Andrea Blanchard
ED 431-01
Roger Kropf
April 24, 2012
An Odyssey through The Odyssey
9th Grade English A
Table of Contents
Page
3
Unit Calendar
6
Lesson Plan Day 1- Prewrite on Travel
Prewrite Assignment
9
Lesson Plan Day 2- Epic Heroes
Epic Heroes Defined
Blank Epic Heroes sheet
12
Lesson Plan Day 3- Building Background
Intro Questions
15
Lesson Plan Day 4- Picturing Characters and Place in The Odyssey
Meet and Greet Handout
18
Lesson Plan Day 5- Understanding Calypso in The Odyssey
An Odyssey through The Odyssey Comprehension Questions
25
Lesson Plan Day 6- Escaping the Cyclops
27
Lesson Plan Day 7- Parts of Speech in The Odyssey
Parts of Speech Notes Sheet
Nouns, Verbs, and Adjectives Example Sheet
Parts of Speech Pre-Test
‘The Enchantress Circe’ Selection
33
Lesson Plan Day 8- Pronouns in The Odyssey
35
Lesson Plan Day 9- The Adverbs in ‘Cattle of the Sun God’
37
Lesson Plan Day 10- Mapping out Prepositions
Mapping out Prepositions
40
Lesson Plan Day 11- Articles, Conjunctions, and Interjections in The Odyssey Part II
Pop Quiz
43
Lesson Plan Day 12- The End of The Odyssey
Parts of Speech Review Sheet
The Odyssey Review Sheet
46
Lesson Plan Day 13- Review Day: Parts of Speech and The Odyssey
48
Lesson Plan Day 14- Unit Assessment: Parts of Speech and The Odyssey
Unit Assessment
Unit Assessment Answer Sheet
Unit Calendar
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Topic: Frontloading The Odyssey- Travel
Objective:
 TSWBAT discuss their experiences with travel both near and far.
Activities:
 Prewrite on one of the following topics: travel for work, favorite trip,
and dream vacation
 Read responses to small group
 Classroom discussion over students’ experiences
Topic: Frontloading The Odyssey- Epic Heroes
Objective:
 TSWBAT define ‘epic hero’ and describe how it could apply to
fictional characters.
Activities:
 Brainstorm modern-day heroes
 Determine personal definition of ‘hero’
 Define ‘epic hero’
 Analyze popular characters to determine their status as epic heroes
Topic: Frontloading The Odyssey- History behind The Odyssey
Objectives:
 TSWBAT discuss key historical events that lead to the telling of The
Odyssey.
Activities:
 Brainstorm a list of events and people associated with ancient Greece
 Read ‘An Introduction to the Odyssey’
 Respond to comprehension questions over that selection
Topic: Frontloading The Odyssey- Picturing Place and People
Objectives:
 TSWBAT identify the main characters in The Odyssey and be familiar
with the setting of the story.
Activities:
 Virtual tour of Greek Isle via taggalaxy.com and online images
 Character mapping activity
 Begin reading The Odyssey
Topic: The Odyssey- Understanding Calypso
Objectives:
 TSWBAT respond to a set of general comprehension questions on
The Odyssey.
Activities:
 Read ‘Calypso, the Sweet Nymph’
 Discuss how to interpret epic poetry
 Work with partners to complete comprehension questions
Topic: The Odyssey- Escaping the Cyclopes
Objectives:
 TSWBAT analyze the text from Odysseus’s perspective.
Day 7
Day 8
Day 9
Day 10
Day 11
Activities:
 Quick write on surviving an encounter with a Cyclops.
 Discuss survival strategies
 Listen to ‘The Cyclops’ on CD
 Respond to comprehension questions
 Read ‘The Enchantress Circe’
 Complete comprehension questions for homework
Topic: Parts of Speech in The Odyssey
Objectives:
 TSWBAT identify at least three different parts of speech in a passage
from The Odyssey.
Activities:
 Pre-test on parts of speech
 Discuss prior knowledge of parts of speech
 Introduce nouns, verbs, and adjectives
 Identify nouns, verbs, and adjectives in a passage from The Odyssey
 Read ‘The Land of the Dead’ and complete comprehension questions
Topic: Pronouns in The Odyssey
Objectives:
 TSWBAT define pronouns and identify them in a selection from The
Odyssey.
Activities:
 Watch School House Rock video on pronouns
 Teacher will read ‘The Sirens; Scylla and Charybdis’ aloud
 List all pronouns found in this selection
 Complete comprehension questions
Topic: Adverbs in ‘The Cattle of the Sun God’
Objectives:
 TSWBAT identify adverbs in a selection from the text.
Activities:
 Complete and reference and practice sheet examining adverbs
 Read ‘The Cattle of the Sun God’ independently
 Identify at least two types of adverbs in ‘The Cattle of the Sun God’
 Listen to “Father and Son Meet’ on CD
 Complete all comprehension questions to date
Topic: The Odyssey- Mapping out Prepositions
Objectives:
 TSWBAT use prepositions appropriately in a variety of sentences.
Activities:
 Introduce the phrase The bee flew _____ the bottle to help brainstorm
a list of prepositions
 Watch video about prepositions
 Draw a map of Odysseus’s travels in The Odyssey: Part I
 Write a six sentence paragraph using as many prepositions as possible
 Circle all prepositions in the paragraph
Topic: The Odyssey- Articles, Conjunctions, and Interjections
Day 12
Day 13
Day 14
Objectives:
 TSWBAT identify all eight parts of speech in example sentences.
Activities:
 Pop quiz on parts of speech
 Introduce articles, conjunctions, and interjections
 Watch videos on interjections and conjunctions
 Choose stanza from The Odyssey and identify all parts of speech used
 Read ‘Father and Son Meet’ and ‘The Great Bow’
 With a partner complete all comprehension questions for selections
Topic: The Odyssey-The Conclusion
Objectives:
 TSWBAT discuss The Odyssey, its conclusion, and its main themes.
Activities:
 Make predictions about the end of The Odyssey
 Teacher reads ‘Death at the Palace’ aloud
 Students independently read ‘Odysseus and Penelope’
 Respond to remaining comprehension questions
 Begin parts of speech review sheet
 Begin The Odyssey review sheet
Topic: The Odyssey Review Day
Objectives:
 TSWBAT reflect on all that they have learned in this unit.
Activities:
 Complete comprehension questions
 Complete parts of speech review sheet
 Complete The Odyssey review sheet
 Conferences with struggling students
 Final questions answered before test
Topic: The Odyssey Assessment
Objectives:
 TSWBAT complete the unit exam on The Odyssey and parts of speech
Activities:
 Complete the test on The Odyssey
Lesson Plan Day 1
th
Grade Level: 9 Grade
Subject Area: English 9A
Instructor: Andrea Blanchard
Class Length: 68 minutes
Prewrite on Travel
I. Standards
 W.9-10.3: Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
II. Objectives
 TSWBAT discuss their experiences with travel both near and far.
III. Anticipatory Set
 TSW brainstorm trips they have been both near and far.
IV. Input
1. Task Analysis
1. TTW introduce the three possible prewriting topics: Travel for Work, Favorite Trip, and
Dream Vacation.
2. TSW choose which of the three topics they would like write about.
3. TSW have twenty minutes to write on their chosen topic. The online stopwatch will count
down their remaining time.
4. TSW count off in fives.
5. TSW read their prewrites aloud to each other.
6. TSW vote on their favorite writing from their group and that student will share their
writing with the rest of the class.
7. TSW then discuss their travels and their dream vacations with the class.
8. TTW conduct a poll to determine who had traveled out of state and out of the country.
2. Thinking Levels
1. Knowledge: TSWBAT discuss their own travel experiences.
2. Application: TSWBAT apply their own experiences to a prompt.
3. Analysis: TSWBAT analyze their trips or dream vacations.
4. Evaluation: TSWBAT evaluate their trips.
3. Learning Styles
1. Linguistic: sharing prewrites
2. Auditory: listen to peers share
3. Visual: assignment projected on screen
4. Interpersonal: sharing in groups
5. Intrapersonal: personal reflection on prewrites
4. Materials
1. Assignment sheets
2. Pencils
3. projectors
V. Assessment and Reflection
1. TTW assess their prewrites for depth and understanding.
2. TSW reflect on their travel experiences or aspirations.
VI. Closure
1. TSW share their prewrites and reflect on their responses to the prompt.
VII. Relevance
1. In class practices of self-reflection help students master this skill to be used outside of the
classroom to reflect on activities, decisions, and actions of their own choosing.
Write about Travel
For this assignment, you will need to choose one of the following three prompts. Respond to as many of the
questions listed under each prompt as possible in the 20 minutes allotted. Your grade for this assignment will
reflect the depth of your responses to each question addressed and your use of complete sentences. You will not be
penalized for not answering each of the questions. Good luck and have fun with this assignment!
A) Traveling for Work
Have you ever considered jobs in the following areas?
 Military
 Business
 Sales
 Tourism
 Hotel Management
 Pilot/Flight Attendant
One thing that all of these jobs have in common is that they all give you the opportunity to travel. Explain why one
of the above jobs is of interest to you. Would you like to travel for work? How can you see traveling as an
advantage to the job? How could traveling be seen as a disadvantage? Would you consider travelling a perk or a
hassle of your chosen job? For your job, would you anticipate traveling nationally or internationally? Where would
you like to travel to most for work? Where wouldn’t you like to travel?
B) Favorite Trip
Think of all of the trips you have taken in your lifetime with your family or friends. They may have been trips to
visit family in state or vacations out of state or maybe even out of the country. Which of all of the trips you have
been on was your favorite? Why? How did you plan for your trip? What preparations did you need to make?
What pit stops did you make along the way? What did you do once you arrived to your destination? Explain your
favorite part of your trip and why it was your favorite.
C) Dream Vacation
Imagine that you just won $5,000 and you decided to spend your winnings on your dream vacation. Where
would you go? Who would you take with you and why? How would you plan on traveling? Would you make pit
stops along the way? Where to and why? What would you want to do when you arrived at your destination?
Would you plan out your whole trip or mostly play it by ear? How long would you want to be gone? How would
you share your trip experience once you were home (pictures, internet, etc.) and who would you tell about your
trip and why?
Lesson Plan Day 2
th
Grade Level: 9 Grade
Subject Area: English 9A
Instructor: Andrea Blanchard
Class Length: 68 minutes
Epic Heroes
I. Standards
 L.9-10.6: Acquire and use accurately general academic and domain-specific works and
phrases.
II. Objectives
 TSWBAT define ‘epic hero’ and describe how it could apply to fictional characters.
III. Anticipatory Set
 TSW brainstorm a classroom list of heroes.
IV. Input
1. Task Analysis
1. TSW brainstorm a list of all of the heroes they can think of and a student volunteer will
record the list on the white board.
2. TSW analyze their list to look for commonalities or differences between the people listed.
3. TSW determine their own definition of a hero.
4. TTW supply students with a handout listing the seven characteristics of the epic hero.
5. TTW explain each of the seven characteristics.
6. TSW discuss to what extent their list of heroes fit the definition of epic heroes and how
well epic heroes fit their broad definitions of heroes.
7. TSW discuss what modern society values in their heroes and what ancient Greek society
valued in theirs.
8. TSW watch scenes from Disney’s Hercules and watch for the seven characteristics of
epic heroes in that movie’s protagonist.
9. TTW model how to determine if a character is an epic hero.
10. TSW choose one hero from the master list and determine if he/she fits the definition of
epic hero.
11. TSW discuss what are the easiest and hardest characteristics to match modern characters
to off of the list of characteristics of epic heroes.
2. Thinking Levels
1. Knowledge: TSWBAT list heroes.
2. Comprehension: TSWBAT define hero.
3. Application: TSWBAT apply what they know about epic heroes to one character.
4. Evaluation: TSWBAT evaluate one hero against the standard for an epic hero.
3. Learning Styles
1. Linguistic: discussion heroes
2. Auditory: listening to discussion
3. Visual: movie clips
4. Logical: assessing heroic qualities
5. Intrapersonal: evaluating a personal hero
6. Interpersonal: classroom discussion
4. Materials
1. Worksheets
2. Whiteboard
3. Hercules movie
4. Pencils
V. Assessment and Reflection
1. TTW assess students’ ability to determine an epic hero through their discussion.
2. TSW assess one character against the standard of the epic hero.
VI. Closure
1. TSW discuss what was the most challenging aspect of epic heroes to identify in modern
heroes and answer the question as to why.
VII. Relevance
1. Times are forever changing and values evolve as culture does. The ability to assess those
changes and compare them to modern equivalents is a skill that will enlighten students to the
evolution of history and its impact on their modern day world.
Unusual circumstance of birth
Epic Hero
An event leads to adventure or
quest
has family or homeland, but
lives away from them/it
Has a special weapon that only
he can use
Has supernatural help
Muse prove himself many
times on an adventure
Spiritually rewarded when he
dies
Epic Hero
Hero __________________
Lesson Plan Day 3
th
Grade Level: 9 Grade
Subject Area: English 9A
Instructor: Andrea Blanchard
Class Length: 68 minutes
Building Background
I. Standards
 RL. 9-10.10: Read and comprehend literature… with scaffolding as needed at the high end of
the range.
II. Objectives
 TSWBAT discuss key historical events that lead to the telling of The Odyssey.
III. Anticipatory Set
 TSW compile a list of all of the historical background they have on The Odyssey.
IV. Input
1. Task Analysis
1. TSW brainstorm a list of events and people that they associate with ancient Greece, and a
volunteer will write the class’s ideas on the white board.
2. TTW divide their prior knowledge into two categories: events of the Trojan War and
general knowledge of ancient Greece.
3. TTW explain that The Odyssey is the sequel to The Iliad and that anything to do with the
Trojan War will be background knowledge for The Odyssey.
4. TTW elaborate on any vague or missed details about key elements of Greek history
including mythology and the gods.
5. TSW read “An Introduction to The Odyssey” in their textbooks.
6. TSW respond to 18 comprehension questions that correspond to their reading with
partners.
2. Thinking Levels
1. Knowledge: TSWBAT recognize keys historical facts and events about ancient Greece.
2. Comprehension: TSWBAT understanding the role the Trojan War played in relation to
The Odyssey.
3. Application: TSWBAT apply what they read to the comprehension questions.
4. Analysis: TSWBAT analyze their prior knowledge of ancient Greece.
3. Learning Styles
1. Linguistic: reading independently
2. Auditory: classroom discussion
3. Visual: brainstormed list on board
4. Logical: placing facts into the categories of Trojan War and Post-Trojan War
5. Intrapersonal: independent work
6. Interpersonal: classroom discussion
4. Materials
1. Whiteboard
2. Questions
3. Textbooks
V. Assessment and Reflection
1. TTW assess students’ prior knowledge of ancient Greece.
2. TTW assess students’ responses to the comprehension questions.
3. TSW reflect on their own prior knowledge of ancient Greece.
VI. Closure
1. TSW respond to comprehension questions about what they read about Homer and ancient
Greece in their text.
VII. Relevance
1. Assessing prior knowledge on a topic allows students to determine what they already know
and gives them some background for understanding a particular text. Assessing prior
knowledge can also be a real world skill that can be used when decision making or while
planning an activity.
Intro Questions
Answer the following questions on a separate sheet of paper.
An Introduction to the Odyssey
1. Summarize the history a reader of The Odyssey needs to be familiar with to understand this epic.
Epics and Values
2. How does your literature book define ‘epic’?
3. How are epics and values related?
4. What epics listed are you familiar with?
The War-Story Background
5. Briefly explain the war-story of Troy.
6. Define hero in your own words.
7. How does your literature book’s definition of hero differ from your own definition?
8. Describe Odysseus and how he is similar and different from other heroes.
The Wooden-Horse Trick
9. Whose idea was the wooden horse?
The Ancient World and Ours
10. How is the Ancient World different to the world we live in today?
Search for their Place in Life
11. What background on Odysseus does your book give you in this section?
12. How long has Odysseus been gone from home? How long since the war was over?
Relationships with the Gods
13. How does your book define ‘myth’?
14. What is an alter ego and what is Odysseus’s alter ego?
Who is Homer?
15. Based on information from your textbook, who is Homer?
16. What were rhapsodies?
How were Epics Told?
17. How were epics told and how is it similar or different from how stories are told today?
A Live Performance
18. What can you think of in today’s world that is similar to a live performance of an epic?
Lesson Plan Day 4
th
Grade Level: 9 Grade
Subject Area: English 9A
Instructor: Andrea Blanchard
Class Length: 68 minutes
Picturing Characters and Place in The Odyssey
I. Standards
 RL. 9-10.10: Read and comprehend literature…with scaffolding as needed at the high end of
the range.
II. Objectives
 TSWBAT identify the main characters in The Odyssey and be familiar with the setting of the
story.
III. Anticipatory Set
 TSW take a virtual tour of the Greek Isles via taggalaxy.com and other online picture tools.
IV. Input
1. Task Analysis
1. TSW view images of the Greek Isles to better visualize the setting of The Odyssey.
2. TTW use taggalaxy and other online tools to find photographs of the Isles.
3. TSW discuss what they see in the images and set the scene for The Odyssey.
4. TTW tell the class about her own experiences in Greece.
5. TTW introduce the character mapping activity to students.
6. TTW model what a character map might look like using the online concept map tool from
spicynodes.com.
7. TSW complete their own visual of the characters in The Odyssey giving a description of
each character listed.
8. TTW circulate answer questions about characters.
9. TTW prepare students to begin reading The Odyssey by reading the summary from the
text of the first several Books that the students abridged version s of the text skip.
2. Thinking Levels
1. Knowledge: TSWBAT recognize key characters in The Odyssey.
2. Comprehension: TSWBAT understand what the setting looks like for this text.
3. Application: TSWBAT apply their organization skills to a list of characters from the text.
4. Analysis: TSWBAT analyze the photos of the Greek Isles.
3. Learning Styles
1. Linguistic: reading through the list of Greek names and places
2. Auditory: listening to the teacher read the summary at the start of The Odyssey
3. Visual: pictures of Greek Isles
4. Logical: organizing characters into a concept map
5. Intrapersonal: working independently
6. Interpersonal: classroom discussions
4. Materials
1. Projector
2. SpicyNodes concept map
3. Blank paper
4. Pencils/colored pencils
V. Assessment and Reflection
1. TTW assess students’ concept maps.
2. TSW reflect on the pictures of Greece for discussion.
VI. Closure
1. TSW listen to the summary of the start of The Odyssey to prepare them for the next day’s
reading of the text.
VII. Relevance
1. For those who enjoy reading, it is often a very visual experience because they can picture the
events taking place in the book vividly. Providing pictures to students to help them visualize
the setting of this text may help them learn how to visualize scenery for future reading.
Meet and Greet
On pages 647-648 of your textbook there is a list of characters you will encounter in the Odyssey.
Create some manner of diagram of all of the CHARACTERS you will meet in this story below. This
will include the humans, the gods, and the monsters or creatures listed. You may choose to draw a
concept map, a hierarchy, a web, a detailed list, etc. Be sure that your diagram helps you to
remember the characters and their relationships with each other.
Lesson Plan Day 5
th
Grade Level: 9 Grade
Subject Area: English 9A
Instructor: Andrea Blanchard
Class Length: 68 minutes
Understanding Calypso in The Odyssey
I. Standards
 RL. 9-10.10: Read and comprehend literature, including stories, dramas, and poems in the
grades 9-10 text complexity, band proficiently, with scaffolding as needed at the high end of
the range.
II. Objectives
 TSWBAT respond to a set of general comprehension questions on The Odyssey.
III. Anticipatory Set
 TSW review the summary of the first few Books in The Odyssey from the day before.
IV. Input
1. Task Analysis
1. TSW voluntarily recall information from the reading the day before.
2. TTW read Odysseus’s plea to the Muses aloud to the class.
3. TTW model how to respond to a list of comprehension questions that correspond to that
selection from the text.
4. TTW project an image of Calypso from a popular adaptation of her character in The
Pirates of the Caribbean series.
5. TSW listen to a CD recording of the selection of the text titled “Calypso.”
6. TTW ask for volunteers to provide answers to the comprehension questions for this
selection to serve as a final model of how to respond to the questions fully.
7. TSW work in partners to complete the remainder of the questions on the text.
8. TTW circulate around the room to answer student questions individually.
9. TSW continue reading The Odyssey when they have finished their questions.
2. Thinking Levels
1. Knowledge: TSWBAT identify key plot points of The Odyssey.
2. Comprehension: TSWBAT respond to basic comprehension questions from the text.
3. Application: TSWBAT apply what they read to the comprehension questions.
4. Analysis: TSWBAT analyze the text through the completion of the questions.
3. Learning Styles
1. Linguistic: classroom discussion
2. Auditory: listening to the book read aloud
3. Visual: image of Calypso
4. Logical: responding to comprehension questions
5. Interpersonal: working with partners
4. Materials
1. Textbooks
2. Comprehension questions
3. Pencils
4. Image of Calypso
5. Audio CD
V. Assessment and Reflection
1. TTW assess student understanding of The Odyssey by previewing their responses to the
comprehension questions.
VI. Closure
1. TSW respond to comprehension questions on The Odyssey.
VII. Relevance
2. Reading comprehension is a skill that students will need to continue to prefect both for
school and personal purposes. Most if not all jobs require some amount of reading and the
comprehension of that reading is essential for true understanding of the material.
An Odyssey through The Odyssey
Tell the Story
1. Who does Homer appeal to, and what does he ask her for? (Summary at top of 651)
2. What is Odysseus trying to do? (lines 5-9)
3. What happens to his men? (lines 10-15)
Part 1: Wanderings
Calypso, the Sweet Nymph (pg. 652)
4. What is Hermes sent to do and by whom? (Summary at top of 652)
5. Describe Odysseus’ condition when Hermes arrives. What is he doing? (lines 71-79)
6. What does Calypso want from Odysseus, and what does he tell her? (lines 101-119)
I am Laertes’ Son (pg. 656)
7. Who is Odysseus telling his story to, and why? (Summary at top of 656)
8. Where is Odysseus from, and how does he describe this place? (lines 130-137)
9. What happened with Calypso, and how does Odysseus justify this? (lines 137-143)
10. How do Odysseus and his men behave towards the Cicones? What do you think of this? Do
armies behave like this in modern times? Explain. (lines 149-160)
11. What does this episode suggest about the problems Odysseus has with his men?
12. What god is upset with Odysseus and his men? How does he show this? (lines 179-190)
13. What is your first impression of Odysseus? Which of his qualities and values seem most
admirable to you?
The Lotus Eaters (pg. 658)
14. What were the Lotus Eaters like? (lines 204-210)
15. What happened to the crewmembers that ate the Lotus plant, and what does Odysseus do about
it? (lines 207-218)
The Cyclops (pg. 660)
16. Describe Polyphemus. (Summary at top of 660)
17. Which goddess guides Odysseus, and what is she the goddess of? (summary at top of 660)
18. How does Odysseus answer the Cyclops’ question about where his ship was, and why does he
answer it in this way? (lines 273-276)
19. How did the men realize that this creature was certainly not friendly? (lines 277-296)
20. Why doesn’t Odysseus kill the Cyclops while he is sleeping? (lines 289-296)
21. What does Odysseus tell the Cyclops his name is? Why doe he do this? (lines 358-361)
22. What is the “gift” Polyphemus “gives” Odysseus after Odysseus answers his question? (lines
362-364)
23. How does Odysseus save his men and himself?
24. What things does Odysseus tell the Cyclops after the men are free? Is this a good idea? (lines
502-506)
25. What happens as a result of these words? (lines 529-539)
26. What new characteristics does this section show us about Odysseus? How does Homer show us
these things?
The Enchantress Circe (Pg. 673)
27. What gift does Aeolus give Odysseus and why? (summary at top of 673)
28. How does this plan go awry? (summary at top of 673)
29. Who is Circe and what does she do to Odysseus’ men? (lines 565-576)
30. Compare and contrast how Cyclops and Circe treat guests: How do they violate the laws of
hospitality?
31. What does Circe tell Odysseus he must do to get home? (summary at top of 675)
The Land of the Dead (pg. 675)
32. What does Odysseus do to get the souls of the dead to appear to him? (lines 584-592)
33. What does Tiresias warn Odysseus (and his men) not to do? (lines 624-633)
34. What will happen if he does not obey this warning? (lines 630-637)
Sirens; Scylla and Charybdis (pg. 678)
35. What four things does Circe warn Odysseus of, and why is each dangerous? (lines 659-716)
36. What are the sirens, and what harm could they bring to the crew? (lines 661-668)
37. What does Odysseus tell his men that Circe said they must do to protect them all from the
Sirens? (lines 717-731)
38. What does Odysseus do to protect his men? (lines 740-746)
39. Hoe does Odysseus react to the Sirens’ song? (lines 748-763)
40. Gods, goddesses, and other characters in mythology often represent basic human qualities. What
do the Sirens represent to you and why?
41. Is Odysseus right to keep his decision to sail toward Scylla from his men? Give reasons for your
answer.
42. As Odysseus and his crew near Scylla and Charybdis, how do the men react? (lines 763-769)
43. How does Odysseus show himself to be an effective leader of men? (lines 770-789)
44. Describe Charybdis. (lines 802-816)
45. What happens to six of Odysseus’ men? (lines 817-832)
The Cattle of the Sun God (pg. 684)
46. When the men land, what does Odysseus warn them of? (lines 853-858)
47. Why does Odysseus leave his men and go inland? What does he do there? (lines 879-908)
48. What happens while he is gone? (lines 879-908)
49. How do the men justify what they have done? (lines 892-894)
50. What happens when they do go to sea? Why (specifically) does this happen? (summary at bottom
of 686)
Part II: Coming Home (pg. 690)
51. Who appears to help Odysseus, and what does she do for him? (summary on top of 690)
52. Whose hut does Odysseus seek out? Describe that individual. (summary on top of 690)
53. Who is Telemachus, and what has he been doing for the past year? (summary on 690)
54. What has happened at Odysseus’ home while he was gone? (Summary on 690)
The Meeting of Father and Son (pg. 691)
55. Describe the reunion between Telemachus and Eumaues. (lines 944-955)
56. Why does Telemachus tell Odysseus he can’t stay in the palace hall? (summary at bottom of 692)
57. Why is Telemachus suspicious of Odysseus? Do you think that this suspicion is justified?
Explain. (summary at bottom of 692-lin 1008)
Beggar and the Faithful Dog (pg. 694)
58. What background do we learn on Argos? (lines 1036-1048)
59. How does he react when he hears Odysseus’ voice? (lines 1049-1052)
60. Odysseus asks Eumaeus why the dog is in the condition he is. What does Eumaeus tell him?
(lines 1063-1077)
61. Why doesn’t Odysseus greet Argos?
62. What happens at the end of this segment? Is it just a coincidence? Explain. (lines 1079-1081)
The Epic Continues (pg. 696)
63. How does Penelope unknowingly “warm her husband’s heart”? (summary on 696)
64. How does Eurycleia recognize Odysseus? (summary on 696)
65. What deity has been with Odysseus throughout his entire ordeal? What does she tell Odysseus
will happen the next day? (summary on 696)
The Test of the Great Bow (pg. 698)
66. What "impossible task” does Penelope come up with to test her suitors? (lines 1116-1121)
67. Which three men prove to be loyal to Odysseus? (lines 1127-1139)
68. What has Telemachaus done in advance to help ensure Odysseus’ victory over the suitors?
(summary on 701)
69. What is the suitors’ reaction when “the beggar” takes up the bow? (lines 1174-1184)
70. What “sign” comes from the Heaves, and who sends it? (lines 1194-1198)
71. What does Odysseus (still disguised as the beggar) do once the bow is strung? (lines 1199-1207)
72. What does Odysseus say to his son? What does he mean by this? (lines 1208-1215)
Death at the Palace (pg. 703)
73. Who is Odysseus’ first target, and why did he choose him? Describe what happened. (lines 12251240)
74. How do the other suitors react to this? (lines 1241-1252)
75. What does Eurymachus suggest to Odysseus? (lines 1264-1279)
76. What are Odysseus’ reasons for slaying the suitors? (lines 1280-1287)
77. Do you think Odysseus’ revenge is justified? Explain.
Odysseus and Penelope (pg. 706)
78. Why is Telemachus displeased with his mother, Penelope? (lines 1314-1321)
79. What is her response to his complaint? (lines 1322-1328)
80. What changes does Athena perform on Odysseus? (lines 1338-1347)
81. What is Penelope’s test, and how does Odysseus pass it? (lines 1355-1389)
Lesson Plan Day 6
th
Grade Level: 9 Grade
Subject Area: English 9A
Instructor: Andrea Blanchard
Class Length: 68 minutes
Escaping the Cyclops
I. Standards
 RL. 9-10.10: Read and comprehend literature, including stories, dramas, and poems in the
grades 9-10 text complexity, band proficiently, with scaffolding as needed at the high end of
the range.
II. Objectives
 TSWBAT analyze the text from Odysseus’s perspective.
III. Anticipatory Set
 TSW complete a 10 minute quick write responding to the following prompt: Imagine that it
is you and not Odysseus that is stuck on an island with a vicious, man-eating Cyclops. You
are trapped in his cave, and it is up to you to plan a means of escape to save your own life
and the lives of your men. Keep in mind there is a slab of rock covering the door that you and
your men cannot budge. Also, the Cyclops is both larger and stronger than any of your men,
and he desperately wants you for dinner. What would you do? How would you try and
escape? What are your chances of survival?
IV. Input
1. Task Analysis
1. TSW review where we left our protagonist Odysseus the last time we read our story.
2. TTW read aloud the last stanza that we read where Odysseus is attempting to plan an
escape for him and his men from the Cyclops.
3. TSW complete a 10 minute quick write imagining themselves in Odysseus’s place. The
online stopwatch will be displayed on the screen counting down their time remaining.
4. TSW share their escape attempts with a partner and five involuntary volunteers will be
selected at random to share their stories with the class. Afterward, volunteers will be
taken who would like to share their escape attempts as well.
5. TSW listen to Odysseus’s attempt at escape, and then they will discuss how their
strategies were similar and/or different, and given the text, the students will be asked to
analyze the likelihood of their escape attempt.
6. TSW listen to the remainder of the Cyclops story.
7. TSW complete reading comprehension questions about the Cyclops story.
8. TSW independently read ‘The Enchantress’ Circe and respond to the comprehension
questions provided by the teacher.
9. TTW discuss the advantages and disadvantages to reading the stories aloud and reading
them alone to assess the students’ varying comprehension of the different books read
different ways.
2. Thinking Levels
1. Knowledge: TSWBAT identify key events in The Odyssey.
2. Comprehension: TSWBAT respond to comprehension questions.
3. Application: TSWBAT apply what they know about the Cyclops and Odysseus to their
quick writing assignment.
4. Analysis: TSWBAT analyze the likeliest escape route off the Cyclops’ island.
5. Evaluation: TSWBAT evaluate their escape routes in comparison to Odysseus’s.
3. Learning Styles
1. Linguistic: sharing escape strategies
2. Auditory: listening to The Odyssey on CD
3. Logical: planning an escape route
4. Intrapersonal: assessing likelihood of survival
5. Interpersonal: sharing escape plans with partners
4. Materials
1. Textbooks
2. Paper
3. Comprehension questions
4. Pencils
5. CD player
V. Assessment and Reflection
1. TTW assess the students’ comprehension of the audio CD versus their independent learning
to determine the best mode of understanding this text.
2. TSW reflect on their escape strategies in comparison to Odysseus’s plan.
VI. Closure
1. TSW discuss how they best learn about The Odyssey, via CD or independent reading.
VII. Relevance
1. During the quick write, the students will be using their prior knowledge of the text along with
their own logic to set an escape route off of the Cyclops’ island. Being able to assess the
dangers of a situation and determine a plan of action are real life skills that can be translated
into the students’ own lives.
Lesson Plan Day 7
th
Grade Level: 9 Grade
Subject Area: English 9A
Instructor: Andrea Blanchard
Class Length: 68 minutes
Parts of Speech in The Odyssey
I. Standards
 RL. 9-10.10: Read and comprehend literature, including stories, dramas, and poems in the
grades 9-10 text complexity, band proficiently, with scaffolding as needed at the high end of
the range.
 RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
II. Objectives
 TSWBAT identify at least three different parts of speech in a passage from The Odyssey.
III. Anticipatory Set
 TSW complete a pre-test on parts of speech requiring them to list the eight distinct parts of
speech and giving at least two examples of each.
IV. Input
1. Task Analysis
1. TSW complete a pre-rest on the eight parts of speech. They will be given about five
minutes to complete this task. When finished, students should review the story, “The
Enchantress Circe” from The Odyssey on the back of their test.
2. TTW list the eight parts of speech for students and explain that they will be taking the
rest of the week to discuss each of the eight in depth.
3. TTW ask for a volunteer to define ‘noun’ because it should be a familiar term.
4. TTW introduce the first part of speech, the noun, via a three minute video from School
House Rock on youtube.com.
5. TSW re-read “The Enchantress Circe” while circling all of the nouns they come across
with a partner.
6. TTW go over the story, helping to identify all of the nouns as they read the story aloud.
7. TTW introduce the concept of verbs using the same School House Rock video series.
8. TSW identify verbs in the same “The Enchanted Circe” passage by underlining them with
their same partner.
9. TTW discuss verbs and ask for examples from the students.
10. TTW introduce the final concept of the day, adjectives, by again using a video.
11. TSW highlight any adjectives they see in the passage with their partner.
12. TSW have the remaining class time to read “The Land of the Dead” and to continue
working on their comprehension questions for The Odyssey.
2. Thinking Levels
1. Knowledge: TSWBAT recognize the eight parts of speech.
2. Comprehension: TSWBAT define in their own words at least three parts of speech.
3. Application: TSWBAT apply their working definitions of nouns, verbs, and adjectives to
a selection from The Odyssey.
4. Analysis: TSWBAT analyze a passage for at least three different parts of speech and how
they operate in the passage.
3. Learning Styles
1. Linguistic: reading passages
2. Auditory: listening to the video
3. Visual: watching the video
4. Logical: assessing parts of speech
5. Intrapersonal: assessing prior knowledge of parts of speech
6. Interpersonal: working with partners to label parts of speech
4. Materials
1. Literature books
2. Pencils
3. Pre-test/worksheet
4. Comprehension questions
V. Assessment and Reflection
1. TSW demonstrate their prior knowledge of parts of speech with the pre-quiz.
2. TTW assess students’ prior knowledge and their working knowledge of parts of speech.
VI. Closure
1. TSW apply their new knowledge of parts of speech to a passage from The Odyssey and then
continue reading and responding to the comprehension questions.
VII. Relevance
1. Understanding the parts of speech improves students’ writing in the classroom and outside of
it. A working understanding of the components of a sentence help students understand
sentence structure and helps students grasp the concept of varying sentence types in writing.
Parts of Speech
Noun: __________________________________________________________
Examples: ________________________________________________________
Pronoun: ____________________________________________________
Examples: ___________________________________________________
Verb: __________________________________________________________
Examples: ________________________________________________________
Adjective:_________________________________________________________
Examples: ________________________________________________________
Article: _____________________________________________________
Examples:____________________________________________________
Adverb:__________________________________________________________
Examples: ________________________________________________________
Preposition:_______________________________________________________
Examples: ________________________________________________________
Conjunction: ______________________________________________________
Examples: ________________________________________________________
Interjections: ______________________________________________________
Examples:_______________________________________________________
Parts of Speech Notes
Nouns: _____________________________________________________________________________
____________________________________________________________________________________
Examples:___________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Identify NOUNS in the following sentence
The Cyclops hid in his cave long after Odysseus and his men left his island home.
Verbs:______________________________________________________________________________
__________________________________________________________________________________
Examples:___________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Identify the VERBS in the following sentence.
Circe cast a spell on the unfortunate sailors who turned into pigs.
Adjectives:_________________________________________________________________________
__________________________________________________________________________________
Examples:___________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Identify the ADJECTIVES in the following sentence.
The beautiful Calypso wept when her beloved Odysseus abandon her and her enticing island.
Parts of Speech Pre-Test
Directions: Below, list the eight parts of speech. Include at least TWO examples of each.
_____________________
Examples:____________________________________________
_____________________
Examples:____________________________________________
_____________________
Examples:____________________________________________
_____________________
Examples:____________________________________________
_____________________
Examples:____________________________________________
_____________________
Examples:____________________________________________
_____________________
Examples:____________________________________________
_____________________
Examples:____________________________________________
‘The Enchantress Circe’ Selection
“In the wild wood they found an open glade,
540 around a smooth stone house—the hall of Circe—
and wolves and mountain lions lay there, mild
in her soft spell, fed on her drug of evil.
None would attack—oh, it was strange, I tell you—
but switching their long tails they faced our men
545 like hounds, who look up when their master comes
with tidbits for them—as he will—from table.
Humbly those wolves and lions with mighty paws
fawned on our men—who met their yellow eyes
and feared them. In the entranceway they stayed
550 to listen there: inside her quiet house
they heard the goddess Circe. Low she sang
in her beguiling voice, while on her loom
she wove ambrosial fabric sheer and bright,
by that craft known to the goddesses of heaven.
555 No one would speak, until Politet—most
faithful and likable of my officers—said:
‘Dear friends, no need for stealth: here’s a young weaver
singing a pretty song to set the air
atingle on these lawns and paven courts.
560 Goddess she is, or lady. Shall we greet her?’
So reassured, they all cried out together,
and she came swiftly to the shining doors
to call them in. All but Eurylochus—
who feared a snare—the innocents went after her.
565 On thrones she seated them, and lounging chairs,
while she prepared a meal of cheese and barley
and amber honey mixed with Pramnian wine,
adding her own vile pinch, to make them lose
desire or thought of our dear fatherland.
570 Scarce had they drunk when she flew after them
with her long stick and shut them in a pigsty—
bodies, voices, heads, and bristles, all
swinish now, though minds were still unchanged.
So, squealing, in they went. And Circe tossed them
575 acorns, mast, and cornel berries—fodder
for hogs who rut and slumber on the earth.
Down to the ship Eurylochus came running
to cry alarm, foul magic doomed his men!
But working with dry lips to speak a word
580 he could not, being so shaken; blinding tears
welled in his eyes; foreboding filled his heart.” (from Book 10)
Lesson Plan Day 8
th
Grade Level: 9 Grade
Subject Area: English 9A
Instructor: Andrea Blanchard
Class Length: 68 minutes
Pronouns in The Odyssey
I. Standards
 RL. 9-10.10: Read and comprehend literature, including stories, dramas, and poems in the
grades 9-10 text complexity, band proficiently, with scaffolding as needed at the high end of
the range.
 RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
II. Objectives
 TSWBAT define pronoun and identify them in a selection from The Odyssey.
III. Anticipatory Set
 TSW watch the School House Rock video on pronouns to refresh their memory of them.
IV. Input
1. Task Analysis
1. TSW watch the School House Rock video.
2. TSW discus the definition of pronouns.
3. TSW involuntarily volunteer to give examples of pronouns.
4. TTW expand on their list of pronouns by explaining the variety of different types of
pronouns.
5. TSW fill in their Parts of Speech worksheets with a definition and examples of pronouns.
6. TTW read ‘The Sirens; Scylla and Charybdis’ aloud to the class.
7. TSW list pronouns found in ‘The Sirens; Scylla and Charybdis,’ a selection from The
Odyssey.
8. TSW complete their comprehension questions for this selection.
2. Thinking Levels
1. Knowledge: TSWBAT identify pronouns.
2. Comprehension: TSBAT define pronouns.
3. Application: TSWBAT recognize pronouns in a selection of reading.
4. Analysis: TSWBAT analyze what makes a word a pronoun.
3. Learning Styles
1. Linguistic: reading The Odyssey
2. Auditory: song on pronouns
3. Visual: video on pronouns
4. Logical: figuring out what is and isn’t a pronoun
5. Intrapersonal: working independently
4. Materials
1. Video
2. Projector
3. Textbook
4. Worksheets
V. Assessment and Reflection
1. TTW assess students’ comprehension questions.
2. TSW reflect on their prior knowledge of pronouns.
VI. Closure
1. TSW complete their comprehension questions.
VII. Relevance
1. Pronouns are common words that replace a noun in a sentence. An understanding of
pronouns allows the students to use pronouns in their own speech and to identify pronouns in
texts.
Lesson Plan Day 9
th
Grade Level: 9 Grade
Subject Area: English 9A
Instructor: Andrea Blanchard
Class Length: 68 minutes
The Adverbs in ‘Cattle of the Sun God’
I. Standards
 RL. 9-10.10: Read and comprehend literature, including stories, dramas, and poems in the
grades 9-10 text complexity, band proficiently, with scaffolding as needed at the high end of
the range.
 RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
II. Objectives
 TSWBAT identify adverbs in a selection of text.
III. Anticipatory Set
 TSW discuss the significance of adverbs and how they are used in different parts of speech.
IV. Input
1. Task Analysis
1. TSW use their prior knowledge of parts of speech to define adverbs.
2. TTW handout a reference guide for students on adverbs.
3. TTW define the four different types of adverbs and give four examples of each used in a
variety of sentences that also serve as a review of recent material from The Odyssey.
4. TSW identify examples of adverbs in two examples for each type of adverb.
5. TSW volunteer to list the adverbs used in each sentence and will be asked to walk
through the process of identifying them after the teacher models it.
6. TSW read “Cattle of the Sun God” independently.
7. TTW complete a progress check of student’s responses to the comprehension questions
for The Odyssey to date.
8. TSW list six adverbs used in this selection of The Odyssey.
9. TSW share their lists of adverbs with the class.
10. TTW summarize Books 13, 14, and 15 of The Odyssey.
11. TSW listen to “Father and Son Meet” on CD.
12. TSW complete their comprehension questions for these two selections.
2. Thinking Levels
1. Knowledge: TSWBAT identify adverbs.
2. Comprehension: TSWBAT define adverb.
3. Application: TSBWBAT determine adverbs used in a text.
4. Analysis: TSWBAT analyze how they decide which words are adverbs.
3. Learning Styles
1. Linguistic: reading The Odyssey
2. Auditory: listening to a selection from The Odyssey
3. Logical: determine adverbs in a passage
4. Intrapersonal: independent work
4. Materials
1. Audio CD
2. Textbook
3. Comprehension Questions
V. Assessment and Reflection
1. TTW assess students’ completion of comprehension questions.
2. TTW assess student responses to the adverb examples.
3. TSW assess their own understanding of adverbs.
VI. Closure
1. TSW complete the necessary comprehension questions.
VII. Relevance
1. Students will assess the differences between adverbs and adjectives and be able to determine
the difference. Being able to distinguish between the two will allow them to have a better
grasp of the concept for their future reading and writing endeavors.
Lesson Plan Day 10
th
Grade Level: 9 Grade
Subject Area: English 9A
Instructor: Andrea Blanchard
Class Length: 68 minutes
Mapping out Prepositions
I. Standards
 RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.
 RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
II. Objectives
 TSWBAT use prepositions appropriately in a variety of sentences.
III. Anticipatory Set
 TSW use the phrase, “The bee flies _____ the bottle” to make a list of prepositions.
IV. Input
1. Task Analysis
1. TTW define preposition.
2. TTW put a picture of a bottle on the projector and explain how the phrase “The bee flies
_____ the bottle” is a tool for identifying prepositions.
3. TSW be asked to fill in the phrase “The bee flies _____ the bottle” with all of the
prepositions they know.
4. TSW demonstrate their knowledge of prepositions by volunteering to share their
examples of “The bee flies _____ the bottle.”
5. TSW watch the School House Rock prepositions video.
6. TTW introduce the Mapping out Prepositions activity.
7. TSW draw a map of Odysseus’ journey through ancient Greece and then write a six
sentence paragraph using as many prepositions correctly as possible.
8. TSW spend their remaining time reading the next section of The Odyssey.
2. Thinking Levels
1. Knowledge: TSWBAT identify prepositions.
2. Comprehension: TSBWBAT define prepositions.
3. Application: TSWBAT use prepositions correctly in complete sentences.
3. Learning Styles
1. Linguistic: reading The Odyssey
2. Auditory: song on prepositions
3. Visual: mapping activity
4. Logical: mapping journey logically
5. Naturalistic: determine Odyssey’s path through ancient Greece
6. Intrapersonal: working independently
7. Interpersonal: classroom discussion
4. Materials
1. Projector
2.
3.
4.
5.
6.
Video
Textbooks
Printer paper
Pencils
Coloring tools
V. Assessment and Reflection
1. TTW assess students’ paragraph including prepositions.
2. TSW assess their own understanding of prepositions through the mapping activity.
VI. Closure
1. TSW continue reading The Odyssey.
VII. Relevance
1. Students will learn a tool for identifying most prepositions that they will be able to apply to
their reading and writing lives in the future.
Mapping out Prepositions
We have just finished The Odyssey Part I and
Odysseus has just made it home from traveling
throughout Greece for ten years. On a plank sheet
of white paper draw a colorful map of Odysseus’
journey labeling all of the pit stops he makes that
we read about in our selections of the story.
On a separate sheet of lined paper, write a six
sentence paragraph that describes his journey in
detail using as many prepositions as possible. There
will be a prize for the person(s) with the highest
number of prepositions in their paragraph.
Good luck and have fun!!
Lesson Plan Day 11
th
Grade Level: 9 Grade
Subject Area: English 9A
Instructor: Andrea Blanchard
Class Length: 68 minutes
Articles, Conjunctions, and Interjections in The Odyssey Part II
I. Standards
 RL. 9-10.10: Read and comprehend literature, including stories, dramas, and poems in the
grades 9-10 text complexity, band proficiently, with scaffolding as needed at the high end of
the range.
 RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
II. Objectives
 TSWBAT identify all eight parts of speech in example sentences.
III. Anticipatory Set
 TSW complete a pop quiz on the parts of speech.
IV. Input
1. Task Analysis
1. TSW take a pop quiz covering the seven parts of speech discussed so far and this quiz
will mimic the exact type of questions on the final exam.
2. TSW grade their own quizzes to assess their understanding of parts of speech.
3. TTW introduce articles to the students and list the only three words that fall into this
category.
4. TSW identify the articles from their quiz questions.
5. TSW watch the School House Rock video on interjections and then will identify them on
the quiz.
6. TSW define conjunctions from prior knowledge.
7. TTW introduce the acronym FAN BOYS to help students remember conjunctions.
8. TSW watch the Conjunction Junction video.
9. TSW identify conjunctions on their quizzes.
10. TSW read the next section of The Odyssey Part II and answer the comprehension
questions.
11. TSW choose one stanza from that story and determine the parts of speech used in it with
a partner.
2. Thinking Levels
1. Knowledge: TSWBAT identify the eight parts of speech.
2. Comprehension: TSWBAT define the eight parts of speech.
3. Application: TSWBAT assess the eight parts of speech used in several example
sentences.
4. Analysis: TSWBAT analyze sentences and how parts of speech are used.
5. Evaluation: TSWBAT analyze their own understanding of parts of speech.
3. Learning Styles
1. Linguistic: reading The Odyssey
2. Auditory: listening School House Rock songs
3. Visual: watching video
4. Logical: assessing parts of speech
5. Intrapersonal: working independently
4. Materials
1. Projector
2. Videos
3. Quizzes
4. Comprehension Questions
5. Pencil
V. Assessment and Reflection
1. TTW assess the students’ scores on the pop quiz.
2. TSW assess their understanding of parts of speech as demonstrated on the pop quiz and the
stanza analysis activity.
VI. Closure
1. TSW apply their knowledge of parts of speech to a stanza from The Odyssey demonstrating
their understanding of how parts of speech operate from a real world example.
VII. Relevance
1. Students already use all eight parts of speech on a daily basis and understanding them helps
them to use these words more accurately in both speech and writing.
Name:_____________________________
A. Noun B. Verb C. Adjective D. Pronoun E. Adverb F. Prepositions
1. She went silently into the kitchen and made a healthy lunch.
2. When Jacob left first, they began to talk.
3. Wait! I thought we had to leave now, but I guess we can leave later.
Name:_____________________________
A. Noun B. Verb C. Adjective D. Pronoun E. Adverb F. Prepositions
1. She went silently into the kitchen and made a healthy lunch.
2. When Jacob left first, they began to talk.
3. Wait! I thought we had to leave now, but I guess we can leave later.
Name:_____________________________
A. Noun B. Verb C. Adjective D. Pronoun E. Adverb F. Prepositions
1. She went silently into the kitchen and made a healthy lunch.
2. When Jacob left first, they began to talk.
3. Wait! I thought we had to leave now, but I guess we can leave later.
Lesson Plan Day 12
th
Grade Level: 9 Grade
Subject Area: English 9A
Instructor: Andrea Blanchard
Class Length: 68 minutes
The End of The Odyssey
I. Standards
 RL. 9-10.10: Read and comprehend literature, including stories, dramas, and poems in the
grades 9-10 text complexity, band proficiently, with scaffolding as needed at the high end of
the range.
 RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
II. Objectives
 TSWBAT discuss The Odyssey, its conclusion, and its main themes.
III. Anticipatory Set
 TSW make predictions about how The Odyssey will end.
IV. Input
1. Task Analysis
1. TSW predict how The Odyssey will end and how our main conflicts will be resolved.
2. TSW brainstorm a list of possibilities which a student volunteer will record on the board.
3. TSW discuss possible endings given textual clues.
4. TSW finish reading the two sections of The Odyssey independently.
5. TSW complete their comprehension questions with partners.
6. TSW begin working on parts of speech review sheet.
7. TSW begin working on The Odyssey review sheet.
8. TTW conference with struggling students.
9. TSW ask final outstanding questions on this unit.
2. Thinking Levels
1. Knowledge: TSWBAT discuss key elements of The Odyssey.
2. Comprehension: TSBWBAT discuss why events have been important in the epic poem so
far.
3. Analysis: TSWBAT analyze events in the poem to predict future events.
4. Evaluation: TSWBAT evaluate the text to make predictions.
3. Learning Styles
1. Linguistic: reading The Odyssey
2. Visual: visual brainstormed list
3. Logical: making predictions
4. Intrapersonal: independent reading
5. Interpersonal: work with partners.
4. Materials
1. Textbook
2. Comprehension questions
3. Pencils
4. Lined paper
V. Assessment and Reflection
1. TTW assess students’ predictions to determine their comprehension of the story.
VI. Closure
1. TSW complete their work for this unit independently and begin studying for the test.
VII. Relevance
1. Making predictions is a useful life skill that can be applied to daily life by making predictions
about upcoming events in real life.
Name: __________________________________
Identifying Parts of Speech Review Sheet
Directions: Label the appropriate part of speech above each of the words below.
1. Wow! Spring break is only in one month!
2.
3.
4.
5.
A. Noun
B. Verb
I am going to mountainous Utah for my spring break this year.
C. Adjective
D. Pronoun
Hey, are you going anywhere in April?
E. Adverb
F. Preposition
Spring break will be here soon, and summer will come shortly after.
G. Conjunction
H. Article
I would like to spend my long summer in beautiful Ireland or Greece, but I will
be Grand
I. Interjection
Rapids or Kalamazoo instead.
6. Write a sentence with 3 nouns, 2 verbs, and 2 adjectives and identify each.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
7. Write a sentence with 2 adverbs and 2 pronouns and identify each.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
8. Write a sentence with 6 prepositions and identify each.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
9. Write a sentence with 3 conjunctions and identify each.
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10. Write a sentence with at least 1 interjection and 2 articles and identify each.
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Lesson Plan Day 13
th
Grade Level: 9 Grade
Subject Area: English 9A
Instructor: Andrea Blanchard
Class Length: 68 minutes
Review Day: Parts of Speech and The Odyssey
I. Standards
 RL. 9-10.10: Read and comprehend literature, including stories, dramas, and poems in the
grades 9-10 text complexity, band proficiently, with scaffolding as needed at the high end of
the range.
 RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
II. Objectives
 TSWBAT assess their own mastery over the material covered in this unit by completing the
review sheets over The Odyssey and parts of speech.
III. Anticipatory Set
 TSW present tableaus to the class of the eight most importance scenes from the The Odyssey.
IV. Input
1. Task Analysis
1. TSW draw the name of a scene from The Odyssey out of a bucket.
2. TSW get into groups of students who all drew the same scene and prepare a tableau, or
movie still, to depict their scene.
3. TSW have 7 minutes to prepare their tableau and make nametags for their characters.
4. TSW present their tableaus and their classmates will guess their scene.
5. TSW complete their review sheets for The Odyssey and parts of speech.
6. TSW ask any final questions regarding any material covered in the unit.
2. Thinking Levels
1. Knowledge: TSWBAT identify all eight parts of speech.
2. Comprehension: TSWBAT determine key scenes from The Odyssey as depicted by their
classmates.
3. Application: TSWBAT apply their knowledge of the unit to their review sheets.
4. Analysis: TSWBAT analyze events in The Odyssey to create a tableau.
5. Synthesis: TSWBAT create a tableau based on a scene from their text.
3. Learning Styles
1. Linguistic: Question and answer session about this unit
2. Auditory: Question and answer session about this unit
3. Visual: watching classmates’ tableaus
4. Logical: determining scene based on tableau
5. Intrapersonal: working with others to create tableau
4. Materials
1. Review sheets
2. Pencils
3. Name tags
4. Online timer
V. Assessment and Reflection
1. TTW assess students’ tableaus for comprehension of text.
2. TSW assess their own understanding of the unit by completing the review sheets.
VI. Closure
1. TTW conduct a question and answer session to tie up any loose ends about this unit before
the test.
VII. Relevance
1. Assessing visual clues is a skill students will be able to exercise any time that they view a
television show, a movie, or a play. Practicing this skill in class better prepares them to
utilize this skill outside of the classroom.
Lesson Plan Day 14
th
Grade Level: 9 Grade
Subject Area: English 9A
Instructor: Andrea Blanchard
Class Length: 68 minutes
Unit Assessment: Parts of Speech and The Odyssey
I. Standards
 RL. 9-10.10: Read and comprehend literature, including stories, dramas, and poems in the
grades 9-10 text complexity, band proficiently, with scaffolding as needed at the high end of
the range.
 RI.9-10.4: Determine the meaning of words and phrases as they are used in a text.
II. Objectives
 TSWBAT complete the unit exam on The Odyssey and parts of speech.
III. Anticipatory Set
 TSW ask any last minute questions before completing the unit exam.
IV. Input
1. Task Analysis
1. TSW ask the teacher any last minute questions.
2. TSW complete the four parts of the exam.
3. TSW work quietly and independently at their desks.
2. Thinking Levels
1. Knowledge: TSWBAT recognize key terms, events, and characters from The Odyssey.
2. Comprehension: TSWBAT respond to matching and multiple choice questions.
3. Application: TSWBAT apply their knowledge of epic heroes to the essay prompt.
4. Analysis: TSWBAT analyze the character of Odysseus for the essay prompt.
5. Evaluation: TSWBAT evaluate Odysseus as an epic hero.
3. Learning Styles
1. Linguistic: reading test questions
2. Logical: responding to test questions
3. Intrapersonal: working independently
4. Materials
1. Tests
2. Pencils
V. Assessment and Reflection
1. TTW assess the students’ comprehension of The Odyssey through this final assessment.
VI. Closure
1. TSW complete their unit exams.
VII. Relevance
1. Students will need to demonstrate what they learn in a variety of ways and for a variety of
reasons in the future and assessments emphasize the importance of gaining and retaining
details, facts, and information.
An Odyssey through The Odyssey: The Assessment
Part I: Character Matching
Directions: Match the following characters on the left with their characteristic on the right.
A. Homer
B. Odysseus
C. Zeus
D. Poseidon
E. Athena
F. Calypso
G. Circe
H. Polyphemus
I. Penelope
J. Telemachus
1. _____
2. _____
3. _____
4. _____
5. _____
6. _____
7. _____
8. _____
9. _____
10._____
Son of Odysseus
A Cyclops
Wife of Odysseus
King of gods
A rhapsody or minstrel
Favors Odysseus
An epic hero
Seduces Odysseus
Turns men into swine
Odysseus’ alter ego
Part II: Content Questions
Directions: Choose the best option for each of the following questions.
11. Which of the following is true about Homer?
a. He was a brave soldier during the Trojan War.
b. He was part of the Greek elite.
c. He would have sung most of the Odyssey.
d. He had many affairs with women throughout Greece.
12. What was the cause of the Trojan War?
a. Struggle for land
c.
b. A woman
d.
13. How long did the Trojan War last?
a. It never happened
c.
b. 4 years
d.
14. Which of the following is NOT true about the Greek Gods?
a. They were perfect
b. They lived on Mt. Olympus
c. They interfered in the lives of people
d. They argued
15. In the beginning, who does Homer appeal to?
a. Calypso
c.
b. Athena
d.
16. In the Odyssey, what is Odysseus trying to do?
a. Win the Trojan War
c.
b. Find a deeper meaning to life
d.
Different religions
Food shortage
8 years
10 years
The Muse
Poseidon
Escape Poseidon
Go home
17. For the majority of Part I, who is Odysseus’s audience?
a. King Alcinuous
c. Calypso
b. Athena
d. Telemachus
18. How long is Odysseus kept on Calypso’s island?
a. 20 years
c. 7 years
b. 10 years
d. 3 years
19. Which of the following best describes a person who has just eaten Lotus?
a. Seizures and convulsions
b. Loss of perspectives and priorities
c. Loss of memory
d. Paralysis
20. Odysseus and his men escape Polythemus disguised as what?
a. Sailors
c. Travelers
b. Dogs
d. Sheep
21. Which characteristic best explains Odysseus as he leaves the island of the Cyclops?
a. Humble
c. Exhausted
b. Regretful
d. Arrogant
22. How does Odysseus defeat Circe and release his men from captivity?
a. A magical herb
c. He turns her into a pig
b. Athena’s help
d. He chops off her arm
23. Which basic human quality do the Sirens represent?
a. Anger
c. Ignorance
b. Temptation
d. Hostility
24. Why does Odysseus choose to travel so close to Scylla?
a. He believes he can defeat her
b. Athena tells him to
c. Better to lose 6 men then a whole crew
d. The waters by the Charybdis are too rough
25. Of all of the conflicts in Part I of The Odyssey, which bothers Odysseus the most?
a. The loss at the hand of the Cyclops
b. The empty rows at Ismaros
c. The loss of life due to Scylla
d. The cannibals in the Laestrygonians
26. How do the men justify eating the cattle of the Sun God?
a. They were calling the Sun God’s bluff
b. They didn’t believe in Teiresia
c. It was better to die at sea than starve on land
d. They believed Odysseus could protect them
27. How do Odysseus’s men die at the end of Part I?
a. Poseidon
c. Food Poisoning
b. Zeus
d. Athena
28. How does Odysseus get back to Ithaca?
a. He swims
c. The magic of Athena
b. A boat
d. With the help of a sea nymph
29. How does Athena assist Odysseus in the beginning of Part II?
a. Disguises him as a beggar
c. Leads him to Eumaeus
b. Lets him sleep
d. Shows him images of Penelope
30. Where is Telemachus when Odysseus arrives home on Ithaca?
a. In his bedroom
c. In Sparta
b. In jail
d. Antinous
31. Why can’t Odysseus stay at the Palace Hall?
a. He’d be abused by the drunken suitors
b. Penelope has forbidden any overnight guests
c. They’re out of guests
d. Antinous has banned guests
32. Why is Telemachus suspicious Odysseus?
a. He doesn’t recognize him
c. He fears he may be a god
b. Antinous wanred him
d. Odysseus’s special bow
33. In the end, what happens to Argos?
a. He’s killed by on of Odysseus’s men
b. He dies of natural causes
c. Zeus strikes him down
d. He dies defending Odysseus
34. How does Eurycleia recognize Odysseus?
a. His voice
c. His scar
b. His hair
d. His confession
35. What has Telemachus done in advance to help ensure Odysseus’s victory over the suitors?
a. Poisoned Argos
c. Removed the weapons
b. Booby trapped the bridge
d. Put a drug in the wine
36. How did the suitors respond to Odysseus’s deliberate stringing of the bow?
a. With awe
c. With impatience
b. They didn’t react
d. With anger
37. Who is Odysseus’s first target?
a. Eumaeus
b. Argos
c. Antinous
d. Eruyonomous
38. Where was Penelope during the battle with the suitors?
a. In the garden
c. In the chapel
b. In her room
d. In the kitchen
39. When does Penelope finally recognize Odysseus?
a. When he’s bathed and covered in oil
b. She had always know it was him
c. When he passes her test
d. When he eats
40. What is Penelope’s test for Odysseus?
a. Mentioning his bed had been moved
b. 3 details of their wedding day
c. Service food she’s allergic to
d. Her mother’s maiden name
Part III: Parts of Speech
Directions: Match the underlined words in the sentences below with the letter for the appropriate part
of speech.
A. Noun
B. Verb
C. Adjective
D. Pronoun
E. Adverb
F. Preposition
G. Conjunction
H. Article
I. Interjection
41.
42.
43.
44.
45.
46. 47. 48.
Penelope misses her husband who has been traveling by boat for ten years.
49. 50.
51.
52. 53.
54. 55.
The ugly Cyclops strokes his sheep gently but cannot see them.
56.
57.
58.
59.
60.
Odysseus makes many detours on his way home and meets many terrifying beasts.
61.
62.
63. 64.
Hooray! Telemachus and Odysseus finally meet!
65.
66.
67.
68. 69.
70.
The goddess Calypso wants Odysseus to stay with her and be her lover.
Part IV: Essay Question
Directions: Respond to the following essay prompt on a separate sheet of paper. Be sure to answer the
prompt fully and use at least four direct references to the text to support your opinion. Your answer
should be in complete sentences; eight sentences minimum. The rubric for this essay is included below.
Do you think that Odysseus is an epic hero? Explain. In what ways does he behave like an epic
hero? In which ways does he not? Be sure to reference the seven characteristics of the epic hero
in your response. Does he match your personal definition of a hero? Why or why not.
Rubric (30 points)
_____ / 2 pts. Clearly stated opinion
_____ /20 pts. Four direct references to text
____ 1st reference
____ 2nd reference
____ 3rd reference
____ 4th reference
_____ /5 pts. Answers prompt fully
_____ /3 pts. Appropriate spelling/grammar
* References must clearly support
opinion and relate directly to the
text. Clarity and depth of analysis
are essential.
Name: ___________________________ Hour: ________
An Odyssey through The Odyssey: The Assessment
Part I: Character Matching
1. _____
2. _____
3. _____
4. _____
5. _____
6. _____
7. _____
8. _____
9. _____
10. _____
Part II: Content Questions
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. _____
Part III: Parts of Speech
41. _____
42. _____
43. _____
44. _____
45. _____
46. _____
47. _____
48. _____
49. _____
50. _____
51. _____
52. _____
53. _____
54. _____
55. _____
56. _____
57. _____
58. _____
59. _____
60. _____
61. _____
62. _____
63. _____
64. _____
65. _____
66. _____
67. _____
68. _____
69. _____
70. _____
** Please complete essay on a
separate sheet of paper