events in text to experience and to relate text
and sources
Objectives: By the end of this lesson, students should be able to
1)
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one, “Leda and
the Swan” handouts, Pronoun handouts
Motivation (Anticipatory Set): (5 minutes) Telemachus’ Hosts: Class will briefly discuss the reception
Telemachus has received during his travels.
Activities:
1. (10 minutes) Pronoun minilesson
a) Teacher will explain the use of pronouns in academic writing.
b) Class will discuss pronoun conventions
2. (15 minutes) Pronoun worksheet
a) Students will convene in groups of four, and discuss the pronoun worksheet.
b) Each student will complete and submit the worksheet.
“We’ll now be shifting our focus from pronouns as a whole to one pronoun:
“She.” The “she” inquestion is Helen, who you encountered in last night’s reading. To
understand Helen, however, we need to take a look at another “she.” That is Helen’s
mother, Leda.”
3. (10 minutes) “Leda and the Swan” Overview
a) Teacher will briefly discuss Yeats’ “Leda and the Swan”
1. The myth of Leda and the Swan
2. The sonnet form
4. (15 minutes) “Leda and the Swan” Response assignment
a) Students will read the poem “Leda and the Swan”
b) Students will write line-by-line responses to the poem
c) Students will write overall responses to the poem
Closure: Now that we’ve gained some understanding of “she,” it’s time to think about “you.” If you’ve
fallen behind in the reading, tonight is your big chance to catch up. Please take advantage of this
opportunity, as there won’t be another. Those of you who have kept up thus far, feel free to read ahead
a bit.
Evaluation:
1. Do students demonstrate understanding of proper use of pronouns in academic writing?
2. Do Students’ “Leda and the Swan” responses show a grasp of the poem?
3. Can students describe the sonnet form?
Troubleshooting:
1. “Leda and the Swan” is, thematically, a rather heavy poem for ninth grade students. I would
be inclined to check with school administrators before teaching this unit. Also, I will need to exercise
strong classroom management to keep students from being carried away while discussing the delicate
themes of this poem.
Assessment:
1. Pronoun worksheet will be worth 10 points, with each question worth one point.
2. “Leda and the Swan” Responses will be worth 5 points, and will be graded upon completion.
English 9
Name _____________________
Period ___________________
Mr. Nichols, Instructor
Pronouns in Academic Writing
There are three kinds of pronouns: first person (I, Me, We), second person (You) and third
person (They, Them, It). Each has a unique role in academic writing.
The first person pronoun is rarely seen in academic writing. The exception to this rule is the use
of “us” or “we,” indicating the reader or audience. A sentence such as “Upon reading The Illiad, we may
well be struck by the intractable personalities of Achilles and Agamemnon.” It is, however, best to avoid
such phrases as “I think” or “I believe.”
It is tempting to directly address the reader in academic writing, but this should be avoided. For
all practical purposes, the pronoun “you” has no place in academic writing.
Third person pronouns are by far the most prevalent pronouns in academic prose. These words
can, however, be challenging in their own right. In conversation, we often find ourselves saying things
like, “If anyone gets here late, they will have some catching up to do.” This sentence effectively conveys
meaning, and any fluent English speaker can understand it readily. It is not, however, an acceptable
sentence from the standpoint of prescriptive grammar in academic writing. “Anyone,” the object of the
sentence, is a singular pronoun. Therefore, the subject of the dependent clause “_________ will have
some catching up to do” must also be singular. “They” is a plural pronoun, and is therefore incorrect.
This sentence should read “If anyone gets here late, he or she will have some catching up to do.”
Fill in the most appropriate pronoun or noun in the following sentences (many of these
sentences require possessive pronouns i.e. “my, your, his, her, their, our, its”) Each response is worth
1 point. 10 points total
1. Telemachus is searching for ____________ father.
2. Somebody in here needs to wash _______________ feet.
3. Bears are very protective of ______________ cubs.
4. The school should upgrade _______________ computers.
5. Homer makes it easy for _____________ to understand the plot.
6. Anyone can improve _______________ grades
7. In Homer’s Odyssey, _____________ will find adventure, fantasy, and romance.
8. Whenever a student is in the halls during class, ______________ must have a hall pass.
9. Fireflies light up because _______________ have bioluminescent chemicals.
10. In the poetry of W.B. Yeats, ______________ find(s) many symbols.
Leda and the Swan
By
William Butler Yeats
Things to bear in mind
- The swan is really the god Zeus
- Leda’s encounter with the swan is not consensual
- Leda will conceive two daughters: Helen and Clytaemnestra
- Helen is more beautiful than other women because her father is a
god
- The circumstances of Helen and Clytaemnestra’s conception will
set the stage for the course of their lives
English 9
Name ___________________
Period ______________________
Mr. Nichols, Instructor
Leda and the Swan
Responses
by William Butler Yeats
A sudden blow: the great wings beating still
_____________________________________
Above the staggering girl, her thighs caressed
_____________________________________
By his dark webs, her nape caught in his bill,
_____________________________________
He holds her helpless breast upon his breast.
______________________________________
How can those terrified vague fingers push
_____________________________________
The feathered glory from her loosening thighs?
_____________________________________
How can anybody, laid in that white rush,
_____________________________________
But feel the strange heart beating where it lies?
_____________________________________
A shudder in the loins, engenders there
_____________________________________
The broken wall, the burning roof and tower
_____________________________________
And Agamemnon dead.
_____________________________________
Being so caught up,
_____________________________________
So mastered by the brute blood of the air,
_____________________________________
Did she put on his knowledge with his power
_____________________________________
Before the indifferent beak could let her drop?
_____________________________________
Further responses:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #5
Name of Lesson: Helen of Troy
Standards Addressed:
NCTE:
4. Students adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
11. Students participate as knowledgeable, reflective, creative, and critical members of
a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own
purposes.
Arizona:
Comprehending Literary Texts
PO1. Describe the author’s use of literary elements
PO2. Explain different elements of figurative language, including simile,
metaphor, personification, hyperbole, symbolism, and allusion in a literary text
PO3. Compare and contrast works within a literary genre that deal with similar
themes
Objectives: By the end of this lesson, students should be able to
1) Identify metaphor in Marlowe’s Dr. Faustus
2) Evaluate the veracity of a character in literature
3) Present a persuasive argument
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one, Dr. Faustus
handout
Motivation (Anticipatory Set): (5 minutes) Dr. Faustus Reading
The teacher will read aloud the soliloquy from Christopher Marlowe’s Dr. Faustus beginning “Is
this the face that launched a thousand ships?” Teacher will then present guiding questions to segue into
Activity.
Guiding questions:
“What does Marlowe mean when he writes that Helen’s face ‘launched a thousand ships’ and
‘o’ertopped the gleaming towers of Ilium?’ Are these descriptions positive or negative?”
Activities:
1. (30 minutes) Trying Helen
a) Students will be divided into two groups, one designated Prosecution and one
designated Defense.
b) Students will confer within their groups, developing their cases to support or refute
the goodness of Helen’s moral character, and that of Paris.
c) The two groups will present their arguments, with each group presenting for 5
minutes, then each group rebutting for 1 minute.
2. (5 minutes) Reading Assignment, Books 5 and 6
a) Students will be given their next reading assignment, Books 5 and 6 (pages 88
through 101)
3. (5 minutes) “Trying Helen” denouement
a) Class will briefly discuss the character of Helen
3. (10 minutes) Complex Sentences minilesson
a) Teacher will introduce the concept of complex sentences.
b) Using the handout, the class will create complex sentences from simple sentences.
Guiding questions:
“Is Helen, in your opinion, a good person? A faithful wife? A
trustworthy friend?”
“Was your opinion of Helen influenced by the debate? If so, how?”
“Was Paris a kidnapper? A bold and heroic lover? An irresponsible rich
kid? Is he responsible for Helen’s predicament, or she for his?”
Closure:
We haven’t reached any consensus about the character of Helen, but that was never our
intention. Bear in mind, however, that there are different ways of interpreting this, or any other,
character. We don’t have to take the words, actions, or narration of any character at face value. Just
like the real world, there is always the possibility that the people you encounter in books aren’t being
entirely candid with you. Try to develop the habit of considering how the characters you encounter
might be trying to pull the wool over your eyes. You may be surprised what insights come from this
habit.”
Evaluation:
1. Do students grasp the metaphors in the Marlowe passage?
2. Have students generated cogent arguments for or against Helen?
3. Do the students adhere to the conventions of debate?
Troubleshooting:
1. Students may have some difficulty in drawing inferences from the text to support their
arguments. I hope to remediate this issue by monitoring and prompting both groups during their
preparations.
2. By beginning with a piece by Marlowe, I run the risk of spiraling into a discussion of Marlowe,
Goethe, Elizabethan theatre, and stage conventions, which could last the entire period and which has
essentially nothing to do with The Odyssey.
Assessment:
“Trying Helen” activity will be worth 5 points, and participation will receive full credit.
English 9
Name _____________________
Period ___________________
Mr. Nichols, Instructor
Using complex sentences along with simple sentences is an excellent way to boost your
sentence fluency and to make your writing more appealing. Combine the sentences below to create
complex sentences.
Bob Dylan is a rock star.
Bob Dylan was born Robert Zimmerman.
Bob Dylan was born in Hibbing, Minnesota.
Bob Dylan has influenced many musicians.
_____________________________________________________________________________________
_______________________________________________________________________
My dog’s name is Zoot.
My dog is a black and white husky.
My dog is thirteen years old.
_____________________________________________________________________________________
_______________________________________________________________________
Swimming is difficult.
Swimming is fun.
Swimming is good exercise.
_____________________________________________________________________________________
_______________________________________________________________________
Bruce Springsteen is from New Jersey.
Bruce Springsteen sings with the E Street band
Bruce Springsteen was described by former president Ronald Reagan as “not necessarily talented, but
quite energetic.”
_____________________________________________________________________________________
_______________________________________________________________________
Excerpt from Dr. Faustus by Christopher Marlowe
Scene XIII
Re-enter HELEN
Faust. Was this the face that launched a thousand ships
And burnt the topless 2 towers of Ilium?
Sweet Helen, make me immortal with a kiss. [Kisses her.]
90
Her lips suck forth my soul; see where it flies!—
Come, Helen, come, give me my soul again.
Here will I dwell, for Heaven is in these lips,
And all is dross that is not Helena. Enter OLD MAN.
I will be Paris, and for love of thee,
95
Instead of Troy, shall Wittenberg be sack’d;
And I will combat with weak Menelaus,
And wear thy colours on my plumed crest;
Yea, I will wound Achilles in the heel,
And then return to Helen for a kiss.
Oh, thou art fairer than the evening air
100
Clad in the beauty of a thousand stars;
Brighter art thou than flaming Jupiter
When he appear’d to hapless Semele:
More lovely than the monarch of the sky
In wanton Arethusa’s azured arms:
And none but thou shalt be my paramour. Exeunt.
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #6
Name of Lesson: Odysseus, the Ladies’ Man
105
Standards Addressed:
NCTE:
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts.
11. Students participate as knowledgeable, reflective, creative, and critical members of
a variety of literacy communities.
Arizona:
Reading Process
Concept 1: Elements of Literature
PO4. Compare interactions among major characters and minor characters in
literary text with emphasis upon how the plot is revealed through action of the
dialogue
Concept 4: Vocabulary
PO 1. Determine the meanings of vocabulary, using linguistic roots and affixes
PO3. Distinguish between the denotative and connotative meanings of words
Objectives: By the end of this lesson, students should be able to
1) Work productively in small groups
2) Define and contextualize the vocabulary words
3) Evaluate the subtextual motivations of literary characters
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one, Vocabulary
Quiz, Odyssey handout
Motivation (Anticipatory Set): (10 minutes) Vocabulary Quiz
Students will complete the quiz, which covers the vocabulary introduced in Lesson #2
Activities:
1. (20 minutes) Critical Trios
a) Students will be divided into groups of 3
b) Groups will discuss the Odyssey worksheet
c) Each student will fill out and submit one Odyssey worksheet
2. (20 minutes) Discussion of women in The Odyssey
a) Students will discuss the similarities and differences among the women in the text,
including Calypso, Nausicaa, Penelope, and Athena
b) Students will discuss the images of women in Ancient Greece implied by Homer’s
text, and compare these with present-day women
3. (5 minutes) Reading Assignment, Books 7 and 8
a) Students will be given their next reading assignment, Books 7 and 8 (pages 112
through 138)
Closure: Odysseus is frequently described as “wiley.” He seems to be respected more for his duplicity
than for his considerable prowess as a soldier. You may wish to consider how common an attribute this
is for a hero, and whether the heroes you named this Monday share this quality. Also, consider whether
we, the readers, can accept the words of such a character, or whether we run the risk of being deceived
by Odysseus, just as the Trojans were. Like Helen, Odysseus can be seen as an “unreliable narrator,”
and reading The Odyssey from the viewpoint of a skeptical audience can lead you in terrifically fruitful
directions.
Evaluation:
1. Have students received sufficient instruction in Vocabulary list?
2. Do students interact constructively in small groups?
3. Do students’ responses to handout questions reflect higher-level reasoning?
Troubleshooting:
1. One concern is whether students should be allowed to choose their own groups or be
assigned groups. Allowing students to choose their own groups could result in off-task
behaviors, disparity in achievement resulting from students forming groups of all high-achieving
and/or all low-achieving students. Assigning groups, however, may result in personality
conflicts.
2. As always, time is a concern.
Assessment:
1. The vocabulary quiz is worth 20 points, each definition being worth 1 point and each use of a
vocabulary word in a sentence being worth 1 point.
2. The “Critical Trio” activity is worth 10 points, including 5 points for participation and 5 points
for completion of handouts.
English 9
Name _____________________
Period ___________________
Mr. Nichols, Instructor
Odyssey Vocabulary Quiz #1
Instructions: Define each word (1 point each) and use each word in a sentence (1 point each). 20 points
total.
1. Archetype
Definition:
Used in a sentence:
2. Mentor
Definition:
Used in a sentence:
3. Muse
Definition:
Used in a sentence:
4. Pantheon
Definition:
Used in a sentence:
5. Patriarchy
Definition:
Used in a sentence:
6. Polytheism
Definition:
Used in a sentence:
7. Portent
Definition:
Used in a sentence:
8. Odyssey
Definition:
Used in a sentence:
9. Suitor
Definition:
Used in a sentence:
10. Venerable
Definition:
Used in a sentence:
English 9
Name _____________________
Period ___________________
Mr. Nichols, Instructor
Women in Homer’s Odyssey
Instructions:
In groups of three, discuss the questions below. Using the insights gained through these
discussions, write a short response to each question.
1. Why does Odysseus compare Nausicaa’s beauty to that of Artemis, the goddess of the hunt and
of chastity, rather than to that of Aphrodite, the goddess of beauty and erotic love?
2. Why would Odysseus wish to forsake the goddess Calypso and return to Penelope?
3. To what extent do the female characters in The Odyssey actively influence the events of the
story? Provide examples.
4. Does Odysseus’ time with Calypso constitute unfaithfulness to Penelope? Explain.
5. Why does Penelope keep stringing the suitors along? Is this a good strategy? Explain.
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #7
Name of Lesson: Odysseus in Phaecia
Standards Addressed:
NCTE:
1. Students read a wide range of print and non-print texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the world.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
11. Students participate as knowledgeable, reflective, creative, and critical members of
a variety of literacy communities.
Arizona:
Reading Process
Concept 1: Elements of Literature
PO4. Compare interactions among major characters and minor characters in
literary text with emphasis upon how the plot is revealed through action of the
dialogue
Concept 4: Vocabulary
PO1. Determine the meanings of vocabulary, using linguistic roots and affixes
PO3. Distinguish between the denotative and connotative meanings of words
Objectives: By the end of this lesson, students should be able to
1) define the 10 vocabulary words, and use them in sentences
2) lead a class discussion through critical questions
3) evaluate classmates’ arguments and ideas
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one, copy of the
film Ali, Vocabulary List
Motivation (Anticipatory Set): (10 minutes) Ali clip
Students will closely view a scene from the film Ali in which the eponymous character talks
about his prowess and his upcoming fight, the “Thrilla in Manila.” Students will then respond (verbally)
to the question, “How does Ali’s speech compare to the way Odysseus behaved at the Phaecian
games?”
Activities:
1. (35 minutes) Circle discussion
a) Students will seat themselves in a circle
b) Each student in turn will ask one question or share one observation from the text
c) Each student will be expected to respond to at least one question or observation.
2. (5 minutes) Reading Assignment, Books 9 and 10
a) Students will be given their next reading assignment, Books 9 and 10 (pages 139
through 170)
3. (5 minutes) Vocabulary
a) Students will receive a list of vocabulary words drawn from, and pertinent to, the
text
b) Class will discuss the words’ meanings, roots, and context in The Odyssey
Closure: When last we saw Odysseus, King Alcinous called upon him “for a true account of (his)
wanderings. While you read the next two books of The Odyssey, bear in mind that you are being taken
back in time in the narrative, and that the story is no longer being told by Homer, but by Odysseus
through Homer. Thinking about literature from this vantage can get a bit dizzying, but can also open
new doors for interpretation. Also, the next several chapters are where the really adventurous parts of
The Odyssey are recorded, so have fun reading it.”
Evaluation:
1. Did students identify meaningful similarities and differences between Odysseus and
Muhammad Ali?
2. Did students generate thoughtful and critical questions and responses during the circle
discussion?
Troubleshooting:
1. The circle discussion could be an abysmal failure if the majority of the students have failed to
read. I hope to remediate this possibility by informing students previously that there will be a
circle discussion on this day.
Assessment:
1. Students will receive five points for providing a question or observation, and five points for
providing a response.
English 9
Name________________
Period _______________
Mr. Nichols, Instructor
Odyssey Vocabulary List #2
1. Aegis: (noun) protection, support, sponsorship
Example Sentence:
2. Catechize: (verb) to teach through use of questions and answers
Example Sentence:
3. Eponymous: (adj.) having the same name as the text (print or non-print) in which the character is
found
Example Sentence:
4. Prowess: (noun) imposing might, skill, and talent
Example Sentence:
5. Suppliant: (noun) one who humbly prays or petitions
Example Sentence:
6. Alms: (noun) an offering, either of charity (as giving alms to a beggar) or of sacrifice (as with giving
alms to the gods)
Example Sentence:
7. Piety: (noun) strong adherence to the tenets of one’s faith
Example sentence:
8. Choleric: (adj) predisposed to anger
Example Sentence:
9. Bilk: (verb) to cheat
Example Sentence:
10. Vendetta: (noun) a long and bitter campaign for revenge
Example Sentence:
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #8
Name of Lesson: A Monster and a Witch
Standards Addressed:
NCTE:
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts.
11. Students participate as knowledgeable, reflective, creative, and critical members of
a variety of literacy communities.
Arizona:
Comprehending Lieterary Text
Concept 1: Elements of Literature
PO1. Describe the author’s use of literary elements
PO3. Compare (and contrast) works within a literary genre that deal with
similar themes
Concept 2: Historical and Cultural Aspects of Literature
PO3. Recognize ways that forms of literature present similar themes differently
across genres
Objectives: By the end of this lesson, students should be able to
1) Compare and contrast two similar works
2) Orally support critical viewpoints
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one, Performance
sign-up sheet, Performance assessment rubric
Motivation (Anticipatory Set): (15 minutes) “Homer’s Odyssey”
Class will closely view the 7 minute segment “Homer’s Odyssey,” from The Simpsons, Tales from
the Public Domain. Class will then discuss the similarities and differences between Odysseus
and Homer, between Penelope and Marge, and between Telemachus and Bart.
Activities:
1. (15 minutes) Introduction of Odyssey performance project
a) Students will be separated into twelve pairs, plus one group of three.
b) Each group will sign up to perform the events encompassed in a two-book section of
The Odyssey
“A week from this Friday, we’re going to perform a dramatic interpretation of The Odyssey in its
entirety. Each group will have 3 minutes to act out the section of the book which they have picked. You
can portray multiple characters, use modern language, bring in props, and even contrive an appropriate
soundtrack. In short, have fun with this. When your group signs up, consider whether you’re the sort of
students who would benefit from a lot of preparation time, or whether you’re most likely to prepare
your scene the day before the performance. If you’re the latter sort, you might want to consider signing
up for a section which comes later in the text, and leaving the sections we’ve already read for those
students – and you know who you are – who are just itching to get to work on this.”
2. (5 minutes) Reading Assignment, Books 11 and 12
a) Students will be given their next reading assignment, Books 11 and 12 (pages 171
through 201)
3. (20 minutes) Discussion
a) Class will discuss the text, through Book 10
b) Guiding questions will be provided by the teacher
Guiding Questions:
After reading about Odysseus’ adventures with the Cyclops and with Circe, how highly
do you think he values his companions, and why?
Why, after tricking and blinding the Cyclops, does Odysseus tell the monster who he
(Odysseus) really is?
How does Odysseus deal with the women whose favor he needs?
Closure:
The story of The Odyssey is in full swing now, and I hope you’re enjoying it. In your
reading for tonight, Odysseus will encounter more monsters and dangers. This should be a pretty fun
part of the book for most of you. As you read, bear in mind that this work was, like the stories of the
bards, intended to entertain. Therefore, allow yourselves to be entertained.
Evaluation:
1. Does “Homer’s Odyssey” lead to meaningful, student-generated discussion of the text?
2. Do students draw inferences from text, rather than being limited to the explicitly stated
content?
3. Do guiding questions promote self-perpetuating discussion?
Troubleshooting:
1. Group work can be a consistent stumbling block for many students. I may need to consider
strategies for encouraging cooperative work.
2. Another stumbling block for many students is performing in front of people. I may need to
consider an alternative for painfully shy students.
Odyssey Performance Group Sign-up Sheet
Group I: Books 1 and 2, “Athena Visits Telemachus” and “The Debate in Ithaca”
Names: _______________________________________________________________
Group II: Books 3 and 4, “Telemachus with Nestor” and “Menelaus and Helen”
Names: _______________________________________________________________
Group III: Books 5 and 6, “Calypso” and “Nausicaa”
Names: _______________________________________________________________
Group IV: Books 7 and 8, “The Palace of Alcinous” and “The Phaeacian Games”
Names: _______________________________________________________________
Group V: Books 9 and 10, “The Cyclops” and “Circe”
Names: _______________________________________________________________
Group VI: Books 11 and 12, “The Book of the Dead” and “Scylla and Charybdis”
Names: _______________________________________________________________
Group VII: Books 13 and 14, “Odysseus Lands in Ithaca” and “In Eumaeus’ Hut”
Names: _______________________________________________________________
GroupVIII: Books 15 and 16, “Telemachus Returns” and “Odysseus Meets his Son”
Names: _______________________________________________________________
Group IX: Books 17 and 18, “Odysseus goes to Town” and “The Beggar in the Palace”
Names: _______________________________________________________________
Odyssey Group Performance Sign-up Sheet (con’t)
Group X: Books 19 and 20, “Eurycleia Recognizes Odysseus” and “Prelude to the Crisis”
Names: ________________________________________________________________
Group XI: Books 21 and 22, “The Great Bow” and “The Battle in the Hall”
Names: ________________________________________________________________
Group XII: Books 23 and 24, “Odysseus and Penelope” and “The Feud is Ended”
Names: ________________________________________________________________
English 9
Name _____________________
Period ___________________
Mr. Nichols, Instructor
Performance Assessment Rubric
Point values are represented as follows:
5 points: Excellent, meets or exceeds expectations
4 points: Very good, showing a fair degree of preparation
3 points: Sufficient, but uninspired; shows lack of preparation
2 points: Aspect of performance is poorly of perfunctorily dealt with
1 point: Aspect of performance is altogether neglected, performance shows no signs of preparation
Instructions: Using this rubric, assess each group except you own.
Group I
Group I
Names:
__________
__________
Group II
Names:
Script
Creativity
Story
Characters
Staging
Pacing
__________
__________
Group III
Names:
__________
__________
Group IV
Names:
__________
__________
Group V
Names;
__________
__________
Group VI
Names:
__________
__________
Group VII
Names:
__________
__________
Group VIII
Names:
__________
__________
Group IX
Names:
__________
__________
Group X
Names:
__________
__________
Group XI
Names:
__________
__________
A brief explanation of the aspects of the rubric:
Script: Were the words chosen by the performing group engaging and appropriate to the tone of their
scene?
Creativity: Did the performers take an original approach to the scene? Was it funny, poignant, or
thought-provoking?
Story: Did the scene effectively convey the events of The Odyssey upon which it is based?
Characters: Does each character in the scene have a distinct voice and a unique personality?
Staging: Do the performers take advantage of the available space, rather than simply standing and
reciting lines?
Pacing: Was the performance hurried or lumbering? Did it flow at a natural, comfortable
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #9
Name of Lesson: Homecoming
Standards Addressed:
NCTE:
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.
Arizona:
Writing Process
Concept 1: Prewriting
PO1. Generate ideas through a variety of activities
PO2. Determine the purpose of an intended piece of writing
PO4. Establish a controlling idea appropriate to the type of writing
Objectives: By the end of this lesson, students should be able to
1. employ brainstorming strategies for writing
2. define all 20 vocabulary words, and use them in sentences
3. compare and contrast themes and characters in different heroic works
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one, Six Traits
Rubric with descriptions
Motivation (Anticipatory Set): (15 minutes) Odysseus and Athena
Students will write a brief response to the following prompt:
“When Odysseus returns to Ithaca, he is ‘loyal as ever to his crafty nature’ and seeks to deceive
Athena, whom he meets. The goddess is amused by this, and seems to be all the fonder of Odysseus
because he tries to lie to her. How do you explain this behavior on Athena’s part?”
Activities:
1. (25 minutes) The Hero’s Return
a) Students will draft a short paper (400 to 500 words) discussing one aspect of
Odysseus’ return from his travels, comparing the changes Odysseus has undergone with
Campbell’s archetypal hero and/or with the experiences of another fictional hero of
students’ choosing
b) Students will brainstorm ideas for the assignment for 20 minutes, while teacher
assists
2. (5 minutes) Reading Assignment, Books 13 and 14
a) Students will be given their next reading assignment, Books 13 and 14 (pages 202
through 229)
3. (10 minutes) Vocabulary Review
a) Class will orally review all 20 Vocabulary words thus far introduced
b) Students will provide examples of Vocabulary words used in context
Closure:
When you go forth tonight, you may wish to invoke the Muse. Ask for help with your
papers, because you wouldn’t want to burden your fellow students too heavily. The day after
tomorrow, we’ll be workshopping these papers, so try to have something ready that your classmates
will be hard-pressed to find ways to improve upon.
Evaluation:
1. Was the time devoted to the brainstorming and drafting well-spent?
2. Are students retaining previously studied vocabulary?
Troubleshooting:
1. I am concerned about balancing the need for individual instruction with classroom
management.
2. Surprise: I’m not certain whether the time allotments are reasonable.
Rubric taken from Clifton Consulting
This rubric was designed to evaluate narrative and analytic writing in high school English classes. It can be adapted
for use in other content areas and for other modes of writing. Traits may be weighted equally or proportionally,
according to topic, audience, purpose, format and instructional goals.
EMERGING
IN PROGRESS
AT STANDARD
EXEMPLARY
Ideas:
Are weak so that the
message is unclear;
details are vague.
Ideas:
Are emerging and at
times supported with
details
Ideas:
Are clear with
details that are
interesting,
important and
informative.
Ideas:
Are strong with rich
details that draw the
reader in and create vivid
images.
Organization:
Is lacking so that the
reader is often
confused.
Organization:
Is emerging so that
the reader can follow
most of the text.
Organization:
Enables the reader
to follow the text
easily. Transitions
aid reading.
Organization:
Shows close connections
with each section
anticipating the next.
Transitions enhance
understanding.
Voice:
Voice:
Is emerging as you
find your own voice.
You show limited
engagement with
your writing.
Voice:
You are engaged
with your writing.
The writer comes
through your
words.
Is flat, dull, tentative, or
inconsistent.
You are not engaged
with your writing.
Voice:
Word Choice:
Shows some
Word Choice: Is vague,
interesting and
predictable
precise choice of
words.
Sentence Fluency:
Sentences are
choppy, difficult to
read. Awkward word
Sentence Fluency:
Sentences are at
times fluent and easy
to understand; some
awkward word
A lively voice imparts a
personal flavor and
interest that is you and
shows your intense
engagement with your
topic and your reader.
Word Choice:
Word Choice:
Your word choice is Rich, colorful, precise
interesting and
language moves and
precise.
enlightens your reader.
Sentence Fluency:
Sentences vary in
length and style
and are fluent and
easy to
Sentence Fluency:
Your writing has cadence,
power, rhythm,
movement, used
RESPONDER'S
NOTES:
patterns slow the
reading.
patterns slow the
reading.
Conventions
(spelling, grammar,
punctuation,
capitalization,
paragraphing,
format):
Poor mechanics
impede the reading
of the text.
Conventions:
Errors are minor but
affect the reading of
the text.
understand.
Conventions:
Correct
conventions
facilitate the
reading of the text
strategically to support
your purpose.
Conventions:
Correct conventions
facilitate the reading of
the text. Conventions,
used strategically, add to
impact
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #10
Name of Lesson: Master of Disguise
Standards Addressed:
NCTE:
4. Students adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
11. Students participate as knowledgeable, reflective, creative, and critical members of
a variety of literacy communities.
Arizona:
Reading Process
Concept 5: Fluency
PO1. Read from a variety of genres with accuracy, automaticity, and prosody
Concept 6: Comprehension Strategies
PO2. Generate clarifying questions in order to comprehend test
Objectives: By the end of this lesson, students should be able to
1. Orally present written material to an audience
2. Identify themes within literature
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one, Reading
Quiz
Motivation (Anticipatory Set): (10 minutes) Reading Quiz
Activities:
1. (20 minutes) Disguise discussion
a) class will discuss the recurring theme of disguise in The Odyssey
b) discussion will be prompted by the following guiding questions:
“How does Odysseus’ outward appearance reflect who he is?”
“Does Odysseus really need to go around in a disguise and deceive everyone? If
not, why does he do this? Is this heroic behavior?”
“What kind of person, after years away from his home, his wife, and his son,
skulks around in secret when he finally gets home?”
2. (5 minutes) Reading Assignment, Books 15 and 16
a) Students will be given their next reading assignment, Books 15 and 16 (pages 230
through 258)
3. (20 minutes) Popcorn Read-Aloud
a) Students will each read at least one paragraph (unless a student’s needs dictate less
reading) and choose the next student to read
b) Class will pause between readings to decipher and interpret text
Closure: Thanks to our in-class reading, you’ve all got a bit less to read tonight than usual. While you
read, imagine the sound of the words as you heard them read, and as you read them, today. Often, the
sound reveals the meaning. Go forth, and sound the depths of meaning in The Odyssey.
Evaluation:
1. Do students grasp the thematic significance of disguise in the Odyssey?
2. Are students proficient readers?
Troubleshooting:
1. It is important that I develop a strategy to assist struggling readers with activities that require
reading aloud.
2. I need to determine how far 9th grade students can go toward constructing sophisticated
understandings of difficult texts through discussion and questioning.
Assessment:
1. The reading quiz is worth 10 points, each question being worth 2 points. These questions will
receive either 2 points for a correct answer or 0 points for an incorrect answer or no answer.
English 9
Mr. Nichols, Instructor
Name _____________________
Period ___________________
Odyssey Reading Quiz #2
1. What is the profession of Odysseus’ friend and servant, Eumaeus?
2. When the Cyclops asks Odysseus in the cave what his name is, how does Odysseus respond?
3. What is unique about the Phaeacians’ ships?
4. What does Circe do to Odysseus’ men during their stay?
5. (1 point each)
What is Scylla?
What is Charybdis?
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #11
Name of Lesson: Workshop
Standards Addressed:
NCTE:
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.
11. Students participate as knowledgeable, reflective, creative, and critical members of
a variety of literacy communities.
Arizona:
Writing
Concept 3: Revising
PO1. Evaluate the draft for use of ideas and content, organization, voice, word
choice, and sentence fluency
PO2. Add details to the draft that more effectively accomplish the purpose
PO7. Apply appropriate tools or strategies to refine the draft
Concept 4: Editing
PO1. Identify punctuation, spelling, and grammar and usage errors in the draft
PO3. Apply proofreading marks to indicate errors in conventions
Objectives: By the end of this lesson, students should be able to
1. Critically evaluate a piece of academic prose
2. Employ basic editorial shorthand
3. Define vocabulary words and use them in sentences
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one, vocabulary
quiz
Motivation (Anticipatory Set): (10 minutes) Vocabulary Quiz
Activities:
1. (30 minutes)Workshopping
a) Students will form groups of 4, exchange drafts of their comparative papers, and
workshop them
b) Teacher will circulate, provide assistance, and determine that students have viable
first draft papers
2. (5 minutes) Reading Assignment, Books 17 and 18
a) Students will be given their next reading assignment, Books 17 and 18 (pages 259
through 287)
3. (10 minutes) The Author’s Promise, Revisited
a) Students will discuss the “Author’s Promise List” generated in Lesson #1
b) Students will decide which questions have been satisfactorily answered, leaving a
revised list.
Closure: Now you have identified the promises Homer has yet to keep, as well as having identified the
“promise” in your own writing. Explore Homer’s writing this weekend, but also explore your own
writing. Before Dawn stretches her rosy fingers on Monday, you should have made great strides on your
papers. By Wednesday, you should be happy enough with the finished product to proudly hand it in.
Evaluation:
1. Was workshopping time spent productively?
2. Did students identify “Author’s Promise” questions which had been answered by the text?
Troubleshooting:
1. The biggest challenge for workshopping is, I think, creating a safe classroom environment in
which students are comfortable sharing their work with their peers.
2. Time, time, time
Assessment:
1. The vocabulary quiz is worth 20 points, each definition being worth 1 point and each use of a
vocabulary word in a sentence being worth 1 point.
2. Students who brought in first drafts of appropriate length and quality will receive 20 points.
Less-than-appropriate first drafts will earn grades between 19 and 0, depending upon the
degree of completion.
English 9
Name _____________________
Period ___________________
Mr. Nichols, Instructor
Odyssey Vocabulary Quiz #2
Instructions: Define each word (1 point each) and use each word in a sentence (1 point each). 20 points
total.
8. Aegis
Definition:
Used in a sentence:
9. Alms
Definition:
Used in a sentence:
10. Bilk
Definition:
Used in a sentence:
11. Catechize
Definition:
Used in a sentence:
12. Choleric
Definition:
Used in a sentence:
13. Eponymous
Definition:
Used in a sentence:
14. Piety
Definition:
Used in a sentence:
8. Prowess
Definition:
Used in a sentence:
9. Suppliant
Definition:
Used in a sentence:
11. Vendetta
Definition:
Used in a sentence:
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #12
Name of Lesson: Dapper Dan Man
Standards Addressed:
NCTE:
1. Students read a wide range of print and non-print texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the world.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts.
9. Students develop an understanding of and respect for diversity in language use,
patterns, and dialects across cultures, ethnic groups, geographic regions, and social
rules.
Arizona:
Reading
Concept 6: Comprehension Strategies
PO4. Connect information and events in text to experience and to related texts
and sources
Comprehending Literary Text
Concept 1: Elements of Literature
PO3. Compare (and contrast) works within a literary genre that deal with
similar themes
Concept 2: Historical and Cultural Aspects of Literature
PO3. Recognize ways that forms of literature present similar themes differently
across genres
Objectives: By the end of this lesson, students should be able to
1. Critically compare characterization, plot device, and literary motifs across genres
2. Analytically “read” non-print text, in the form of film
3. Recognize motifs, themes, and symbols common to literature
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one, O Brother,
Where art Thou? video recording (Cohen Brothers, 106 minutes), Comparison Worksheet
Motivation (Anticipatory Set): Unpack our adjectives
Students will each orally contribute one adjective describing a character in the Odyssey.
Students will explain to which character the adjective applies, and defend their assertions if necessary.
The adjectives will be listed, along with the characters to which they refer.
Activities:
1. (10 minutes) Hero comparison Worksheet
a) Students will receive worksheets
b) Students will briefly discuss what is already known about the character of Odysseus
2. (35 minutes) close viewing of O Brother, Where art Thou?
a) Students will critically view the film, guided by the worksheet
b) Students will begin filling in the worksheet
3. (5 minutes) Reading Assignment, Books 19 and 20
a) Students will be given their next reading assignment, Books 19 and 20 (pages 288
through 315)
Closure: While Everett’s adventure is just beginning, Odysseus’ adventure nears its end. As you
read tonight, consider how long Odysseus has been away from home, and consider how he
reacts to coming home. While you’re at it, consider how you would react to coming home after
such a long time, and how that differ’s from Odysseus’ reactions. In case that’s not enough to
bear in mind, remember that your papers are due the day after tomorrow. Have a pleasant
afternoon (morning/evening/whatever).
Troubleshooting:
1. O Brother, Where art Thou is, of course, a terrifically entertaining movie and is only very
loosely based on The Odyssey. Because of these factors, the use of this film runs the risk of
pulling the students away from an in-depth study of the text at hand. It is my hope,
however, that the worksheet will help students remain focused on a viewing aimed at
literary comparison. Also, anything that can leave kids with a good taste in their mouths
with regard to Homer can’t be all bad.
2. The film contains some mild vulgarity, brief violence, and vaguely adult themes. It has been
rated PG 13. In the case of any students whose parents do not sign the permission slip, I will
arrange for a viewing (most likely in the library) of Watership Down, which somehow wound
up with a G rating. Although Art Garfunkel’s soundtrack is less appealing than the work of
Ralph Stanley or Alisson Kraus, this film does parallel the Odyssey, and the comparison
worksheet can be filled out for Hazel and Odysseus rather than Everett and Odysseus.
Assessment:
1. Each student will receive 5 points for providing and supporting 1 adjective pertinent to the
reading
English 9
Name _____________________
Period ___________________
Mr. Nichols, Instructor
Comparing Heroes
Instructions: fill in each field of the grid, describing and comparing our two heroes.
Odysseus
Everett
Similarities
Homeland
Place from
which he is
returning
Companions
Opponents
More
Opponents
Seer/Prophet
Wife
Child or
Children
Disguise
Reception at
Home
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #13
Differences
Name of Lesson: A Tight Spot
Standards Addressed:
NCTE:
1. Students read a wide range of print and non-print texts to build an understanding of
texts, themselves, and of the cultures of the United States and the world.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts.
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.
9. Students develop an understanding of and respect for diversity in language use,
patterns, and dialects across cultures, ethnic groups, geographic regions, and social
roles.
Arizona:
Reading
Concept 6: Comprehension Strategies
PO4. Connect information and events in text to experience and to related texts
and sources
Comprehending Literary Test
Concept 1: Elements of Literature
PO2. Explain different elements of figurative language, including simile,
metaphor, personification, hyperbole, symbolism, and allusion in a literary text
PO3. Compare (and contrast) works within a literary genre that deal with
similar themes
Concept 2: Historical and Cultural Aspects of Literature
PO3. Recognize ways that forms of literature present similar themes differently
across genres
Objectives: By the end of this lesson, students should be able to
4.
5.
6.
7.
8.
9.
Critically compare characterization, plot device, and literary motifs across genres
Analytically “read” non-print text, in the form of film
Recognize motifs, themes, and symbols common to literature
Identify and employ metaphor
Identify and employ simile
Differentiate between metaphor and simile
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one, O Brother,
Where art Thou? video recording (Cohen Brothers, 106 minutes), Metaphor/Simile handout
Motivation (Anticipatory Set): (5 minutes) Read Aloud
Teacher will read aloud from Book 21, beginning on page 316, to begin class.
Activities:
1. (10 minutes) Metaphor/Simile Handout
a) Teacher will introduce the concept of the extended simile
“If you read The Odyssey when you’re a bit tired, you may occasionally come out of a daze to
realize you’ve been reading about something that has nothing to do with the story of Odysseus. After
you backtrack for a page or two, you’ll come to a sentence staring with ‘like’ or ‘as’. Homer used
‘extended similes’ to describe characters and events. It’s just like saying someone is ‘crazy as a loon,’
except Homer would devote a few pages to describing the loon as which someone is crazy. Simile is
frequently confused with metaphor, which is the assertion that someone or something is the thing it
resembles. So, if I wanted to use a metaphor, I wouldn’t say you’re ‘crazy as a loon.’ I’d say you are a
loon.”
b) Students will receive and complete Metaphor/Simile Handout
2. (35 minutes) close viewing of O Brother, Where art Thou?
a) Students will critically view the film, guided by the worksheet
b) Students will continue filling in the worksheet
3. (5 minutes) Reading Assignment, Books 21 and 22
a) Students will be given their next reading assignment, Books 21 and 22 (pages 316
through 340)
Closure: “Intertextuality” is what T. S. elliot called it. The connections between different texts,
the parallels between stories and characters, the borrowing, either intentional or accidental. As
you watch this movie, try to make intertextual connections with The Odyssey. Extend this to the
most minor characters. Who, for instance, is echoed in the character of the blind disc jockey?
Athena? Iolus? King Alcinous? Remember, whatever answers you come up with to these sorts
of questions, you’ll never be wrong, so long as you can support your assertions.
Troubleshooting:
1. The worksheet poses a bit of a quandary. On the one hand, I believe it will help focus
students’ efforts in viewing the film. On the other hand, filling out a handout during a film can result in
missing half the movie. I plan to remediate this problem somewhat by allowing students to take the
worksheet home to complete it after the third and final day of viewing.
Assessment:
1. The metaphor/simile handout will be worth 10 points, with 1 point assigned for each
identification.
English 9
Name _____________________
Period ___________________
Mr. Nichols, Instructor
Similes and Metaphors
Instructions: Identify each of the following examples as either a simile or a metaphor.
1. “He cleaned the place up like a white tornado.”
____________________________
2. “She is a sloth in the morning.”
____________________________
3. “This day has been a bear.”
____________________________
4. “It’s as cold as a well-digger’s belt buckle.”
____________________________
5. “Papa was a rolling stone”
____________________________
6. “You’re as stubborn as a mule.”
____________________________
7. “Crying like a fire in the sun”
____________________________
8. “Like ten gallons of cottage cheese in a five-gallon bag”
____________________________
9. “Life is like a cheap steak: It’s small, it’s hard, and the chips are always stacked against it.”
_____________________________
10. “Your neighbor is a fox.”
_____________________________
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #14
Name of Lesson: I’ll Fly Away
Standards Addressed:
NCTE:
1. Students read a wide range of print and non-print texts to build an understanding of
texts, of themselves, and of the cultures of the United States and the world.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts.
9. Students develop an understanding of and respect for diversity in language use,
patterns, and dialects across cultures, ethnic groups, geographic regions, and social
roles.
Arizona:
Reading
Concept 6: Comprehension Strategies
PO4. Connect information and events in text to experience and to related texts
and sources
Comprehending Literary Text
Concept 1: Elements of Literature
PO3. Compare (and contrast) works within a literary genre that deal with
similar themes
Concept 2: Historical and Cultural Aspects of Literature
PO3. Recognize ways that forms of literature present similar themes differently
across genres
Objectives: By the end of this lesson, students should be able to
10.
11.
12.
13.
Critically compare characterization, plot device, and literary motifs across genres
Analytically “read” non-print text, in the form of film
Recognize motifs, themes, and symbols common to literature
Revise understandings of texts and characters
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one, O Brother,
Where art Thou? video recording (Cohen Brothers, 106 minutes),
Motivation (Anticipatory Set): (5 minutes) Turn in and discuss Papers
Activities:
1. (10 minutes) Author’s promise (re)revisited
a) Students will identify questions from most recent version of “Author’s Promise” list
which the text has answered
b) Class will discuss both those questions which have been answered and those which
remain unanswered
2. (35 minutes) close viewing of O Brother, Where art Thou?
a) Students will critically view the film, guided by the worksheet
b) Students will continue filling in the worksheet
3. (5 minutes) Reading Assignment, Books 23 and 24
a) Students will be given their next reading assignment, Books 23 and 24 (pages 341
through 365)
Closure: We now know how the adventure of a southern jailbird ends, and by tomorrow we’ll
know how the story of a Greek Hero ends. We don’t, of course, know if things are going to work
out for Everett. We don’t know whether he will find the ring, nor whether his wife will take him
back without it. Consider what is left unknown when you finish reading The Odyssey. Do our
heroes “live happily ever after,” or is it all a bit messier than that? We shall see.
Troubleshooting:
1. Any time electronic equipment is involved in a plan, I become nervous. Due to the possibility
of equipment failure on the audio/visual end of things, I may wish to have a low-tech Plan B ready for
implementation in case of emergency.
Assessment:
1. Comparison Papers will be worth 60 points, and will be evaluated using the “Six Traits” rubric
Comparison Paper Rubric
Trait
Ideas
Organization
Voice
Word Choice
Emerging
1-4 points
In Progress
5-6 points
At Standard
7-8 points
Exemplary
9-10 points
Points
Sentence
Fluency
Conventions
Total Points: _______ /60
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #15
Name of Lesson: Happily Ever After
Standards Addressed:
NCTE:
11. Students participate as knowledgeable, reflective, creative, and critical members of
a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own
purposes.
Arizona:
Writing
Concept 3: Revising
PO1. Evaluate the draft for use of ideas and content, organization, voice, word
choice, and sentence fluency
PO8. Use resources and materials to select more effective and precise language
Objectives: By the end of this lesson, students should be able to
1. Identify plot details of The Odyssey
2. Create dialogue
3. Create stage directions
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one
Motivation (Anticipatory Set): (5 minutes) Turn in and discuss Hero Comparison Handouts
Activities:
1. (25 minutes) Stand-up Quiz
a) Students will stand and attempt to answer questions, raising their hands and being
called upon
b) Each student who has answered 1 question correctly will sit
c) Class will discuss questions and answers
2. (15 minutes) Open discussion
a) Class will discuss the themes and outcomes of The Odyssey
b) Class will compare themes, outcomes, and characters between the book and both
films
c) Class will discuss the strengths and weaknesses of the media of books and of film
3. (20 minutes) Last-minute preparation for group presentation
a) Students will separate into their presentation groups
b) Students will discuss final plans for presentations
c) Teacher will circulate and provide input
Closure: You’ve read it, you’ve seen it (after a fashion), you’ve discussed it, and tomorrow you’ll
perform it. You have become experts in Homer’s Odyssey. Congratulations. You have worked
your way through one of the most venerated books in the literary canon and, if nothing else,
you can rub that fact in the faces of the many people who have not. Go forth.
Troubleshooting:
1. Some groups, of course, may need the 20 minutes of preparation time desperately, whereas
some won’t need it at all. It will be a challenge to keep the latter (and perhaps the former) group of
students on a productive tack. I hope to achieve this by circulating and encouraging careful
consideration of the interpersonal relationships in the text.
2. Open discussion is difficult to coax into an allotted time. I believe, however, that the subject
(film versus the written word) is contentious enough, particularly to high school students, to easily fill 15
minutes.
Assessment:
1. Hero Comparison Handouts will be worth 40 points, with one point awarded for each field
satisfactorily filled in.
2. 10 points will be earned by each student who answers a “Stand-up Quiz” question.
Stand-up Quiz Questions
1.
2.
3.
4.
5.
How does Euryclea (the maid) recognize Odysseus?
What is Odysseus’ dog’s name?
What does Odysseus’ dog do when Odyssues returns?
Who is Odysseus’ father?
How do Odysseus and Telemachus punish the maids?
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
Where is Odysseus’ home?
What is the problem with the suitors?
Who won the Trojan war?
How did they win?
What did Helen do when the Greeks were inside the wooden horse?
Who is Helen’s husband?
Who is Helen’s sister?
Who is Menelaeus’ brother?
How does Odysseus trick the Cyclops?
How does the Cyclops find out who Odysseus is?
Who is the Cyclops’ father?
Who gave Odysseus his name?
What does Odysseus’ name mean?
With whom did Helen go to Troy?
What does King Alcinous tell Odysseus the Phaecians are best at?
Where, according to Odysseus, does he rank among the world’s archers?
With how many ships does Odysseus leave Troy?
With how many ships does Odysseus arrive in Ithaca?
What is Odysseus’ disguise?
When does Penelope say she will choose a suitor?
Why does this choice never come about?
What do the dead people Odysseus meets desire?
What is Odysseus’ father’s name?
What does Circe do to members of Odysseus’ crew?
Who does Odysseus fight for the amusement of the suitors?
Why does Telemachus return to Ithaca without having found Odysseus?
Who is Tiresias?
Where does Odysseus get the treasure with which he arrives in Ithaca?
What is the contest in which the suitors compete for Penelope’s hand?
Is Telemachus able to string Odysseus’ bow?
Who is able to string Odysseus’ bow?
Who fights alongside Odysseus against the suitors?
What is Eumaeus’ profession?
What sleeping arrangement does Penelope suggest for Odysseus?
Why does this suggestion infuriate Odysseus?
What must Odysseus do to avoid Poseidon’s wrath?
Who wrote The Odyssey?
Unit Name: The Odyssey (9th Grade English) B.D. Nichols, Instructor
Lesson #16
Name of Lesson: Performance
Standards Addressed:
NCTE:
4. Students adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for
different purposes.
11. Students participate as knowledgeable, reflective, creative, and critical members of
a variety of literacy communities.
Arizona:
Writing
Concept 3: Voice
PO1. Show awareness of the audience through word choice, style, and an
appropriate connection with, or distance from, the audience
PO2. Convey a sense of identity through originality, sincerity, liveliness, of
humor appropriate to topic and type of writing
PO4. Use engaging and expressive language that shows a commitment to the
topic
Objectives: By the end of this lesson, students should be able to
1. Perform an original dramatic scene
2. Evaluate the performance of peers
3. Employ a rubric
4. Speak publicly
Materials: The Odyssey (Penguin Classics edition), enough for each student to receive one, Performance
Evaluation Rubrics
Motivation (Anticipatory Set): (5 minutes) Ask Tiresias
Students will be encouraged to “ask Tiresias” (the seer and prophet in The Odyssey and other
ancient texts) yes-or-no questions regarding the lives of Odysseus, Telemachus, Penelope, Eumaeus, the
suitors, or any other characters after the time covered by the text. Answers will be provided by a Magic
Eight Ball with the name “Tiresias” scrawled across it.
Activities:
1. (10 minutes) Distribution and explanation of performance evaluation rubrics
a) Students will be given evaluation rubrics with which to evaluate performances
b) Teacher will explain how to use the rubric as an evaluative tool
2. (40 minutes) Performance of The Odyssey
a) Groups will perform in order, portraying the entirety of the events of The Odyssey
b) Students will evaluate each group to perform, excluding their own group
Closure: Thank you all so much. That was, if nothing else, vastly superior to the film version of The
Odyssey starring Lorenzo Lamas as Odysseus and Vanessa Williams as Calypso. For your effort and for
your creativity, I thank you.
Troubleshooting:
1. I am again reminded that I shall need options available to the painfully shy students. Perhaps
if students with extreme stage fright could be called upon to script scenes and direct their more
gregarious peers, this would solve that problem.
2. I will have to discuss propriety in the classroom before turning students loose with such a
relatively open-ended performance project. I wouldn’t want students’ fun to cross the bounds of
propriety.
Assessment:
1. Performances will be worth 30 points per student. Scores will be based upon performance
evaluation rubrics. Scores will be the average of rubric scores, excluding statistical outliers.
Philosophy of Assessment
Assessment, as I perceive it, serves three purposes. First, and most importantly, it provides
evidence of students’ emerging understandings of course content and illuminates areas in which
students require further instruction. Second, assessment provides students with external motivation to
perform well. Finally, assessment reflects students’ areas of greatest aptitude, providing them with
valuable insights into potentially fruitful careers and areas of study to which they are well suited.
In order to maximize the potential of assessment as a tool for monitoring students’ progress and
identifying their trouble areas, I have created numerous lightly-weighted assignments in this unit,
particularly in the earliest portion thereof. By assigning a number of small activities, I have ensured that
I will be provided with a wealth of data through which I will be able to determine the developing
understandings and ongoing needs of my students. An even more valuable source for formative
assessment, however, is class discussion, of which I have included a great deal. Through monitoring
students’ participation in class discussions about the text, I will be able to assess students’
understandings without having to assign grades. Determining and addressing students’ needs without
assigning grades will allow me to prepare students, to the greatest degree possible, to succeed in the
class.
Grades do, of course, serve certain purposes. Not least among these purposes is the provision
of motivation. Again, the assignment of multiple small assignments plays in my favor. Students who
perform poorly on a ten-, fifteen-, or twenty-point assignment can still do well in this three hundredpoint unit, and are unlikely to fall prey to despair. Rather, students who begin the unit in a shaky
manner stand an excellent chance of ending the unit with a solid grade.
Students’ motivation is also facilitated by the fact that the reading quizzes are purely “proof of
purchase” tests. That is to say, anyone who has done the assigned reading should receive full credit for
these quizzes. Likewise, response assignments are graded primarily on completion, and in-class
activities are graded primarily upon participation. Students need not be gifted with exceptional insights
into the text to perform well in the class. Anyone who completes all the assignments is virtually
guaranteed a passing grade.
There is, however, no guarantee of an “A” grade. The fact that the Comparative Essay
assignment is worth sixty of the total three hundred points ensures that only by displaying a solid
understanding of the writing process can a student earn an excellent grade. This understanding is not
necessarily the result of innate ability, and can well be the result of diligent work. Regardless, the grade
should ultimately reflect each student’s level of aptitude, as well as the amount of work the student has
done.
To students grades are goals, but to teachers (or, at any rate, to me) they are something quite
different. Grades are tools. They are tools with which a teacher can assess the needs of students,
determine the strengths of individuals, and develop strategies for addressing these needs and strengths.
They are motivational tools, serving as the carrot for highly driven students and as the stick for less
motivated students. They are devices for measuring students’ abilities, interests, and predilections.
Ultimately, assessment is a tool which helps the teacher to shape curriculum, to more
effectively tailor instruction to fit students’ needs. Although, to most, students, grades and assessment
appear to represent a destination, to teachers they represent signposts, pointing the way to more
effective education.
Reflection
This has been a singular experience. Nothing in my academic career has been remotely
comparable to this unit. This is a seventy-seven page document (not, I’m sure, the longest in the class
by a good deal), seventy-five pages of which were generated completely by yours truly. This unit has
been a constant source of angst, pleasure, frustration, and pride.
This has been an incredibly time consuming project. I don’t know how many hours I have
devoted to this unit, but I believe it could be reasonably characterized as “a boat-load.” When I stand
back and consider the fact that this represents only three weeks of study, I get a real sinking feeling.
When I go on to consider the fact that, once I have taught this unit, every part of it will almost certainly
require sweeping revision, I could very nearly weep. This project has made it abundantly clear to me
why teachers get summers off. To be successful, I will need to turn in enough hours to fill a year of fulltime work, plus overtime.
I am, in retrospect, glad I chose The Odyssey for this unit of study. The linear progression
through the text, stating at the start and ending at the end, provides a skeleton for the unit, saving me a
great deal of effort arranging and connecting lessons. Also, this text is rife with intertextual connections,
thematic explorations, and complex characters. Creating lessons and activities to complement the text
was not difficult. Deciding which ones not to use was.
It was a pleasure being able to creatively approach the teaching of The Odyssey. There are
activities in this unit of which I am immensely proud, and which I look forward to implementing. This, I
think, is one of the perks of teaching. It’s a lot of work, but every teacher gets to write the script and
perform in the pageant of the classroom. It’s a little like being Orson Welles.
The revision process was similar to the initial process (time-consuming and difficult), except that
the guiding remarks helped to focus my work. It was very fulfilling, knowing that every change and
addition I made was strengthening the unit as a whole. Now, if I can just get somebody to perform this
service for every unit I create from now on, ad infinitum…