Exploring Heroism in The Odyssey Unit

Exploring Heroism in Homer's The Odyssey
Unit Plan with Day-by-Day Lesson Instructions

9th grade English
Ms. Alexandra Calderon
Fall 2014
Table of Contents
Introduction ........................................................................................ Page 3
Goals .................................................................................................. Page 4
Instructional Objectives and Targets .................................................. Page 5
Grade Level and Curriculum Standards ............................................. Page 6
Pre-assessment ................................................................................... Page 9
Unit Sequence .................................................................................... Page 12-70
Lesson 1 ............................................................................................. Page 12
Lesson 2 ..............................................................................................Page 31
Lesson 3 ............................................................................................. Page 35
Lesson 4 ............................................................................................. Page 41
Lesson 5 ............................................................................................. Page 48
Lesson 6 ............................................................................................. Page 51
Lesson 7 ............................................................................................. Page 53
Lesson 8 ............................................................................................. Page 56
Lesson 9 ............................................................................................. Page 61
Assessment.......................................................................................... Page 71
Reflection ........................................................................................... Page 72
Bibliography ....................................................................................... Page 75
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Introduction
The study of literatureof all kindsis an essential part to every student's education. As
English teachers, it is crucial that the literature we select is appropriate, culturally sensitive and
diverse, academically challenging, relevant and interesting to the readers, illustrative of quality
literature that models writing practices and techniques, and, most importantly, thought
provoking. One of the most widespread misconceptions about the English discipline is the
reading is a passive actwhen it most surely is not! Reading is active. It's hard work. It involves
a lot of thinking, which brings us to the conclusion that thinking is also hard. However, thinking
is what we teachers prize above everything: it is what makes us better teachers. It is the goal that
every teacher, no matter their subject, has for every single one of our students: to think. For the
English teachers, good literature, when taught effectively and in an engaging manner, does just
this. It's not necessary for students to love every novel we hand them; just that each piece of
literature gets them to think.
A sample of literature that meets many of the qualities outlined above is one of the oldest
surviving examples of human literature: Homer's Greek epic The Odyssey. There is no disputing
the popularity and wide spread use of this epicit is references across cultures and across
disciplines. It's also not the easiest text to entice young or reluctant readers into. Yet, it is a story
of adventure, romance, monsters, and magic. In the unit I have created, students explore the full
text of The Odyssey in a translated version. The focus of this unit is to get students thinking
about the essential question: What is a hero? As we explored The Odyssey and read about the
cunning Odysseus, students revised and classified this question into more questions they had:
Does a hero have to be a man? How have heroes changed? Why do we have heroes? What makes
a hero?
The activities and lessons included in this lesson guide students through answering these
questions and more. I used student-centered, social-learning activities and proven literacy
strategies to scaffold students' ability to conquer a difficult and old piece of literature. Many
activities rely on discussion and student directed discussion questions. The culminating piece to
this lesson is two-fold: a performance task and essay writing. In the performance task, students
assumed roles of lawyers by defending either Odysseus or the Cyclops Polyphemos, where
students were forced to confront and question the reliability of Odysseus' true heroic nature.
Many students decided that, at least according to our society's values, Odysseus is not a hero.
This realization then led into the final assessment, which was a compare-contrast essay where
students compared Odysseus (as a representative of the ancient Greek hero) to a hero of their
choosing (as a representative of a contemporary hero). Overall, students excelled in both
summative assessments.
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Goals
1. The learner will understand what it means to be a hero. The overarching goal of this
unit is founded in the essential question: What is a hero? The primary goal for this unit is
for students to be able to understand this question, contemplate it, and provide a wellthought out answer to it based on their own personal learning, experiences, and
understandings from the text, activities, and discussions.
2. The learner will appreciate Greek mythology and literature for its differences from
contemporary society and literature. By this, students will be understand how Greek
mythology is different, why we study it, and how we can learn from it. The intent here is
not for students to necessarily enjoy or like classical Greek literature; rather it is for them
to acknowledge and be cognizant of its value.
3. The learner will strengthen their critical thinking skills. Through classroom
discussion, small group explorative activities, and writing exercises, students will hone
and sharpen their critical eye when reading texts. It is crucial that students are not only
able to decode words and comprehend, but that they are able to questions and challenge
what they read.
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Instructional Objectives
By the end of this unit,
Students will be able to explain what they understand a hero to be.

Students will be able to correctly identify and describe 11 of the 13 major gods and
goddesses of Greek mythology.
Students will be able to describe and define 3 of following 3 terms/concepts/people:
Homer, epic poem, epic hero.
Students will be able to correctly identify Roman Numerals 1-10 correctly 90% of the
time.
Students will also be able to engage in discussion about a passage of literature.
Students will be able to identify, characterize, and describe, citing supporting evidence,
for at least 3 of the major characters in the epic.
Students will be able to identify and explain, citing evidence from the epic, for at least 2
of the 3 themes discussed in this unit.
Students will be able to correctly identify, label, and apply the 8 parts of speech 80% of
the time.
Students will be able to interpret a text for what it says at face value as well as what is
said in the undercurrents.
Students will be able to clearly express their ideas and opinions in speech, backing them
with logical reasoning and textual support.
Students will be able to consider multiple perspectives to the same story and be able to
work collaboratively.
Students will be able to work collaboratively with their peers to generate discussion and
meaning.
Students will be able to write persuasively, stating a purpose, and using evidence from
the text to support their reasoning.
Students will understand the writing process and be able to participate in writing
workshop.
Students will produce a piece of writing to submit that identifies a precise claim, supports
it through textual evidence and logical reasoning, maintains a formal tone and style, and
contains an insightful conclusion.
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Grade 9 English Common Core State Standards

Standards for this unit are taken from the Common Core State Standards for Ninth/Tenth Grade
English Language Arts, found at the organization's webpage http://www.corestandards.org/ELALiteracy . There are five sections that standards are divided into: Reading literature, reading
informational text, writing, speaking and listening, and language. This unit covers standards from
four of the five sections.
Reading: Literature
CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in
detail its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple
or conflicting motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United States, drawing on a wide reading of
world literature.
Writing
CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.1.A Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an organization that establishes clear
relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.B Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while pointing out the strengths and limitations of
both claim(s) and counterclaims in a discipline-appropriate form and in a manner that
anticipates the audience's knowledge level and concerns.
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CCSS.ELA-LITERACY.W.9-10.1.C Use words, phrases, and clauses to link the major

sections of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.9-10.1.D Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the discipline in which they are
writing.
CCSS.ELA-LITERACY.W.9-10.1.E Provide a concluding statement or section that
follows from or supports the argument presented.
Speaking and Listening

CCSS.ELA-LITERACY.SL.9-10.1.B Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on key issues, and presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics,
texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.9-10.1.A Come to discussions prepared, having read and
researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B Work with peers to set rules for collegial
discussions and decision-making (e.g., informal consensus, taking votes on key issues,
and presentation of alternate views), clear goals and deadlines, and individual roles as
needed.
CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to
questions that relate the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge ideas and
conclusions.
CCSS.ELA-Literacy.SL.9-10.1.D Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement, and, when warranted, qualify or justify
their own views and understanding and make new connections in light of the evidence
and reasoning presented.
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CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly,

concisely, and logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-LITERACY.SL.9-10.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or appropriate.
Language
CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.9-10.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a
range of strategies.
CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of
a word or phrase.
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Pre-Assessment
In the beginning of the year, freshmen students took two forms of pre-assessment. The first was a
reading comprehension exam. The exam consisted of several passages with multiple choice
questions requesting students to determine word meaning based on context, to summarize main
points of the text, and to identify purpose and intent of the authors. This test grade did not affect
students' grades in class, but more importantly served to inform the teacher about each student's
reading level, stamina, and comprehension skills. This pre-assessment was important in setting
the pace for reading of The Odyssey. It also aided in illuminating common weak areas that many
students could benefit from by a whole-class mini lesson throughout the reading of the first class
text.
The second pre-assessment activity aimed to gauge students' understanding of Greek mythology.
This pre-assessment took the form of an anticipatory set survey where students answered
agree/disagree questions related to universal themes and motifs found in Greek mythology and
especially in The Odyssey. Additionally, students answered matching questionswhich was
ungradedabout the names of the major thirteen Greek gods and goddesses with their
descriptions and powers. This activity spanned a fifteen minute time in class, including
explanation of directions, independent work, and discussion.
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The Odyssey Anticipation Guide

Directions: Read the following statements and rate them on scale of 1-5. Later, as we begin
reading The Odyssey, keep these statements, as well as your responses, in mind.
Strongly Agree 1--------2--------3--------4--------5 Strongly Disagree
Rating:
______ 1.
There's no place like home.
______ 2.
Following the rules is overrated.
______ 3.
Life is unfair.
______ 4.
But all is fair in love and war.
______ 5.
Given the chance, you should always take revenge.
______ 6.
It's more important to save face than to admit the truth.
______ 7.
Absence makes the heart grow fonder.
______ 8.
The best part of going somewhere is the journey.
______ 9.
The best part of going somewhere is the destination.
______ 10.
Karma is real: what goes around comes around.
______ 11.
If women were in charge, there would be no war.
______ 12.
Only the good die young.
______ 13.
There is nothing wrong with a few white lies.
______ 14.
The ends justify the means.
______ 15.
Winning is the most important thing.
______ 16.
Bad people usually get what they deserve.
______ 17.
People should express their feelings and say what they think/feel.
______ 18.
You should never question authority/a leader.
______ 19.
Responsibility is important.
______ 20.
You should take care of your loved ones first, and then worry about others.
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Your Greek Mythology IQ

This "quiz" will test your prior knowledge of Greek mythology. Often we see a lot about Greek
mythology in popular culture, like the movies, TV shows, cartoons, or comics. Take, for
example, the Disney movie "Hercules." You have probably heard the names "Zeus" and "Hades"
before, but how much do you really know about all the rest of the Greek gods and goddesses?
Below, match the Greek god's or goddess's name with the correct description of their power and
realm.
______ 1. Zeus
A. sun god
______ 2. Poseidon
B. queen of the Underworld
______ 3. Hades
C. goddess of wisdom, crafts, and war strategy
______ 4. Apollo
D. supreme god, ruler of the skies
______ 5. Ares
E. god of the sea, horses, and earthquakes
______ 6. Athena
F. goddess of love and beauty
______ 7. Aphrodite
G. ruler of the Underworld, kingdom of the dead
______ 8. Artemis
H. god of music and poetry
______ 9. Hermes
I. god of war
______ 10. Hephaestus
J. messenger of the gods; god of travelers, mischief
______ 11. Persephone
K. goddess of the hunt and maidens
______ 12. Helios
L. god of metal-working and volcanoes
How did you do?

9 12 correct
Great, you're already an expert!
6 8 correct
Pretty good! You're almost there!
Less than 6
You're about the make a number of new acquaintances in high places!
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Unit Sequence
LESSON 1: The Gods and Goddesses of Greek Mythology
I.
II.
III.
IV.
V.
Standards
a. CCSS.ELA-LITERACY.RI.9-10.1 Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from
the text.
b. CCSS.ELA-LITERACY.SL.9-10.1.B Work with peers to set rules for collegial
discussions and decision-making (e.g., informal consensus, taking votes on key
issues, and presentation of alternate views), clear goals and deadlines, and
individual roles as needed.
c. CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting
evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate
to purpose, audience, and task.
Behavioral/Objective: After this lesson, students will be able to correctly identify and
describe 11 of the 13 major gods and goddesses of Greek mythology.
Anticipatory Set: Students will use the first five (5) minutes of class time to take a survey
to test their knowledge of the Greek gods and goddesses.
Objective/Purpose: "Today we are going to learn about some of the major gods and
goddesses of Greek mythology that we will encounter in our reading of The Odyssey. In
pairs, everyone will be assigned a certain god or goddesses to "research" and then report
back to the class on. In this way, you and your partner will be responsible for being our
class expert on whichever god or goddesses you receive."
Input
a. Task Analysis
i. Call class to attention. State objective.
ii. Greek Mythology Survey (5 min)
iii. Check survey answers. Students will use math skills to calculate their
percentage correct. (3 min)
iv. State instructions for activity, assign partner pairs, and pass out materials
(5 min)
v. Model expectations for students as "experts" (5 min)
vi. Students work in pairs to research by reading informational texts provided
(10 min)
vii. Students report and present to class their findings. Class will take notes on
graphic organizer. Teacher will model note taking on the white board or
through a computer attached to a projector. (20 min)
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VI.
VII.
viii. Exit Question: Students will reflect on all of the gods and goddesses and
choose one that they find most interesting. They must explain why. (5
min)
b. Thinking Levels
i. Knowledge: Students will be able to name, describe, and relate their
knowledge of a specific god or goddess in an informal oral report to the
class.
ii. Comprehension: Students will be able to comprehend material presented
in the informational texts and paraphrase information in a way that is
presentable to their peers.
iii. Evaluation: Students will be able to assess the 13 gods and goddesses
under study to appraise which one they find the most interesting through
an internal process of comparison and contrast.
c. Learning Styles or Accommodations
i. Interpersonal: Students will need to work with a peer in order to digest
information from the texts as well as to relay the information to the whole
class.
ii. Visual: Students will be able to see the teacher's notes on the board.
iii. Auditory: Students will be able to hear their classmates relay information.
iv. Accommodations will be made for students with visual or auditory
impairments. The dual presentation of information through student report
(orally) and the teacher's transcription of notes (visual) is intended to aide
students in their access to knowledge.
d. Methods and Materials
i. Methods: demonstration, partner work, visual
ii. Materials needed: Anticipatory set, informational texts on Greek gods and
goddesses, graphic organizer (The Gods of Olympus), lined paper for exit
questions, and a computer and project (optional)
Modeling
a. The teacher will walk students through directions for activity and model
expectations for partner work.
b. The teacher will model how to take notes of students' reported information on the
board or computer/projector.
Checking for Understanding
a. The teacher will ask students if they understand directions, using the thumbs-up
method to gauge responses.
b. Before moving onto the next god/goddess, the teacher will ask the class if there
are any questions and/or if they are ready to move on (choral response).
c. The teacher will move about the room during work time to assist with partner
work or answer specific questions.
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VIII.
IX.
X.
Guided Practice
a. Students will witness the teacher's modeling of the activity, instructions, and
expectations.
Independent Practice
a. Students will work with a partner.
Closure
a. Evaluation: Students' informal oral report to the class will be evaluated for
accuracy and inclusion of all required information. The teacher may also use
observation and checks-for-understanding to gauge student attainment of
information.
b. Exit Question: Students will turn in their exit slips as they leave class. This will
serve as a formative assessment.
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Informational Texts on Greek Gods and Goddesses

Zeus
(Zoos)
God of the Sky
Description: King of the Greek gods, Zeus ruled the sky from his throne on Mount Olympus. He
is the youngest of the titan Kronos' 6 children: his brothers include Poseidon and Hades, and his
sisters are Hera, Demeter, and Hestia. According to mythology, Zeus ruled over his unruly
family of Olympians while they bickered and fought and got jealous of each other. Zeus always
had an eye for beautiful women, which often got him in trouble with his wife, Hera (yes, who is
also his sister). A less-than-stellar father figure, Zeus once tossed Heras son Hephaestus off the
top of Mount Olympus because the baby was too ugly. A few of his demigod children include
Perseus and Heracles (Hercules).
Symbols: Eagle and lightning bolt
Roman name: Jupiter
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Hera
(Hair-ah)
Goddess of Marriage, Mothers and Families

Description: Its tough to be the goddess of marriage in a family where everyone cheats on
everybody. Hera is queen of the Olympians as she is married to her brother Zeus. A very jealous
goddess who resents her husband's unfaithfulness, she often transforms herself into birds in
many Greek myths in order to spy on Zeus or his lovers. Hera has no patience with demigods,
the children of godly affairs (especially Zeus'). She was the enemy of Heracles (Hercules) and
many others, though she did have a soft spot for mortal heroes, like Jason.
Symbols: cow (the most motherly animal no comments, please!) and the peacock
Roman name: Juno
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Poseidon
(Po-sigh-dun)
God of the Sea

Description: As ruler of the sea, Poseidon is a changeable god, just like the ocean, and he
can be violent or calm. The ancient Greeks attributed hurricanes, tsunamis, and earthquakes
to Poseidon's wrath. Because of this, he is sometimes nick-named Earthshaker. However, he
also created horses out of foam. Like his brother Zeus, Poseidon had many affairs with
goddesses and mortal women. Theseus was his most famous demigod son.
Symbol: Three-pointed trident
Roman name: Neptune
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Demeter
(Duh-mee-ter)
Goddess of Agriculture
Description: Demeter was one of the quieter goddess. As long as the crops were growing
and the farmers were happy, Demeter was content. But dont underestimate her importance.
Demeter was essential to the ancient Greeks' harvest. One of the most famous stories about
Demeter tells of how her daughter, Persephone, was kidnapped by Demeter's brother, Hades,
and taken to the Underworld. When Hades stole her daughter Persephone, Demeter stopped
all plants from growing, and people started starving. Demeter and Hades finally worked out
an agreement though that allowed Persephone to spend half of the year with her mother and
the other half of the year with her uncle-husband-kidnapper Hades in the Underworld. As
part of her mourning, Demeter would only allow the crops to grow when Persephone was
with her. Thus, the seasons were created and explained.
Symbol: Torch, Corn plant
Roman name: Ceres
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Ares
(Air-eez)
God of War
Description: God of war, Ares is the proud and cruel son of Zeus and Hera. He is
inseparable from his shield and helmet. He loves battle, has immense strength, but tends to
lack the smarts for war tactics and strategy, preferring more of the brute strength approach..
During the Trojan War, Ares fought on the side of the Trojans. In many myths, Ares is
quick to anger, rash, and impatient, but he also has a softer side as he and Aphrodite are
lovers.
Symbol: A bloody spear (his weapon of choice) and a wild boar
Roman name: Mars
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Athena (Ah-thee-nah)
Goddess of Wisdom, War Strategy, and Crafts

Description: On Mt. Olympus, Athena was the intelligent god/goddess. She was even born
straight from Zeus' head. The story goes that Zeus had a splitting headache and had to have
Hephaestus split his head open with an axe to relieve the pain, and out stepped Athena, fully
grown.
According to mythology, Athena was one of the most active goddesses in human affairs.
She helped out Odysseus, sponsored the entire city of Athens (thus the name) and made sure
the Greeks won the Trojan War. On the downside, shes proud and has a big temper. Just
ask Arachne, who got turned into a spider for daring to compare her own weaving skills to
Athenas. Therefore, Athena, while also being very smart and tactful, is also dangerously
proud (like many of the gods though). A distinguishing trait of Athena is her grey eyes, and
because of this she is often referred to as Bright Eyes or Grey Eyes.
Athena invented many things, including the chariot and the loom. She granted mankind the
olive tree. As one of the most popular goddesses, she often had a soft spot for mortal heroes
who used their brains, like Odysseus.
Symbol: The owl and the olive branch/tree
Roman name: Minerva
Apollo
(Ah-paul-oh)
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God of archery, music, poetry, prophecy,

medicine, and later on the god of the sun.
Description: Apollo was into everything, from music to medicine, probably because he
thought he was better at everything than anyone else. When the old sun god Helios retired,
Apollo took over that job too, though he was mostly thought of as the god of poetry and
music. Apollo didnt take criticism well. One time he asked King Midas to judge a contest
between him and Pan, and when Midas decided Pans music was better, Apollo gave the
king donkey ears.
Handsome and talented, Apollo is the twin brother of Artemis. Apollo is the patron of
archers and he created music. He is often depicted in art with his lyre (like a small harp).
Symbol: the lyre and the laurel wreath
Roman name: Apollo
Artemis
(Ar-tem-iss)
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Goddess of the moon, the hunt, and young maidens

Description: Artemis vowed to always be a maiden and therefore always appears as a
regular mortal girl of about twelve or thirteen in Greek myths. But dont let that fool you:
Artemis is deadly with her bow, and doesnt suffer fools, especially male fools. Unlike most
of the Greek gods, Artemis does not reside on Mt. Olympus. Instead, she travels and lives
with a group of young, unmarried girls who have shunned men. Artemis and her followers
roam the wilds as a band of maidens, perfecting their skills of hunting with bows and arrows
and taking out unruly men. For example, one story tells of a male hunter who tried to spy on
Artemis while she was bathing. As punishment, the goddess turned him into a deer and her
hunters tracked him down and killed him (Imagine an immortal, very deadly Girl Scout
troop, on a permanent camp out, hunting monsters. Dont get in their way, and dont try to
flirt with them).
Artemis is commonly known for her eyes which are silver like the moon, and she tends to
dress in white and silver.
Symbol: The moon, the deer
Roman name: Diana
Hephaestus
(Huh-fess-tus)
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God of blacksmiths and fire

Distinguishing Features: Poor Hephaestus was ugly from birth, but he didnt get any
prettier when his parents (Zeus and Hera) chucked him down the side of Mount Olympus,
making him a cripple forever after. Hes not much to look at, but hes clever with his hands
since he works in the forges creating armor and weaponry.
The Olympians made Aphrodite marry him, thinking that it would settle her down, but that
didnt work out too well. Hephaestus is a jealous husband, always on the lookout for that
scoundrel Ares and anyone else who might want to flirt with his wife (which is basically
every man with a pulse).
Hephaestus is known for his ugly face, scraggly beard, and massive powerful hands.
Symbol: The anvil and hammer
Roman name: Vulcan (no Star Trek jokes, please)
Aphrodite (-fro-d-tee)
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Goddess of Love and Beauty

Description: Aphrodite is the most beautiful goddess, and very vain because of it. It's hard
to be specific about her beauty because Aphrodite could change her appearance to become
whatever you find most beautiful.
Aphrodite wasnt afraid to use her beauty to get what she wanted, either. In the story of the
Judgment of Paris, Zeus appointed Paris, a prince of Troy, to decide the fairest goddess
between Aphrodite, Hera, and Athena. Each goddess tried to bribe him, Hera offering to
make him a King of all Europe, Athena offering undefeatable skill in battle, and Aphrodite
offered him the most beautiful mortal woman in the world as his bride. Paris,
unsurprisingly, chose Aphrodite, and as promised, Prince Paris received the most beautiful
mortal woman in the world (Helen of Troy). When he got Helen for his wife, it started the
Trojan War and thousands died, but hey, at least Aphrodite got what she wanted!
Though Aphrodite is married to Hephaestus, her main boyfriend is Ares.
Symbol: the dove (which is odd, since its a symbol of peace and Aphrodite started a war)
Roman name: Venus
Hermes
(Her-meez)
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God of the Roadways, Travelers, Merchants and

Thieves
Description: Hermes watches over all who use the roads and are involved in commerce. A
son a Zeus, Hermes could talk when he was only a baby, and he got started young as a
troublemaker. When he was one day old, he snuck out of his crib and stole some cattle from
his brother Apollo. Apollo probably wouldve blasted the young tyke to bits, but fortunately
Hermes appeased him with a new musical instrument he created called the lyre. Apollo
liked it so much he forgot all about the cows. The lyre made Apollo very popular with the
ladies, which was more than he could say about the cattle.
Hermes used his speedy winged sandals to deliver messages for the gods. He carries a
caduceushis symbol of powerwhich is a winged staff with two snakes entwined around
it. Today it is the symbol for medicine and hospitals.
Symbol: the caduceus

Roman name: Mercury
Dionysus
(D-oh-n-sus)
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God of Wine
Description: Dionysus was born a mortal. When he invented wine, which so impressed his
father Zeus, Zeus promoted Dionysus to god. Dionysus mostly spent his time partying it up
in ancient Greece. He is known for his debauchery and nonsense. Once a crew of sailors
tried to kill him, thinking the god was too incapacitated to fight back. Dionysus turned them
into dolphins and sent them over the side. He also once led a drunken army to India where
he captured some tigers. Overall though, Dionysus was a minor god and didn't play too large
of a part in many myths.
Symbol: the grape vine and wine
Roman name: Bacchus
Hades (Hay-deez)
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God of the Underworld

Description: Hades is best known for the romantic way he won his wife, Persephone: He
kidnapped her. Hades is technically not an Olympian because he has no throne on Mt.
Olympus, but he was given the Underworld to rule when the gods took over the world from
the Titans. Hades oversees the souls of the dead and all the riches under the earth. He also
guards the pit of Tartarus where the Titans and horrible monsters were imprisoned. His
servants include the three Furies, Charon the ferryman of the dead, and the three-headed dog
Cerberus.
As ruler of the kingdom of the dead, Hades is often thought of as evil, but that is not always
entirely true in Greek mythology. However, he is said to wear black robes sewn from the
souls of the damned and sits on a throne of bones. Just as his brothers, Zeus and Poseidon
have magical objects (being lightning bolts and the trident), Hades has a Helm of Darkness,
which, according to myth, allows him to become invisible.
Symbol: the Helm of Darkness

Roman name: Pluto
The Gods of Olympus

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Greek god: Zeus
god of:
Symbol:
Distinguishing Traits:
Greek goddess: Hera
goddess of:
Symbol:
Greek god: Poseidon
god of:
Symbol:
Greek goddess: Demeter
goddess of:
Symbol:
Greek god: Ares
god of:
Symbol:
Greek goddess: Athena
Symbol:
goddess of:
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Greek god: Apollo
god of:
Symbol:
Greek goddess: Artemis
goddess of:
Symbol:
Greek god: Hephaestus
god of:
Symbol:
Greek goddess: Aphrodite
goddess of:
Symbol:
Greek god: Hermes

Symbol:
god of:
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Greek god: Hades
god of:
Symbol:
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LESSON 2: Introduction to Homer's The Odyssey

I.
II.
III.
IV.
V.
Standards
a. CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural
experience reflected in a work of literature from outside the United States,
drawing on a wide reading of world literature.
b. CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
Behavioral/Objective: After this lesson, students will be able to describe and define 2 of
following 3 terms/concepts/people: Homer, epic poem, epic hero.
Anticipatory Set: Students will use the first 5 minutes of class to rate their level of
agreement on 20 thematic statements regarding universal themes related to The Odyssey.
This will get them thinking about some of the themes we will encounter in the epic and
prime them for some of the characters, conflicts, situations, and topics we will discuss.
Objective/Purpose: Today we are going to use our knowledge of the ancient Greek gods
and goddesses to help us understand the backdrop of The Odyssey.
Input
a. Task Analysis
ii. Warm up/Do It Now (Grammar) on parts of speech (10 min)
iii. Anticipatory Set discussion (5 min)
iv. PowerPoint Mini-Lecture and Discussion
1. Hand out note sheet to students
2. Before going to each slide with the answer, ask students to
contemplate the following questions on the Introduction to The
Odyssey Note Sheet:
a. What is a myth? What is an epic poem? Who was Homer?
b. The teacher will conduct the mini-lesson including
pertinent information that students will need to know to
prepare them for the epic. Students should take note of all
of the information. (10 min)
3. PowerPoint Review: Use the projector to show images/pictures of
the gods and goddesses the students learned about yesterday. Ask
the students to name and describe the gods/goddesses. ( 5 min)
v. Pass out copies of The Odyssey to students. Have students record their
book number next to their name on the Book Log Sheet. (5 min)
vi. Read Aloud Chapter (Book) 1: The teacher will begin reading Book 1
aloud to the class, with students following along in their copies. The
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VI.
VII.
VIII.
IX.
teacher should stop periodically to offer explanation, ask questions, or

share her thoughts as a proficient reader. (15 min)
b. Thinking Levels
i. Knowledge: Students will rely on their knowledge of what was learned in
the previous lesson about the Greek gods and goddesses.
ii. Synthesis: Students will combine their learning from the previous lesson
to hypothesize about the questions asked in this current lesson.
i. Visual: Students will be able to see information and images projected at
the front of the class.
ii. Auditory: The teacher will present visual information in an auditory form
as well.
iii. Accommodations will be made for students who have visual impairments
or have fine motor skill deficiencies. In such cases, students will be
allowed to sit closer to the front of the class and/or permitted more time
and/or extra space to take notes.
i. Methods: Lecture, recall, modeling of reading process
ii. Materials: Class set of The Odyssey, computer with connected projector,
note sheet
Modeling
a. The teacher will model how she thinks when she reads.
b. The teacher will model how to take notes and what is expected of students.
a. The following questions will be used to check for understanding:
i. What is a myth? What is an epic poem? What is an epic hero? Who was
Homer?
ii. Who is this god/goddess? What are they in control of? What else do we
know about them?
b. In addition to these questions, the teacher will also use oral and visual cues to
assess understanding such as choral response and thumbs-up.
Guided Practice
a. The teacher will guide students through the mini-lesson, explaining how to take
notes, which pieces of information are pertinent, and by guiding their responses
and hypotheses.
b. The teacher will also guide students through the first chapter of the epic, modeling
how to read for important information and a good readers thinking process.
a. Students will practice their reading processes at home by reading that nights
reading homework.
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X.
Closure
a. Evaluation: Observation, classroom discussion, note taking, and participation
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Introduction to Homer's The Odyssey
Directions: Take as detailed as notes as possible during this introductory lesson into The Odyssey. The
questions below will help you throughout the later unit on The Odyssey and may even appear on later
quizzes or exams.
I.
II.
What is an EPIC poem?
Describe an epic hero.
III.
Who was Homer?
IV.
What is the main topic of The Odyssey?
V.
VI.
VII.
Which gods and goddesses can we expect to meet in this epic poem?
Use the space below to jot down a brief plot summary.
What are some themes or types of conflict we may encounter in The Odyssey?
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LESSON 3: The House of Odysseus and the Market Place of Ithaca

I.
II.
III.
IV.
V.
Standards
a. CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.
b. CCSS.ELA-Literacy.SL.9-10.1.a Come to discussions prepared, having read and
researched material under study; explicitly draw on that preparation by referring
to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
c. CCSS.ELA-Literacy.SL.9-10.1.c Propel conversations by posing and responding
to questions that relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge
ideas and conclusions.
d. CCSS.ELA-Literacy.SL.9-10.1.d Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement, and, when warranted, qualify
or justify their own views and understanding and make new connections in light
of the evidence and reasoning presented.
Behavioral/Objective: After this lesson, students will be able to correctly identify Roman
Numerals 1-10 correctly 90% of the time. Students will also be able to engage in
discussion about a passage of literature.
Anticipatory Set: The teacher will ask students to share their first impressions of the epic
and last nights reading with a partner. As a pair, students will generate excitement and
clarify misconceptions.
Objective/Purpose: Today we are going to study Roman Numerals, and, afterwards, we
will discuss the first two chapters of the epic in order to discern what is going on.
Input
a. Task Analysis
ii. Warm up/Do It Now (Vocab and Roman Numerals) (10 min)
iii. First Impressions. Ask students to share their initial thoughts and feelings
of the reading from yesterday and last night. Students should share with a
neighbor first then as a whole class. (10 min)
iv. Discussion. Explain how discussion will run and encourage students to
bring their own questions to the table. Some questions to consider for
discussion: (20 min)
1. Describe Odysseus. What do we know about him so far? Is he
well-liked by other characters? Why or why not?
2. What do we know about Telemachos so far?
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VI.
VII.
VIII.
IX.
X.
3. What happened at the market place?

4. Why did Telemachos invite the stranger in?
5. Why did Athena use a disguise?
v. Reading Time. Students may have the remaining portion of class to
silently read The Odyssey.
b. Thinking Levels
i. Knowledge and Comprehension: Students will need to use their
knowledge and comprehension of events from the first two chapters in
order to participate in discussion.
ii. Analysis: Students will examine events and characters from the epic in
order to decide if Odysseus is well-liked, who characters are, and what the
motives of certain characters are.
iii. Synthesis: Students will generate questions based on the reading and the
discussion in order to take an active role in their learning and propel
discussion and learning.
i. Interpersonal: Students will engage in a large group discussion on the epic.
ii. Intrapersonal: Students will be able to reflect inwardly and direct their
own learning at the end of the hour during Reading Time.
i. Methods: Discussion, silent reading, discussion questions
ii. Materials: books, discussion questions study guide
Modeling
a. The teacher will model how discussions will work by posing example questions
and scenarios.
a. The teacher will use various modes of checks during the large group discussion to
assess if students are ready to move on to the next discussion topic.
Guided Practice
a. The teacher will guide students through the large group discussion.
a. Students will use independent practice during reading time to strengthen their
reading speed, stamina, and comprehension.
Closure
a. Evaluation: Discussion, observation
b. Exit Question: Make a prediction about something you read that you think will
happen or come true. Back up your prediction with a reason.
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Discussion Questions for Homers The Odyssey

*Please note that none of these questions are required homework! However, it is to your benefit
to consider these questions before, during, and after you read each book from The Odyssey as
these questions may reappear in class discussions, activities, quizzes, or exams.
Book 1:
1. How is Odysseus described in book 1? Is he well-liked by other characters? By the gods?
Cite evidence.
2. Which of Odysseus qualities and values seem most admirable to you?
3. Why can't Odysseus make it home? What or who prevents him?
4. Why do you think it's important to Telemachos that a stranger/visitor is not left standing
at the door?
5. Do you think Telemachos believes his father is alive? Why or why not?
Book 2:
6. Describe the situation with the suitors.
7. What do you think about the situation with the suitors? What would you do if you were
Penelope or Telemachos?
8. Why is Athena bent on helping Telemachos? How does she assist and guide him?
Book 3:
9. What happened between Agamemnon and his wife, Clytaimnestra? How is she different
from Odysseus's wife, Penelope?
10. How is Telemachos received by Nestor?
Book 4:
11. What does Menelaos learn about Odysseus from the Old Man of the Sea?
12. In what ways is Penelope depicted as strong? How is she also depicted as weak?
13. Why is Penelope described as the "true hearted" (61)?
Book 5:
14. What is Odysseus doing when we first meet him? Why is he doing this?
Book 6:
15. Why is it important for Odysseus to enter the Phaician city after the girls?
Books 7 & 8:
16. Why does everyone give offerings to the gods? What is the purpose?
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17. Explain the phrase "the stranger's due that is right and proper" (95). What does it reflect
about ancient Greek culture?
18. Odysseus still has not told King Alcinoos and the Phaician people his name. Why do they
continue to treat him as an honored guest without even knowing who he is?
19. What might be a moral or lesson from the song about Aphrodite, Ares, and Hephaestus?
Book 9:
20. Odysseus is wanted as a husband by many women (Calypso, Circe, Nausicaa), but he
refuses them, saying he must be loyal to his wife. In your opinion, is Odysseus actually
being loyal to Penelope?
21. How does Odysseus get in trouble for expecting hospitality out a Cyclops?
22. How does Odysseus escape the Cyclops?
23. How does Odysseus outwit Polyphemos?
24. Why does Odysseus yell back and mock Polyphemos once he is on his ship? Do you
think it was wise of him to do this? Explain.
25. How does knowing someone's name (identity) give another person power over them?
Book 10:
26. How is Odysseus responsible for his men, both by saving them but also for placing them
in danger?
27. Why do Odysseus's men follow and listen to him?
28. What qualities has won Odysseus his men's loyalty?
29. Would you follow Odysseus to the ends of the earth? Explain.
Book 11:
30. Name three ghosts that Odysseus sees when he ventures to the land of the dead.
31. What warning does Teiresias give Odysseus? (about the cattle of the sun god Helios)
32. How are the ghosts of the women and wives represented? Or, how does Odysseus
describe them? What are their accomplishments in life?
Book 12:
33. What do you think about the crews decision to ignore the warning from Teiresias?
34. Did the men deserve to die? Why or why not?
Book 13:
35. How does Poseidon punish the Phaicians for helping Odysseus? Why does Poseidon do
this?
36. What does Athena disguise Odysseus as once he reaches Ithaca?
Book 14:
37. There are many characters who claim to be loyal (Odysseus, Penelope, the Swineherd).
Are all or any of these characters truly loyal? How so?
38. What is the Swineherd's relation to Odysseus' house and family?
Book 15:
39. How are women represented in this chapter? How are they represented throughout the
whole epic?
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40. What is the first omen? How is it interpreted?

41. What does the second omen involving the falcon and the dove mean?
Book 16:
42. When Odysseus reveals himself to Telemachos, why does Telemachos first doubt it is
really his father?
43. Why does Telemachos doubt his father's plan to take out the suitors will work?
44. Why does Odysseus want his return home kept a secret?
Book 17:
45. How does Argos (the dog) react to Odysseus?
46. How is the ancient Greeks' treatment of beggars similar to our treatment of homeless
people? How is it different?
47. Describe Antinoos.
48. Describe Odysseus' encounter in his own house after being gone for 20 years.
Book 18:
49. Contemplate the quote, "Of all creatures that breathe and move upon the earth, nothing is
bred that is weaker than man" (206).
Book 19:
50. How did the old nurse, Eurycleia, recognize Odysseus in disguise?
51. What does Odysseus' name mean?
Book 20:
52. Why does Athena interfere with the suitors by making them act rudely towards Odysseus
and Telemachos?
Book 21:
53. What roles do women fill in the text? Think about how they are represented and what
duties they perform.
54. What is Odysseus' plan to take out the suitors?
55. Do you think Penelope is a good example of a strong female role model? Why or why
not?
56. What happens at the end of this book?
Book 22:
57. Why does Odysseus kill the supplicant (the man who begs for his life)? Should he have
done this?
58. Odysseus smiles for the first time in the ENTIRE epic! Why do you think he smiles at
this moment?
59. What is one lesson/moral that comes from this chapter?
60. How are disloyal women treated, represented, or described in the epic? What
punishments do they receive for being disloyal?
61. Odysseus is very violent in this chapter. Do you think he resorts to unnecessary violence?
How does this compare to our image of him as a Greek hero?
Book 23:
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62. Why is Penelope doubtful that Odysseus has really returned? What does this say about
her character?
63. How does Penelope test her husband?
Book 24:
64. We finally meet Odysseus' father, Laertes. Describe him (his appearance and
personality).
65. Why are the townspeople of Ithaca outraged? What do they want to do?
66. Who do you think was in the right, Odysseus or the townspeople? Why?
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LESSON 4: Characters in The Odyssey

I.
II.
III.
IV.
V.
Standards
a. CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to
the text.
b. CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those
with multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
Behavioral/Objective: After this lesson, students will be able to identify, characterize, and
describe, citing supporting evidence, for at least 3 of the major characters in the epic.
Anticipatory Set: The teacher will ask students about their favorite character so far.
Students should raise their hand to share with the class. The teacher may also choose to
use a vote method to see which character(s) are the most popular with students at this
point. Further questions to prompt student thinking may be used such as, Why is he/she
your favorite? What qualities do you value in ____?
Objective/Purpose: "Today we are going to explore a few of the major themes in The
Odyssey. Our goal is to be able to fully explain and support at least two of the three
themes we will discuss with evidence from the epic and sound reasoning."
Input
a. Task Analysis
i. Call class to attention.
ii. Warm up/Do It Now: Students will have five (5) minutes of class time to
complete the DIN. Then teacher and students will check answers together
orally. Also, introduce Vocabulary 3. (10 min)
iii. Quiz 1. Pass out materials and give instructions. (Approx. 15-20 minutes)
iv. Anticipatory Set (2 min): Students will respond to the following question
in writing: Who is your favorite character so far? Why?
v. State objective.
vi. Discussion: Following this, the teacher and class will discuss the reading
homework, asking for volunteers to share their questions from the
anticipatory set. Discussion may also address questions on the quiz, or
other concerns or points raised by students. (15 min)
vii. Pass out Character Chart. Model one character entry on the board with the
class. Students have the remaining class time to either 1) work on the
character chart, or 2) begin reading tonight's homework.
viii. At the end of class, students will turn in the DIN.
b. Thinking Levels
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VI.
VII.
VIII.
IX.
i. Comprehension and Application: Students will have to rely on their

understanding of events and characters in the epic in order to perform the
activity.
ii. Analysis and Evaluation: Students will compare and contrast characters in
different situations that arise in the epic. They will then need to interpret
what the text says implicitly in order to discern character motives,
personality traits, roles in the epic, etc.
i. Interpersonal: Students will have the scaffolding of working with peers, in
order to synthesize information and generate ideas and conclusions about
characters.
ii. Intrapersonal: Students will quiet time to reflect inwardly and organize
their thoughts and learning.
iii. Accommodations will be made for students who may require more time
on quizzes or may benefit from a quieter work area with less distractions.
i. Ways of presenting: demonstration, group work, individual work
ii. Materials needed: Quiz, Character Chart, lined paper, books
Modeling
a. The teacher will model how the Character Chart is to be filled out. will function
as well as what each student needs to produce at each station.
a. The teacher will ask students if they have questions about the instructions for the
quiz and/or character chart.
b. The teacher will move about the room to further check for understanding and
address any confusion as needed while students are working on the character
chart.
c. Further questions that may be used to check for understanding are as follows:
i. What is Odysseus like? Do other characters like him or not? Why?
ii. What do we know already about Telemachos? How would you describe
him?
iii. Which characters have we not met yet?
Guided Practice
a. The students will be able to rely on the others in their neighbors to comprehend
directions or characters in the epic.
b. Students may choose to work with a partner quietly during the latter half of class.
c. The teacher will guide students through the expectations of the activity.
a. Students will be able to reflect on their status in the epic during class by writing
down a question they have about the epic.
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X.
b. Students may choose to work individually during the latter half of class time.
Closure
a. Evaluation: Reading Quiz
b. Exit Question: What was the most confusing part of last night's reading? This
will help the teacher assess where confusions lie and if there are any holes in the
instruction of the material.
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The Odyssey Character Chart

Name
Personality Traits
Physical Description
Major Roles in
Epic
Other Facts
Odysseus
Telemachos
Penelope
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Antinoos
Agamemnon
Menelaos
Nestor
Name
Personality Traits
Physical Description
Major Roles in Epic
Other Facts
Calypso
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Circe
Alcinoos
Arete
Nausicaa
Proteus
Polyphemos
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Eurycleia
Eumaois
Laertes
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LESSON 5: Thematic Stations

I.
II.
III.
IV.
V.
Standards
a. CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to
the text.
b. CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text
and analyze in detail its development over the course of the text, including how it
emerges and is shaped and refined by specific details; provide an objective
summary of the text.
c. CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those
with multiple or conflicting motivations) develop over the course of a text,
interact with other characters, and advance the plot or develop the theme.
d. CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting
evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate
to purpose, audience, and task.
Behavioral/Objective: After this lesson, students will be able to identify and explain,
citing evidence from the epic, for at least 2 of the 3 themes discussed in this lesson.
Anticipatory Set: Students will respond to twenty (20) statements that relate to various
universal themes.
Objective/Purpose: Today we are going to explore three themes from the chapters we
have read so far.
Input
a. Task Analysis
ii. Anticipatory Set: Use 5 more minutes of class time to ask for volunteers to
share a few of their responses to the statements.
i. Give instructions on how the activity will run in stations and what is
expected of the students. The teacher should model how she/he would
rotate through the stations. (5 min)
ii. Activity: Thematic Stations (30 mi)
1. Students will rotate from station to station, staying in their small
groups. Each station will have a prompt for students to think about
and discuss within their group. Groups will have 10 minutes at
each station.
2. Station 1: Loyalty and Betrayal
48 | P a g e
VI.
VII.
a. What happened between Agamemnon and his wife,

Clytaimnestra? How is she different from Odysseus's wife,
Penelopeia? Create a Venn Diagram comparing the two
Greek women.
3. Station 2: Conflict
a. There is already a lot of turmoil going on in ancient Greece
and especially in Ithaca. Identify three different types of
conflict that you see happening in the Odyssey and explain
them.
4. Station 3: Honor and Family
a. Telemachos is now 20 years old. His father, Odysseus, has
been gone for 20 years. This means that Telemachos has no
memory of ever meeting his father. Do you think that
Telemachos really believes his father is still alive and
returning home? Hypothesize what might be going through
Telemacho's mind by writing a journal entry in his diary
with your group. The diary entry should be at least 5
sentences long.
iii. Clean up (5 min)
iii. Exit Question: Students will reflect on one station from the activity,
responding in writing, about something new they realized or learned about
the epic or about a specific character. (5 min)
b. Thinking Levels
i. Comprehension and Application: Students will have to rely on their
understanding of events and characters in the epic in order to perform the
activity.
ii. Synthesis: Students will compose a diary entry as if they were one of the
characters in the epic.
iii. Analysis and Evaluation: Students will compare and contrast two
characters and situations. They will then need to interpret and defend one
character's actions while criticizing another.
c. Methods and Materials
i. Ways of presenting: demonstration, group work, individual work, creation
ii. Materials needed: prompts for each station, lined paper, books
Modeling
a. The teacher will model how the stations will function as well as what each student
needs to produce at each station.
a. The teacher will ask students if they have questions about the instructions for the
stations.
49 | P a g e
VIII.
IX.
X.
b. The teacher will move about the room to further check for understanding and
address any confusion as needed.
Guided Practice
a. The students will be able to rely on the others in their group/station to
comprehend directions, the prompt, or thematic ideas in the epic.
b. The teacher will guide students through the expectations of the activity.
c. The teacher will guide students through rotation of the activity, alerting students
to time remaining and when to move on.
a. Students will work independently on the task at each station, although they are
encouraged to talk through their ideas with one another.
b. Students will be able to reflect individually at the end of class.
Closure
a. Evaluation: Students will submit all of their work at the end of the hour. This will
be assessed for completeness, ideas, and fulfillment of the objective.
b. Exit Question: This will serve to force the students to reflect on learning as well
as offer the teacher a way to assess what students are really learning and identify
any misconceptions or confusions early on.
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LESSON 6: Grecian Games and Grammar

I.
II.
III.
IV.
V.
Standards
a. CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.
b. CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
Behavioral/Objective: After this lesson, students will be able to correctly identify, label,
and apply the 8 parts of speech 80% of the time.
Anticipatory Set: Warm up/Do It Now on parts of speech
Objective/Purpose: Today we are going to go conduct an in-depth study of the parts of
speech using a Grecian styled game from The Odyssey.
Input
a. Task Analysis
ii. Warm up/ Do It Now (Grammar) on parts of speech (10 min)
iii. Mini-Lesson One Sentence Grammar Activity (10 min)
iv. Group Work: Students will work with a partner to choose one sentence
from the epic to label the parts of speech. Afterwards, groups will share
with the class their sentence and how they labeled the parts of speech. (10
min)
v. Grecian Grammar Game: Students will be put into teams (approx. 4-5
teams). The teacher will project a sentence onto the white board. Students,
in their teams, will need to
1. identify the missing words part of speech, or
2. label the bolded/underlined words part of speech, or
3. create an example of the designated part of speech. (20-30 min)
vi. Exit Question: Which part of speech is the most difficult to understand
and/or identify for you?
b. Thinking Levels
i. Knowledge and Comprehension: Students will need to identify and label
the various parts of speech.
ii. Application and Synthesis: Students will need to construct a sentence
given the instructions and parameters of which parts of speech to use.
51 | P a g e
VI.
VII.
VIII.
i. Visual: Students will be able to visually access information from the

projector.
ii. Interpersonal: Students will be required to work collaboratively with their
teammates and/or partners to complete the activity successfully.
i. Methods: Mini-lesson, visual, collaborative learning, group work
ii. Materials: Computer with connected projector
Modeling and Guided Practice
a. Modeling: The teacher will model on the board/through the projector how to label
the parts of speech in a sentence (I do).
b. Guided Practice: The teacher will walk through the process of labeling parts of
speech with the entire class (We do).
c. Independent Practice: Lastly, the students will work together to complete the
activities (We/I do).
a. The teacher will use choral response and thumbs-up to quickly check for
understanding with a large group.
b. Students group responses will also serve to inform the teacher of their
understanding and grasp on the material.
Closure
a. Evaluation: Observation, team work
b. Exit Question: Students will create their own sentence and label its parts of
speech.
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LESSON 7: Odysseus Whirlwind of Adventures

I.
II.
III.
IV.
V.
Standards
a. CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
b. CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
c. CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
d. CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9-10 reading and content, choosing flexibly from a range
of strategies.
e. CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's
position or function in a sentence) as a clue to the meaning of a word or phrase.
f. CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
Behavioral/Objective: After this lesson, students will be able to interpret a text for what it
says at face value as well as what is said in the undercurrents.
Anticipatory Set: Students will contemplate the question, What does it mean to be
loyal?
Objective/Purpose: Today we are going to discuss what it means to be loyal and to be
responsible.
Input
a. Task Analysis (Intended to span 2 days)
ii. Warm up/Do It Now (10 min)
iii. Quiz 2 (15 min)
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iv.
VI.
VII.
LG Discussion on reading using a combination of DQ and student

questions (20 min)
v. Update character chart or Reading Time (15 min)
vi. Think, Pair, Share: Reading Check 2 over book 6-10. Use the following
focus questions below to guide the TPS. Project each question
(individually) on the board or write them for everyone to read. Students
will have 3 minutes to write their own thoughts on a sheet of lined paper, 2
minutes to discuss with a peer, and then 5 minutes to discuss as a whole
class. Repeat for each question.
1. Explain the phrase "the stranger's due that is right and proper" (95).
What does the saying reflect about ancient Greek culture?
2. Odysseus is wanted as a husband by many women (Calypso, Circe,
Nausicaa), but he refuses them, saying he must be loyal to his wife.
In your opinion, is Odysseus actually loyal to Penelope?
3. How is Odysseus responsible for his men, both by saving them but
also for placing them in danger? (30 min)
vii. Exit Question: Make a prediction about something you think will happen.
b. Thinking Levels
i. Knowledge and Comprehension: Students will write and paraphrase the
reading.
ii. Analysis and Synthesis: Students will examine different passages, events,
and characters in order to determine meaning, motives, and themes.
Students will also hypothesize and revise ideas, claims, and predictions.
i. Verbal/Linguistic: Students will need to talk aloud to share their thoughts.
ii. Interpersonal: Students will interact with peers during the "pair" and
"share" steps of the literacy strategy.
iii. Intrapersonal: Students will reflect inwardly during the "think" step of the
literacy strategy.
iv. Accommodations will be made for students who need more processing
time.
i. Methods: Think, Pair, Share (TPS) literacy strategy, group work,
discussion
ii. Materials: Quiz 2, lined paper
Modeling
a. The teacher will model the Think, Pair, Share literacy strategy.
a. The teacher will use choral response, call out, and thumbs-up to assess
understanding of students during the TPS.
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VIII.
IX.
X.
b. Alternatively, the questions of the TPS literacy strategy serve a dual purpose of
checking for understanding as well.
Guided Practice
a. The teacher will guide students through the literacy strategy and the discussion. A
timer will be projected onto the board so that students can monitor themselves as
well.
a. Students will think independently, but will have the added comfort and security of
scaffolding of the pairing and sharing portion.
Closure
a. Exit Question: Students will answer in their own words: "What does it mean to be
loyal?"
b. Evaluation: Participation, observation,
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LESSON 8: Order in the Court!

I.
II.
III.
IV.
V.
Standards
a. CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, and presentation of alternate
views), clear goals and deadlines, and individual roles as needed.
b. CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
c. CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.
d. CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
e. CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
Behavioral/Objective: By the end of this unit, students will be able to clearly express the
ideas and opinions in speech, backing them with logical reasoning and textual support.
Students will also be able to consider multiple perspectives to the same story and be able
to work collaboratively.
Anticipatory Set: Students will make a T-chart outlining which character was more in the
right in Book 9: Odysseus or Polyphemos. Students will have 10 minutes to list as many
ideas and reasons as to why each character was more heroic or justified in his actions.
Objective/Purpose: (student friendly language)
Input
a. Task Analysis (Intended for 2 days)
i. Do-It-Now (Review) (10 min)
ii. Anticipatory Set (10 min)
iii. Introduce the discussion-debate activity. Split class into three groups:
Odysseus lawyers, Polyphemos lawyers, and the Jury. Pass out
materials. (5 min)
iv. Students will work in their large groups to provide reasons and arguments
to defend their client. They should reference the text and logic. (35 min)
56 | P a g e
VI.
VII.
v. Discussion-debate (30 min)

1. Students will present their opening statement (that clearly states
their side/opinion), three solid arguments, respond to counterarguments, and provide a concluding statement.
2. 10 minutes for each side to present their case. 10 minutes for the
jury to deliberate.
vi. Whole Class Discussion: Ask students to react to the jury's decision. Ask
students to also reflect and share on their experiences. (15 min)
vii. Exit Question: Who do you think is in the right, Odysseus or Polyphemos?
Explain.
b. Thinking Levels
i. Knowledge and Comprehension: Students must be knowledgeable of the
epic (i.e. they must have read this chapter in order to participate most
effectively). Furthermore, students must understand what is transpiring in
order to make judgments on the characters' actions.
ii. Application and Synthesis: Students must apply their learning from
previous lessons (about the characteristics of a hero; about the epic's
characters; about what a debate/court trial looks like; etc.) in order to fully
participate in this activity. Additionally, students will then use this
knowledge to apply it to this scenario (a hypothetical that does not exist in
the epic) and create a court case of arguments, depending on their roles.
c. Learning Styles or Accommodations:
i. Interpersonal: Students must rely on and work with their peers in order to
accomplish all of the work.
ii. Verbal/Linguistic: Students will need to speak in front of the class.
iii. Kinesthetic: Students will move about the room, both during work time
and during the presentation of the debate/court trial.
iv. Constructivist/ Hands-On Learning: Students will construct their own
learning. This lesson does not rely on teacher lecture or control. Its success
relies solely on the students' willingness to engage with the material and
put forth effort.
i. Ways of presenting: Student driven, collaborative group work
ii. Materials: Assignment sheet, lined paper
Modeling
a. The teacher will model how the process of the court trial will operate by outlining
an agenda with time slots for each aspect of the assignment.
57 | P a g e
VIII.
IX.
X.
a. The teacher will move about the room to check in with groups and pairs. The
teacher will be available for questions and re-direction if students get moving in
the wrong direction.
b. Furthermore, the teacher should use "check" questions in the beginning of the
lesson to ensure that all students are on the same page and up to speed with the
events that happen in Book 9 of The Odyssey.
i. For example, some clarifying questions may include:
1. Who is Odysseus? Who is Polyphemos?
2. How did they meet/run into each other? Why?
3. What happened in the cave?
4. How did Odysseus escape the cave? The island?
5. What was the last thing Odysseus said to Polyphemos? Why did he
do this? How does this affect the rest of the epic?
Guided Practice
a. Students will be guided by both the teacher and their peers in their collaborative
group work.
a. There will not be extensive opportunities for independent practice in this lesson.
However, anticipatory set and the reflection/closure/exit question allow students
to work independently.
Closure
a. Formative Assessment: Group work, observation, exit question
b. Summative Assessment: The debate/court trial will serve as the entire unit's
summative assessment and takes the shape of a performance task. Students will be
graded both individually (on their contribution to the group, ideas, behavior,
effort, use of time, and reflection) and collectively (the quality of arguments and
reasoning from a group and their presentation).
c. Exit Question/Reflection: Who do you think is in the right, Odysseus or
Polyphemos? Explain. Also, please tell me how this activity went for you: How
was it working with others in a group? Did you run into conflicts? If so, how did
you solve them? What is the most important thing you learned from this activity?
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Order in the Court!

After being tricked and maimed by Odysseus, Polyphemos the Cyclops
has filed a lawsuit at the High Court of Olympus against Odysseus, citing breaking and entering
and assault. Now, both Odysseus and Polyphemos need lawyers to defend them. The class will
be split into THREE groups. Within each group, members will need work cooperatively, but will
also need to delegate responsibilities in order to complete all of the work.
The Defense Odysseus Lawyers: (12 students)
Consider the following questions to help you get started:
Was Odysseus trying to save people?

Did Odysseus want to hurt the Cyclops? Why did he do it?
What would have happened if he hadnt done what he did?
What happened to Greek hospitality?
You will need:

An opening statement. This should be a sentence or two stating your position and why
Odysseus is NOT guilty. (2 students)
A case of arguments. You will want 3-5 (but the more the merrier) solid arguments for
why Odysseus did nothing wrong. (5 students)
A counter argument. Your team will want to anticipate the other sides arguments so
that you can be ready to respond. (3 students)
A closing statement. This may be similar to the opening statement, but should firmly restate your opinion and sum up your case to convince the jury of Odysseus innocence. (2
students)
Be ready to TURN IN after the trial:
A list explaining how your group distributed responsibilities and stating which students
fulfilled which roles.
A 1-2 sentence hand written opening statement.
A list of your arguments (minimum of 3).
A paragraph explaining what the counter argument might say (4-5 sentences).
A 1-2 sentence hand written closing statement.
Group Members Names:
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Order in the Court!

The Prosecution Polyphemos Lawyers: (12 students)
Consider the following questions to help you get started:
What was Odysseus doing in Polyphemos home anyways?

Was Polyphemos simply defending his home and flock?
How else would a Cyclops survive if he cant eat?
You will need:

An opening statement. This should be a sentence or two stating your position and why
Polyphemos is a victim and why Odysseus is guilty. (2 students)
A case of arguments. You will want 3-5 (but the more the merrier) solid arguments for
why Odysseus did something wrong and why/how he should be punished. (5 students)
A counter argument. Your team will want to anticipate the other sides arguments so
that you can be ready to respond. (3 students)
A closing statement. This may be similar to the opening statement, but should firmly restate your opinion and sum up your case to convince the jury of Odysseus innocence. (2
students)
A 1-2 sentence hand written opening statement.
A list of your arguments (minimum of 3).
A paragraph explaining what the counter argument might say (4-5 sentences).
A 1-2 sentence hand written closing statement.
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Order in the Court!

The Jury: (7-8 students) Your job is to decide the case based on each sides arguments. Try to
keep your personal beliefs separate from your decision. Instead, as the jury you will need to think
objectively about the case before making a decision. A majority vote on the jury is needed to
solve the case.
You will need:
BEFORE THE TRIAL: To come to agreement with your group about how you will
assess each sides presentation and how you will decide your reasoning. Consider the
following:
o The strength and validity of each sides arguments.
o Each sides ability to present their ideas clearly and logically.
AFTER THE TRIAL: A resolution. After deliberating and voting on the case, you will
need to present a written statement about whether Odysseus is guilty or not guilty and
WHY he is or is not guilty. In the event that Odysseus is declared guilty, you will also
need to determine an appropriate punishment.

A paragraph or list explaining how you will determine the winner of the trial.
A breakdown of the vote (which jury member voted for which side).
A 2-3 sentence hand written explanation for the jurys decision.
(If applicable) A statement of the punishment.
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LESSON 9: Writing Workshop 4 days

I.
II.
III.
IV.
V.
Standards
a. CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
b. CCSS.ELA-LITERACY.W.9-10.1.A Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among the claim(s), counterclaims, reasons, and
evidence.
c. CCSS.ELA-LITERACY.W.9-10.1.B Develop claim(s) and counterclaims fairly,
supplying data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form
and in a manner that anticipates the audience's knowledge level and concerns.
d. CCSS.ELA-LITERACY.W.9-10.1.C Use words, phrases, and clauses to link the
major sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
e. CCSS.ELA-LITERACY.W.9-10.1.D Establish and maintain a formal style and
objective tone while attending to the norms and conventions of the discipline in
which they are writing.
f. CCSS.ELA-LITERACY.W.9-10.1.E Provide a concluding statement or section
that follows from or supports the argument presented.
Behavioral/Objective: By the end of this lesson, students will understand the writing
process, be able to participate in writing workshop, and will have produced a piece of
writing to submit that identifies a precise claim, supports it through textual evidence and
logical reasoning, maintains a formal tone and style, and contains an insightful
conclusion.
Anticipatory Set: The teacher will lead a whole class brainstorm on the board over the
characteristics of what makes a hero. The students will then participate in a sequence of
activities answering a single question that will gear them up for writing a thesis without
the added anxiety of formulating a thesis.
Objective/Purpose: "Today, and for the rest of the week, we are going to devote class
time to something called writing workshop. We are all going to compare Odysseus, our
representative of an ancient Greek hero, to a contemporary hero that you choose."
Input
a. Task Analysis (Intended to span 4 days or more)
i. Call class to attention each day. State objective.
ii. Day 1
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1. Brainstorm ideals and characteristics of a hero on the board. (15

min)
2. Single Question Essay Prep Assignment (25 min)
a. Model how to pull and cite quotations from a text.
3. Ancient and Modern Heroes Activity (20 min) (Finish as
homework)
iii. Day 2
1. Pass out assignment sheet and give instructions (5 min)
2. Model how to write a thesis and an outline (10 min)
3. Student writing time: write outlines (15 min)
4. Student mini peer workshops (10 min)
5. Student writing time: draft 1 (20 min)
6. Homework: Bring first full draft to next class
iv. Day 3
1. Address questions/concerns. Give instructions on workshop and
groups. (10 min)
2. Writing workshop in groups of 3-4: Focus on Revision of IDEAS
(30 min)
a. Meanwhile, the teacher will observe and jump from group
to group.
3. Writing Time (20 min)
a. Meanwhile, the teacher will conduct mini conferences with
students on their writing.
4. Homework: Bring revised draft (draft 2 ) to next class.
v. Day 4
1. Address questions/concerns. Give instructions on workshop and
groups. (10 min)
2. Writing workshop in pairs: Focus on Editing (15 min)
a. Meanwhile, the teacher will observe and jump from pair to
pair.
3. Writing Time (35 min)
a. Meanwhile, the teacher will conduct mini conferences with
students on their writing.
4. Homework: Students will bring completed essay to turn in at next
class period.
b. Thinking Levels
i. Knowledge and Comprehension: Students must use their knowledge of
Odysseus from The Odysseus to successfully complete a rich comparison
of him and another hero. Students must likewise understand the concepts
63 | P a g e
VI.
VII.
VIII.
IX.
X.
of heroism and the qualities discussed in class, as well as the events of the
epic in order to glean whether Odysseus is truly hero material.
ii. Application and Analysis: Students must apply their knowledge and
analyze it using critical thinking.
iii. Synthesis: Students must be able to hold all of this knowledge and
processes in mind in order to write their ideas down and create an essay.
i. Interpersonal: The essence of writing workshop relies on conversation.
Therefore, students will need to talk and collaborate with their peers.
ii. Verbal/Linguistic: Students will use words and writing to express their
ideas.
iii. Kinesthetic: Students will be able to move about the room during
workshop time.
iv. Intrapersonal: The writing time in class allows students to work
individually and independently.
i. Ways of Presenting: mini lesson lectures, group discussion, group
brainstorm (collaboration), writing workshop, revision, modeling
ii. Materials: White board, assignment sheets, paper, possible
computers/laptops if available
Modeling: The teacher will model how to write an outline for the essay. The teacher will
use the overhead projector to compare two unrelated-to-the-text, but well-known, heroes:
Spiderman and Achilles.
Checking for Understanding: The teacher will use the following methods and questions to
check for understanding.
a. Who knows what a thesis statement is? Can we try to explain it?
b. What is an outline? What's the purpose? Why do we do it?
c. Other methods: choral response, thumbs-up/down, observation, stand up if...., etc.
Guided Practice: The modeling of outline writing will guide the students through getting
started on their essays. Students will also have the added support of their peers in writing
workshop.
Independent Practice: Students will need to the bulk of the writing on their own as this is
not a group activity.
Closure
a. Exit Question (for the last day): From your writing, who did you determine to be
the better example of a hero? Why?
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Single Question Assignment: The Ancient Greek Hero

By now, we have a good sense of the nature and values of the Greek hero and how Odysseus fits
into these values.
What heroic ideals, behavioral patterns and/or personal

characteristics define the ancient Greek hero?
Answer the above question in one sentence using Odysseus as an example. Then, list three (3)
quotations from the text for support. Cite your quotations parenthetically by putting the page
number in parentheses.
Answer: ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Textual Support 1: ______________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
Explanation: ___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Textual Support 2: ______________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
Explanation: ___________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
Textual Support 3: ______________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
Explanation: ___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Ancient & Modern Heroes

Consider what it means to be a hero: the qualities and actions we expect of heroes. How
does Odysseus fit into this idea of a hero? Does the ancient Greek notion of hero differ from
the 21st century idea of a hero?
First, fill in the Venn diagram of the ancient hero and the contemporary hero:
Next, answer the question: Is Odysseus a (good) hero? State your opinion and reasoning
below.
Opinion/Stance:
Reasons/Support:
1.
2.
3.
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Explanation:
Now, choose a modern day hero. How does she/he compare to Odysseus? What traits about
your chosen hero make them heroic?
Chosen Modern Hero:
Similarities with Odysseus:
Differences from Odysseus:
Using the space below and in complete sentences, explain which hero you think is more
heroic, Odysseus or the modern hero you have chosen.
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My Hero: A Comparison/Contrast Essay

Name ________________________________________ Date ________________ Hour_______
Through reading the Odyssey, we learned a great deal about what the ancient Greeks valued.
Their values are embodied by the heroes of their tales, just as our own heroes display our
personal values. In this essay, you will choose a contemporary hero, someone who is famous for
displaying your own values as well as the values of our society, and compare and contrast him or
her with Odysseus. Consider books, folktales, movies, real life, and comics to choose a hero.
In your comparison/contrast essay, you should distinguish 2-3 traits for each hero. Be sure to
explain how their qualities contribute to or detract from their effectiveness as heroes. You should
also discuss what your chosen traits for each hero say about the society they come from.
Chosen Hero to Compare to Odysseus: _______________________________________
Consider the following approaches to organization:
Individual Approach:
Address Hero A in the first half of essay, then discuss Hero B in the second half of
essay.
Integrated Approach:
Organize based on heroic traits rather than the individual hero. That is, discuss Trait 1,
then Trait 2, then Trait 3. Address Hero A and Hero B simultaneously in each
paragraph.
Essay Requirements:
2-3 pages in length

Typed or written legibly
Specific references to events in the text
At least three direct quotations with proper citation
Compares Odysseus to one other commonly-known hero.
Identifies 2-3 traits for each hero.
Due: _________________________________________
Ideas:
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RUBRIC - My Hero: A Comparison/Contrast Essay:

Ideas
-
/ 10
Essay accurately states and describes personality traits of each hero.
Writer insightfully compares and contrasts the two heroes in a meaningful way (not
obvious).
Ideas are clear, focused, and well developed.
Organization
-
Essay clearly follows an appropriate comparison/contrast format, as seen in topic

sentences and supporting details.
Introduction is inviting, includes title, author, genre, and includes a strong thesis
statement.
Conclusion paragraph restates the thesis, provides insights gained from the comparison,
and attempts to answer the "So what?" question.
Style
-
/ 10
Writer's voice is interesting and inviting, showing understanding and genuine interest in
the topic.
Words chosen are specific, accurate, effective and vivid.
Sentences are grammatically correct, flow smoothly, and vary in length and structure.
Process
-
/5
Grammar, spelling, and punctuation are correct.

Parenthetical citations are used correctly for each piece of researched information.
Works cited page is complete and follows correct MLA format.
Presentation
-
/ 10
All drafts and outlines are included.

Workshop sheets and peer-edit sheets are included.
Conventions
-
/ 10
/5
Essay is typed in Times New Roman or similar 12 point font, OR written neatly in blue
or black ink, one side of page, skipping lines.
Total
/ 50
Comments:
70 | P a g e
Assessment
To evaluate the effectiveness of instruction and implementation of the unit plan, data from the actual
assessments given to two classes of freshmen English are provided. The first hour freshmen English class
includes 32 students. The fifth hour freshmen English class includes 30 students. Neither class is the
result of intentional tracking; however, due to tracking in mathematics courses, other subjects have felt
ripple effects such that the student population of first hour is much more outgoing, exuberant, and chatty.
Generally, students in this class are more oriented around social motivation and their peers. In contrast,
the fifth hour student population is slightly more subdued: they are more reserved, quiet, and
academically focused. On average, fifth hour sees fewer disciplinary and behavioral problems.
Overall, the differing personalities of each class made for interesting instruction of the same material.
Additionally, each class had different needs, questions, and required different accommodations. More so,
the class personalities are reflected in the data for each summative assessment of the unit. In first hour
freshmen English, the average score on the performance task was 91.2%, and the average score on the
essay was 78.7%. In fifth hour freshmen English, the average score on the performance task was 86.9%,
and the average score on the essay was 88%. While each class did very well, it is both interesting and
fitting that first hour performed slightly higher on the performance taskwhich required more active
movement and social interactionand that fifth hour performed significantly higher on the linguistic
assessment of writing an essaya task that relies more intrapersonal skills and less kinesthetic
movement.
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Reflection
What was successful?
Although imperfect, there were many successful aspects to this unit plan. In particular, the
instruction and planning of this unit Homer's The Odyssey was successful at engaging reluctant
students in discussion. The unit was based on a belief that learning is social so discussion
questions were used throughout. Both teacher-given discussion questions and student-generated
discussion questions were used. Time was allotted for whole class and small group discussions
to promote social learning and foster interest. Lastly, I believe that this unit was successful in
terms of how student learning was assessed: meaningful evaluation of student understanding was
prioritized. Thus, students were able to express understanding of the text through authentic
collaborative work and presentation in the court trial-inspired performance task. This activity
was well received by both the students and the cooperating teacher.
How did I help students learn?

As a proponent of student-centered and active learning, I endeavored to put as much
responsibility over their own learning into the students' hands. This involved a tremendous
amount of confidence and trust in my students and willingness on my own part to be flexible. To
accomplish this, I continually asked students for their input and honeston their comprehension,
reading progress, evaluation of activities, and suggestions for the future. Very often I was able to
implement their suggestions as well, which has been a vital part in helping students learn because
it showed them that I value their opinion and that what they have to say, not only maters, but
makes a difference.
It was also an aim of this unit to let students direct the discussions to fit their needs. The result of
doing so was astounding! Students were engaged, interested, and eager; they were inquisitive,
insightful, and hard-working. At the close of this unit, the two classes of freshmen English had
compiled an impressive list of over 150 unique questions related to the epic! A sample of the
questions student generated are
How is it possible for Poseidon to hold such a big grudge? Why doesnt he just grow
up and let it go?
How big was the Cyclops? How can he be big enough to throw a rock that changed
the direction of their ship, but small enough to milk sheep?
Why does Odysseus betray his wife Penelope by sleeping with other women (Circe,
Calypso)?
Why does the crew trust and follow Odysseus without questioning him?
Why would Odysseus disguise himself as a beggar if he will be perceived as someone
untrustworthy?
Is Odysseus really a hero?

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Why do people give offerings to the gods?

How aware of the world were the ancient Greeks?
Did the ancient Greeks have a version of heaven in the Underworld?
Some of these questions we were able to answer; others we could only debate and speculate
about. Yet, by acknowledging to the students that I did not, and will not, always have all the
answers, I fostered their understanding of learning as fluid, as a process, as always in flux. I
believe that not only did this mindset enhance student learning of the target material, but that it
was essential in showing students that even teachers still learn thingsthe larger goal of this
being to reinforce growth mindsets over fixed mindsets to learning.
Were the objectives of the unit primarily met?

Yes, I believe that students now have a clearer understanding of what it means to be a hero. It is
important to acknowledge though that not all of the students will have 62 identical definitions of
"hero" and what "heroism" is. However, each individual students does have an understanding of
what being a hero means to them: that heroism, and who we value as heroes, reflects our culture
and beliefs; that heroes do not have to be all-powerful, perfect, or super.
Secondly, whether students liked or enjoyed The Odyssey, they are capable of appreciating it
now. That is, understanding how and why cultures are different. This understanding, or capacity
to understand, is critical in a globalizing world where cultures very different from mainstream
American culture collide. It is important that teachers and their material are able to educate
students as civic citizens in a global world.
Thirdly, students have strengthened their critical thinking skills. While not perfected yet (because
we have growth mindsets in my classroom), students are continuing to learn how to read between
the lines and the importance of really thinking about what we read, hear, and see. Many students
were dumbfounded when they finally realized that Odysseus is not truly loyal to his wife because
of his many affairs throughout his journey.
Based on the data, what would I change for next time?

No lesson is perfect. This unit is not exempt from that. There are plenty of things that I would
change based on my own learning of what works well and what might work better. Primarily, I
would give more consideration to the placement of teaching this text in the school year. That is,
it was probably not the best choice of text for the very beginning of the year. As a "welcome
back to school" text, The Odyssey is over-ambitious. Unfortunately, I think that the length and
difficulty of this text may have deterred or discouraged some students from committing to the
reading. Therefore, this text would be better served as an end of the year unit. Another alteration
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that I may change is the translation/version. This unit uses the full text version translated by
W.H. D. Rouse. This translation is different from both of the two other versions I have
previously read, and I noted differences in spelling of the names and devotion to more minor
events of the epic. Next time I would like to try using the abbreviated version of The Odyssey,
which focuses on the major events of Odysseus' travels.
What have I learned?

I learned a tremendous amount, and any explanation here will not do that learning justice. I have
learned more about myself as an individual, about myself as a teacher, and about The Odyssey.
Throughout teaching this unit, I discovered my strengths and weaknesses as a teacher, student,
and learner. Many times I had to suppress my eagerness to provide answers so that students were
forced to think deeper and harder to find their own answers. I learned that time well spent
planning and being prepared will often save me later on. I have found new meaning and
revelations in the epic that I had not noticed the first three times reading. And I learned what I
had already suspected: that the students are brighter and more intelligent than they even suspect
they are because much of this learning came from them.
What adjustments did I make?

There were many adjustments made to this unit from its conception to its implementation. Some
changes were made weeks ahead of time; others were made in the midst of teaching. And that is
okay. Making adjustments is an aspect of teaching, and being flexible and okay with that fact is
part of being a good teacher. I often pitched lessons and ideas that I had planned in order to
accommodate pressing questions or needs of the students. The effects of making adjustments
only enhanced my students' learning and engagement. Summing it up, being flexible is beneficial
and conducive to the students, their learning, and my ability to teach most effectively.
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Bibliography
Common Core State Standards. (2014) English language arts standards. Retrieved from
http://www.corestandards.org/ELA-Literacy/
Homer. (n.d.) The Odyssey. (W.H.D. Rouse, Trans.) New York, NY: Signet Classics. (Translated
work re-published 2007).
Rhinehalt, B. (n.d.) Unit plan for The Odyssey. Retrieved from
http://ncteachdurhamcohortwinzeler.wikispaces.com/file/view/The+Odyssey+Unit+Plan.
pdf
Riordan, R. (2014). Meet the Greek gods. In The Online World of Rick Riordan. Retrieved from
http://www.rickriordan.com/my-books/percy-jackson/explore-mythology/greekgods.aspx
The British Museum. (2014). Gods and goddesses. Retrieved from
http://www.ancientgreece.co.uk/gods/explore/exp_set.html
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Exploring Heroism in The Odyssey Unit

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Exploring Heroism in Homer's The Odyssey

Unit Plan with Day-by-Day Lesson Instructions

Students will be able to explain what they understand a hero to be.

Grade 9 English Common Core State Standards

CCSS.ELA-LITERACY.W.9-10.1.C Use words, phrases, and clauses to link the major

Speaking and Listening

CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly,

The Odyssey Anticipation Guide

There's no place like home.

Following the rules is overrated.

But all is fair in love and war.

Given the chance, you should always take revenge.

It's more important to save face than to admit the truth.

Absence makes the heart grow fonder.

The best part of going somewhere is the journey.

The best part of going somewhere is the destination.

Karma is real: what goes around comes around.

If women were in charge, there would be no war.

Only the good die young.

There is nothing wrong with a few white lies.

The ends justify the means.

Winning is the most important thing.

Bad people usually get what they deserve.

You should never question authority/a leader.

Your Greek Mythology IQ

B. queen of the Underworld

C. goddess of wisdom, crafts, and war strategy

D. supreme god, ruler of the skies

E. god of the sea, horses, and earthquakes

F. goddess of love and beauty

G. ruler of the Underworld, kingdom of the dead

H. god of music and poetry

______ 10. Hephaestus

J. messenger of the gods; god of travelers, mischief

______ 11. Persephone

K. goddess of the hunt and maidens

______ 12. Helios

L. god of metal-working and volcanoes

How did you do?

Great, you're already an expert!

Pretty good! You're almost there!

You're about the make a number of new acquaintances in high places!

Informational Texts on Greek Gods and Goddesses

God of the Sky

Goddess of Marriage, Mothers and Families

God of the Sea

Goddess of Wisdom, War Strategy, and Crafts

God of archery, music, poetry, prophecy,

Goddess of the moon, the hunt, and young maidens

God of blacksmiths and fire

Goddess of Love and Beauty

God of the Roadways, Travelers, Merchants and

Symbol: the caduceus

God of the Underworld

Symbol: the Helm of Darkness

The Gods of Olympus

Greek god: Zeus

Greek goddess: Hera

Greek god: Poseidon

Greek goddess: Demeter

Greek god: Ares

Greek god: Apollo

Greek goddess: Artemis